Search

Das Studium in Schweden und somit auch das Deutsch- bzw. Germanistik-Studium sieht eine Wissenschaftsorientierung von Beginn an in allen Bereichen der Lehre vor, d. h. auch in Lehrveranstaltung zu Sprachfertigkeit und zur Landeskunde der deutschsprachigen Länder. Der vorliegende Beitrag beschreibt zunächst diese spezifischen Hintergründe, um sich sodann mit der Frage auseinanderzusetzen, wie die Lehre der Landeskunde an schwedischen Universitäten stärker wissenschaftsorientiert gestaltet werden kann. Einblicke in Curricula und Unterrichtspraxis sowie Daten aus einem kürzlich abgeschlossenen Dissertationsprojekt verdeutlichen zudem das Potenzial kulturwissenschaftlich orientierter Landeskunde-Ansätze für eine explizite Wissenschaftsorientierung. In Sweden, university studies and hence also German Studies require research-based teaching on all levels. This even includes regular language courses and courses on Landeskunde, i.e. on culture, history and society. This paper describes the specific context of German Studies in Sweden and demonstrates how seminars on Landeskunde can be developed in an even more research-oriented way. By analysing existing curricula and specific teaching practices as well as by utilising results of a recently completed PhD project this paper delivers new insights into teaching German at Swedish universities and illustrate the learning potential of a cultural-studies-based concept of Landeskunde for research-oriented teaching. [ABSTRACT FROM AUTHOR]

In recent years, German as a foreign language (DaF) has been intensively debated with regard to certain deficits in cultural mediation, with the aim of (re-)integrating cultural content in teaching DaF. This article discusses the reasons for the unsatisfactory state of affairs, and points out the important role of Cultural Theory in teaching, and the potential use of the concept of Linguistic Landscapes (as developed in Cultural Studies) to open up new perspectives for DaF teaching by accentuating the close connection between language and culture. In the second part of the paper the didactic potential of this concept is clarified by introducing several suggestions for lessons. [ABSTRACT FROM AUTHOR]