The Dhoch3 project

Fotolia / DAAD

Logo Dhoch3Dhoch3 is a new funding programme in which the DAAD is cooperating with its partners to develop an offering to enhance the academic training of future teachers of German at schools and higher education institutions worldwide.

Each module is devoted to a specific topic, and all modules are made available free of charge to interested higher education institutions via an online platform. Our main aim with this project is to create an offering that complements and can be integrated optimally into existing structures and degree programmes and moreover provides stimuli for the development of new courses of study.

Features

With this in mind, the modules are characterised by a high degree of flexibility and adaptability. In terms of their themes they focus on current, globally observable trends such as the increasing interest in German in professional contexts and the growing demand for study-integrated German lessons. They thus contribute significantly to demand-oriented training for future school and university teachers of German. At the same time they integrate current scientific findings and reflect the state of research in the field of German as a foreign language, and as blended learning offerings moreover promote digitalisation in higher education in this field.

Target group

Dhoch3 is aimed at university teachers and Master-level students worldwide, focusing mainly on locations where degree programmes to train teachers of German are currently being established or where there is significant interest in course content in the fields of methodology and didactics, specialised and professional communications, or study-integrated GFL lessons.

Module development

The modules are developed at German higher education institutions by experts in German as a foreign language. The project currently comprises eight authoring teams that are each working on one themed module. More information on the authors and the content of each module can be found in the following overview. The project is supervised by a scientific advisory council that is also comprised of experts in the field.

Registration and use

Users can register on the Dhoch3 Moodle platform at moodle.daad.de (beta version) since early May. You will initially be given guest access, which will allow you to gain an overview of all modules and content and make use of the available materials. If you would like to edit or expand the existing materials to better suit your context, we will be happy to set up a local virtual classroom for you within the Dhoch3 Moodle. Please contact us by e-mail if you would like to make use of this option.

In addition to providing access to the platform, the DAAD also offers tailored workshops on technical, didactic and content-related aspects of Dhoch3 in cooperation with the module developers. If you would be interested in taking part, please contact Julia Kracht Araújo directly.

Further information and current publications

Just published:

Schmäling, B./Guckelsberger, S./Roelcke, T./Kraft, A. (2018), Integrierter Sachfachunterricht in der akademischen Deutschlehrerausbildung weltweit: Das Projekt DaF-Studienmodule und der CLIL-Ansatz. In: K. Haataja/R. E. Wicke (Hrsg.), Fach- und sprachintegriertes Lernen auf Deutsch (CLILiG). Materialentwicklung, Lehrerbildung, Forschungsbegleitung. Berlin: ESV, S. 149-163.

Forthcoming:

Schmäling, B. (i.V.), Dhoch3. Online-Studienmodule für die Deutschlehrerausbildung an Hochschulen weltweit: kontextspezifische Adaptierbarkeit und Anwendung im Blendend-Learning-Format. In: InfoDaF Themenheft: Neue Konzepte für den Deutschunterricht und die Germanistik.

A comprehensive article about the use of Dhoch3 at universities abroad has just been published in the latest DAAD-Letter.

Further information

Don't hesitate to get back to us for any further information:

Deutscher Akademischer Austauschdienst
Referat S14 - Germanistik, deutsche Sprache und Lektorenprogramm

Julia Kracht Araújo, Project lead, +49 228/882-8840, kracht-araujo@daad.de

Juliane Hansen, Project assistant, +49 228/882-8656, hansen@daad.de

Dhoch3-Moodle: moodle.daad.de

Technical realization and support: INCCAS GbR, Bochum

Funded by:

Module 1: Methods and principles of teaching German as a foreign language

Global methods such as the grammar-translation method, the communicative or the intercultural approach and what are known as the principles of foreign language teaching such as student-centred learning, task-based learning or learner autonomy are sometimes interpreted as if they could serve as general guidelines for teaching and learning foreign languages. In fact it was established in the mid-1970s that there is no such thing as a best method: successful foreign language teaching must bear in mind the differences between the involved individuals, that is, teachers and learners, as well as varying learning goals or institutional conditions. A look at current teaching practice however shows how influential and evident in everyday teaching this discussion of methods and principles is.

