Survey of Global Simulation at the Intersection of Theory and Practice in the Intermediate-Level German Classroom

The article presents a format for intermediate, university-level German instruction called "global simulation" (GS) as the curricular manifestation of several recent trends in the literature on instructed second-language acquisition, in particular interactionist and task-based approaches,...

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Bibliographic Details
Published inDie Unterrichtspraxis Vol. 37; no. 2; pp. 99 - 116
Main Authors Levine, Glenn S, Eppelsheimer, Natalie, Kuzay, Franz, Moti, Simona, Wilby, Jason
Format Journal Article
LanguageEnglish
Published American Association of Teachers of German 2004
Subjects
Communicative Competence (Languages)
German
Higher Education
Intercultural Communication
Learning Theories
Scaffolding (Teaching Technique)
Second Language Instruction
Second Language Learning
Simulation
Sociocultural Patterns
Teaching Methods
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Summary:The article presents a format for intermediate, university-level German instruction called "global simulation" (GS) as the curricular manifestation of several recent trends in the literature on instructed second-language acquisition, in particular interactionist and task-based approaches, sociocultural theory, and the acquisition of intercultural communicative competence. Implications of and for the Standards for Foreign Language Learning are also considered. It is argued that engaging students in long-term, learner- centered and task-based simulation facilitates extensive interaction and ongoing scaffolded assistance, non-linear co-construction of language learning situations, and critical, self-reflexive treatment of cultural and social concepts and topics.
ISSN:0042-062X