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Artificial Intelligence (AI) as a disruptive technology is not only changing our everyday life and the business world, but also the way we learn and generate new knowledge. Such breakthrough disruptions by new technologies are also taking place in the fields of foreign language learning. The focus of this paper is on AI-based applications that have an impact on the writing skill. This paper is structured to guide from general concepts to concrete ones. In the first section, a short overview of the possible applications of artificial intelligence in foreign language teaching is given. The second section focuses on writing with the help of AI-based applications for text generation. In the third section didactical-methodical considerations are formulated for the use of AI-based applications for text generation in GFL teaching. The paper finishes with a reflection which outlines conclusions. [ABSTRACT FROM AUTHOR]

Der Beitrag führt in die Entstehungsgeschichte, die Inhalte und den fachdidaktischen Ansatz dieses multimedialen Fort- und Weiterbildungsprogramms ein, das an Traditionen reflektierten Erfahrungslernens anknüpft. Die weltweite Nutzung sowie unterschiedliche Nutzungsformate werden vorgestellt. Berücksichtigt werden auch Modelle der Integration von DLL in die Lehrerausbildung, wie sie in Kooperationsprojekten zwischen dem Goethe-Institut und lokalen Universitäten entstanden. Besondere Beachtung finden die Praxiserkundungsprojekte, ein zentrales Element des Programms. Ihr Potenzial sowie ihre Herausforderungen werden auf der Basis bisheriger Forschung und einer aktuellen Befragung von Tutoren und Multiplikatoren kritisch erörtert. In this paper, the authors introduce the Goethe Institute's most recent program for in-service education of teachers of German. The history of this multi-modal program, its conceptual foundation and its content are explained, as well as various formats of program delivery in different parts of the world. In addition, the authors present models of integrating DLL into current pre-service teacher education programs, as they have developed in a number of cooperative ventures between the Goethe Institute and local universities. Since classroom action research projects constitute a core component of the program, the authors discuss its potential and challenges for teacher development based on some initial empirical research and a current worldwide survey of DLL tutors and teacher educators. [ABSTRACT FROM AUTHOR]

This paper analyzes recordings of lessons that had to be digitised at short notice due to the pandemic. The data is taken from German lessons at the B1+ level for refugees interested in studying, which took place with the help of the web conferencing tool Cisco Webex. The evaluation of the data focuses on the different views of the lessons on the participants' screens and the resulting didactic consequences, on the transition from silent to cooperative work and on how teachers react to learners' questions and mistakes. The analysis of a longer sequence also shows how the transition from working on a form-focused exercise to free discussions of topics relevant to the learners' proceeds. [ABSTRACT FROM AUTHOR]

This paper first introduces the 2 plus 3 program at the ZUST. Then the author probes into the question what the greatest difficulties are, despite of the apparent attractiveness of the double degree program. The results of a questionnaire show that both the intercultural differences and the lack of vocabulary significantly complicate the students' daily learning. To overcome the abovementioned difficulties, effective measures have already been taken in German lessons. The German language teaching experience in ZUST suggests that application orientation in German lessons is the key to its success. In the end, further considerations for improving the program are briefly explained. [ABSTRACT FROM AUTHOR]