This module presents methods and principles and illustrates why and how changes have taken place, that certain aspects suddenly become more prominent while others recede, and that certain aspects become standard parts of the curriculum once they are introduced while others are soon almost forgotten. Users of this module will develop the ability to assess methods and principles with regard to their relevance to the respective language learning situation and to combine discussion of large-scale methods with discussion of the appropriate methodology at the micro level.

Keywords: methods, principles, student-centred learning, task-based learning, learner autonomy, communicative approach, intercultural approach

Authors:

Prof. Dr. Nicola Würffel Project lead

nicola.wuerffel@uni-leipzig.de
                                                           

Prof. Dr. Dietmar Rösler Project lead

dietmar.roesler@germanistik.uni-giessen.de                  

Filippa Buda, M. A.

Project collaborator filippa.buda@uni-leipzig.de

Natallia Baliuk

Project collaborator natallia.baliuk@uni-leipzig.de

University, Institute

Universität Leipzig
Herder-Institut
http://herder.philol.uni-leipzig.de/hi.site,postext,mitarbeiter,a_id,9052.html

Universität Gießen
Institut für Germanistik
https://www.uni-giessen.de/fbz/fb05/germanistik/iprof/daf/uber-uns/wimi/roesler

Module 2: Course and lesson planning for GFL at schools and higher education institutions

The “Course and Lesson Planning” module centres on how to plan, execute and reflect on teaching and learning processes in the field of German as a foreign language in a scientifically well-founded manner. This module is aimed at university teachers in the fields of GFL and German studies at universities abroad who would like to develop students’ dynamic planning skills and thereby contribute to their professionalisation as future language teachers at schools, higher education institutions or in other learning contexts. As teaching German in connection with another subject (e.g. geography, economics) is becoming increasingly widespread, the module discusses both lesson planning for GFL and approaches to planning content and language integrated learning (CLIL).

A number of influencing factors must be considered when planning courses and lessons; these include for example the respective institutional conditions and curriculum requirements as well as learners’ circumstances (their goals, language skills, experience learning languages). The aim is to prepare future teachers as well as possible for this complex task e.g. through analytical work with illustrative materials, through video observation, through reflective tasks or by means of projects that promote a research-oriented approach.

A wide range of materials (e.g. introductory texts, original academic texts, exercises, teaching videos, questions on text analysis, project suggestions) are offered on the following topics:

  • Topic 1: Basic questions of course and lesson planning (focusing on GFL and CLIL)
  • Topic 2: Curriculum requirements
  • Topic 3: Assessing language skills
  • Topic 4: Creating and reflecting on lesson plans (focusing on GFL and CLIL)
  • Topic 5: Observing, analysing and reflecting on teaching

Keywords: Lesson planning, GFL, CLIL

Authors:

Prof. Dr. Heike Roll Project lead heike.roll@uni-due.de
Dr. Susanne Guckelsberger Project collaborator susanne.guckelsberger@uni-due.de
Christoph Chlosta Projekt collaborator christoph.chlosta@uni-due.de
University, Institute

Universität Duisburg-Essen
Institut für Deutsch als Zweit- und Fremdsprache
https://www.uni-due.de/daz-daf/

Module 3: Teaching and learning with electronic (online) media

The aim of this module is to theoretically and practically familiarise users with the potential added value of using electronic – mainly online – media. The focus is not on media for their own sake between media hysteria and medial edutainment, but on media as targeted tools to improve and accelerate the acquisition of language and cultural knowledge. The intention is to show at which points, for which groups of learners, under what circumstances and with what aims the use of online media can generate added learning value. Accordingly, the module’s eight chapters and 32 learning units always discuss theoretically well-established perspectives of medially supported foreign language teaching that reflect participants’ previous or future teaching and learning practice. Learning theoretical, psycho- and cognitive linguistic, media theoretical and didactic, linguistic, technological, evaluative and administrative perspectives are covered.

