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<title><string language="fre"><![CDATA[Jennifer Meier - The influence of the zeitgeist on the development of cultural learning in foreign language teaching in Germany from 1945 to the present.]]></string></title>
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<string language="fre"><![CDATA[Since the 19th century researchers have been investigating
the question whether we need to learn about culture in the foreign language
classroom or not (e.g., Volkmann 2010: 1), and it now seems clear that language
and culture cannot be thought of separately. A glance at German curricula is
enough to see that the German classroom today combines foreign language
learning with intercultural competence (e.g., KMK 2012: 12; ISB 2021) and has now
further developed a global perspective. But where does this “cultural insight”
come from, and to what extent is it linked to political and social trends? In
other words, how does the zeitgeist
influence the development of cultural learning within foreign language teaching
(e.g., Klippel, Friederike/Ruiz. Dorottya 2020, Schröder 2018; Fend 2016; Volkmann
2010).
 
The question is closely linked to what is understood
by culture, because this question alone changes how we learn about it and, thus,
changes the rhythm of foreign language learning. In the last 70 years alone – since
the collapse of the Third Reich – this approach to what culture is and how it can
be learned has changed immensely, particularly in Germany, but more broadly in
Europe and throughout the world. Researchers in the cultural sciences alone
have discussed and put forward new theses. As previously indicated, the concept
of culture has changed enormously in the school landscape in Germany. While a particularly
narrow concept of culture was still used at the beginning of the 1950s and
1960s, a semiotic concept of culture is assumed and represented in today’s curricula.
Thus, cultural learning evolved from the still-used cultural studies of the ‘20s
and ‘30s, to area studies (Landeskunde)
and, finally, to intercultural learning. The university sector is already
further along in this process and speaks of transcultural or global learning or
a combination of intercultural and global learning (e.g. Volkmann 2010;
Doff/Schulz/Engler: 2011; OECD 2018, Delanoy 2017).
With this discourse, I would like to highlight
and deepen the developments of cultural learning in foreign language teaching in
Germany, with a special focus on English teaching. This began with the upheaval
in foreign language learning after 1945 and continued until around 1970, which represented
a tentative beginning of cultural learning and an incorporation of what was considered
appropriate at that time. This was followed by Landeskunde (area studies), which fostered mainly basic knowledge
about the target culture in order to be able to interact abroad. Landeskunde controlled foreign language
teaching until the 1990s and finally led to intercultural learning, which still
dominates language teaching today. Interwoven with each other are the
socio-political influences (e.g., de Cillia/Klippel 2016: 626) on foreign
language teaching and the respective cultural definitions of terms, which have also
certainly influenced the learning of culture. My thesis is that the spirit of
the times has influenced the content of foreign language teaching, and that
learning about culture has become more important today than ever before. This
is recognisable in the external geopolitical or historical-political influences
of the respective eras. External factors were and are decisive for the
development of the school's content and orientation (Fend: 183). After the
Second World War, a return to democratic and international values began. The
first curricula were developed in the 1950s, and the desire for more foreign
languages grew as a result of the economic upswing and the increasingly
interconnected world. In the 1960s and 1970s, language teaching research became
increasingly important. For foreign language teaching, this meant that the
focus was no longer only on functional language use, but on communicative use,
which for the first time also included socio-cultural aspects (Hymes 1972,
Piepho 1974). In the 1980s/90s the communicative approach led to intercultural
communicative competence, which combined the socio-cultural with the foreign
cultural perspective. Of course, socio- and geo-political influences also play
a major role, such as new technologies like the internet, a more networked
world, mass migration, etc. (Volkmann 2010: 12). Furthermore, the EU has emerged
to prominence, which is why an orientation towards a European community began
already in the 50s. Even if the European Constitution has not been ratified,
there is a European motto (‘United in Diversity’) and more importantly, a
European curriculum. The Common European Framework
of Reference (2001) has had an immense effect on language learning in
Europe. In Germany it has led to a change of curricula: now there is an
orientation towards competences that
are formulated similarly to those in the CEFR. In 2020 a new edition of the
CEFR was relaunched. Once more, this will surely have a significant impact on foreign
language learning and on the implementation of learning about culture. 
 
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für Schulqualität und Bildungsforschung (ISB), München. LehrplanPLUS Realschule. Fachprofil Moderne Fremdsprachen. [https://www.lehrplanplus.bayern.de/fachprofil/realschule/englisch/auspraegung/moderne_fremdsprachen;
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London, pp. 194-213.]]></string></description>
<keyword><string language="fre"><![CDATA[didactique des langues]]></string></keyword><keyword><string language="fre"><![CDATA[histoire des idées]]></string></keyword><keyword><string language="fre"><![CDATA[Germany]]></string></keyword><keyword><string language="fre"><![CDATA[Zeitgeist and cultural learning]]></string></keyword><keyword><string language="fre"><![CDATA[, history of teaching culture]]></string></keyword><keyword><string language="fre"><![CDATA[intercultural learning]]></string></keyword><keyword><string language="fre"><![CDATA[global learning]]></string></keyword><keyword><string language="fre"><![CDATA[CEFR]]></string></keyword><keyword><string language="fre"><![CDATA[Area studies (Landeskunde)]]></string></keyword>
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