Keywords: New media, digital media, online media, student-centred learning, interculturality, animation, cognitive didactics, transfer difference, media didactics

Authors:

Prof. Dr. Jörg Roche Project lead roche@daf.lmu.de
Dr. Katsiaryna EL-Bouz Project collaborator el-bouz@daf.lmu.de
University, Institute

Ludwig-Maximilians-Universität München
Institut für Deutsch als Fremdsprache
http://www.daf.uni-muenchen.de

Module 4: Career-oriented GFL teaching

The Master’s module “German for professionals” aims to provide future teachers of the subject with the skills required for planning and teaching GFL classes at all levels that take the particular demands of professional language use contexts into account. Students’ target competences include demand analysis, models for determining career-oriented learning goals and implementing them in teaching, and the various aspects of planning language classes that focus on key professional qualifications and polyvalent speech acts in professional and general language. The latter also includes fundamental skills in teaching sector-independent language requirements relating to communication in the workplace, such as describing workflows, work products and materials, workplace-related communication in teams, and working with professional texts. Teachers will be familiar with the basics of the subject.

The module meets both research- and application-related goals, as it requires users not only to analyse the latest studies but also to carry out practical projects.

Keywords: career-oriented German teaching, career-related German teaching, professional German, German in the workplace, theory, practice, demand analyses, communication in the workplace, scenarios in the world of work, technical language, professional language

Authors:

Prof. Dr. Hermann Funk Project lead Hermann.funk@uni-jena.de
Dr. Christina Kuhn Project lead Christina.kuhn@uni-jena.de  
Anna Korneva, MA Project collaborator

Anna.korneva@uni-jena.de

University, Institute

Friedrich-Schiller-Universität Jena
Institut für Deutsch als Fremd- und Zweitsprache und Interkulturelle Studien
Bereich Deutsch als Fremd- und Zweitsprache
http://www.dafdaz.uni-jena.de/

Module 5: Specialised communication in German

Technical language skills are today in higher demand than ever and an important part of effective and efficient communication. The need for qualified specialists who are able to operate internationally at appropriate language levels is growing steadily. Lecturers in German studies abroad are facing the challenge of meeting the complex demands of education and further training for specialists.

With this in mind, materials are developed that gradually introduce the topic of German technical language. In addition to linguistic fundamentals, the particularities and principles of specialised communication are taught. Models for integrating language and specialised learning and on planning and developing specialised teaching are discussed and tested in order to enable participants to reflect on, produce and teach complex technical language content.

In addition to the forms and functions of various technical languages, the module explores linguistic, subject-specific, social and cultural barriers to technical communication and discusses principles for overcoming them. The focus is on the teaching of technical language and on methodological and didactic procedures for planning and designing foreign technical language classes. Both the development of teaching and learning materials and the practical implementation of methodical and didactic principles in teaching German as a foreign and technical language in the applicable country-specific context are covered.

Keywords: specialised communication, technical language, teaching technical language, teaching and learning materials, language and specialist courses, phenomena of specialised communication, methodical and didactic approaches, CLIL, CLILIG

Authors:

Prof. Dr. Thorsten Roelcke

Project lead

roelcke@tu-berlin.de

Andreas Kraft, M.A. Project collaborator

a.kraft@tu-berlin.de

Lina Brüssel

Project collaborator
University, Institute

Technische Universität Berlin
Fakultät I – Geistes- und Bildungswissenschaften
Institut für Sprache und Kommunikation
Deutsch als Fremd- und Fachsprache
www.daf.tu-berlin.de

Module 6: German as an academic language, academic forms of working

Exploring academic methods of working and the norms and standards of academic discourse is imperative for those aiming to participate successfully in international academic discourse in everyday university life and their own research. Due to established traditions in discourse and research and to various institutional and social practices, such methods and standards differ, sometimes significantly, between different regions and academic areas. Based on academic traditions and the associated communicative behaviour patterns the module examines the linguistic characteristics of German as an academic language in different types of academic texts and discourse. The different contexts of everyday academia and the associated roles of students as participants in classes or as stakeholders in the organisation of studies moreover require skills such as taking notes or the ability to hold consultations that are appropriate in terms of form, language and content. The module discusses academic situations and the various roles of students and facilitates them through practical exercises. The reflective level included in the module uses comparative tasks to initiate constant intercultural comparison and general reflection on the module’s materials in order to individually adapt the materials to one’s own teaching and classroom contexts.

The module contributes to improving students’ academic competence and moreover creates the basis for a deeper scientific examination of German as a foreign academic language.

Keywords: everyday academic language, academic forms of working, research traditions, text types, discourse types, academic behaviour patterns, intercultural comparison, everyday university life, linguistic characteristics

Authors:

Prof. Dr. Christian Fandrych

Project lead

fandrych@uni-leipzig.de

Silke Schiekofer

Project collaborator

Silke.Schiekofer@uni-leipzig.de

Antje Rüger

Project collaborator

Antje.Rueger@uni-leipzig.de

University, Institute

Universität Leipzig
Herder-Institut
http://herder.philol.uni-leipzig.de/hi.site,postext,herder-institut.html?PHPSESSID=4phb3fjppcqmt50jnhj5j99i46ol78c5

Module 7: Multilinguality and tertiary language teaching

This module is designed to deliver insights into the theoretical foundations and practical applications of multilingualism research and tertiary-language didactics. Participants explore a range of multilingualism models and practise their ability to theoretically examine the topic of multiple language learning. The relevance to teaching German is highlighted in various contexts and derived by the participants themselves e.g. based on life-world language learning biographies. The module helps participants to develop skills with which they can better assess and utilise the multilingualism of learners in their courses. In addition, the module touches on current research questions and provides the option of expanding on individual topics which the participants can select themselves according to their needs.

With regard to practical aspects the module moreover presents specific examples and recommendations for using multilingualism in foreign language classes, which can be discussed based on teaching and learning theories. This means participants on the one hand discover new teaching concepts and on the other hand have the opportunity to develop materials individually with the help of the presented suggestions.

Keywords: multilingualism models, multilingualism didactics, tertiary languages, language (learning) awareness, multiple language learning, individual language repertoire, interculturality, overall language curriculum

Authors:

Prof. Dr. Britta Hufeisen

Project lead

hufeisen@spz.tu-darmstadt.de

Constanze Bradlaw, M.A.

Project collaborator

cbradlaw@spz.tu-darmstadt.de

Madeleine Schmorré, M.A. Project collaborator mschmorre@spz.tu-darmstadt.de
University, Institute

TU Darmstadt
Institut für Sprach- und Literaturwissenschaft,
Fachgebiet Sprachwissenschaft – Mehrsprachigkeit
www.daf.tu-darmstadt.de

Module 8: Research into teaching and learning foreign languages

Personal practical experience as a foreign language teacher and/or learner gives rise to numerous unanswered (research) questions, for example: Why do learners keep making similar errors? How can different learning speeds and outcomes be theoretically modelled? What factors positively or negatively affect learning success? What didactic principles can be derived from these findings? All these questions have not been fully answered. This module therefore encourages students and teachers to scientifically examine the processes of learning and teaching German as a foreign language in their own personal context and to familiarise themselves with current research findings; they also receive inspiration for their own research. Participants are introduced to some fundamental explanatory models and general learning theories for processes of foreign language learning, and to research method(olog)ical questions and selected empirical research methods in the field of learning foreign languages. They are specifically encouraged to refer back to their own practical experience at various points in the module, in particular through suggestions for independent, sometimes low-threshold empirical work. Existing knowledge and previous experience can in this way be subjected to critical reflection and developed further, and possible advancements for one’s own GFL teaching can potentially be identified.

Keywords: Foreign language acquisition, empirical research, hypotheses on L2 acquisition, theories on L2 acquisition, learner language, individual differences, socio-cultural variables, qualitative research, language teaching and learning research

Authors:

Prof. Dr. Claudia Riemer Project lead

Claudia.riemer@uni-bielefeld.de

Dr. Sandra Ballweg Deputy project lead

sandra.ballweg@uni-bielefeld.de

University, Institute

Universität Bielefeld
Fakultät für Linguistik und Literaturwissenschaft
Fachbereich Deutsch als Fremdsprache
http://www.uni-bielefeld.de/lili/studium/faecher/daf/