Deutsch Lehren Lernen

Deutsch lehren lernen © Goethe-Institut

DLL courses in South Asia

“Learning to teach German” (DLL), the innovative advanced training and continued professional development of the Goethe-Institut focuses on classroom lessons.  The new advanced training and professional development series of the Goethe-Institut was specifically tailored for teachers of German as a foreign language (DaF) and German as a second language (DaZ).  DLL provides practice-oriented qualifications for teachers worldwide – be it at the primary or the secondary level or adult education.

Even without having done German studies or DaF-studies, teachers can develop their skills with the help of modules from the DLL series
The following conditions are required  for participation in the course:
  • preferably a completed university degree
  • some teaching experience or practical training
  • the opportunity to do observations of German Language teaching sessions
  • the preparedness to work approx. 5 hours per week online for the duration of the course
  • additional condition for non-native speakers:  Proof of language level B2 (e.g. B2 certificate of the Goethe-Institut) or higher
Special permission is granted in case of justified exceptions.  Please consult us in such cases.

If it is your  aim to teach at the Goethe-Institut in future, kindly click here for further details:

Das Grüne Diplom
The innovative concept of DLL was developed taking into consideration the daily regimen and the challenges faced by a teacher in the classroom. Traditional topics such as training of skills, grammar and vocabulary, phonetics, literature, social forms etc. are integrated in a competence- and practice oriented concept.

An essential aspect of this didactic concept of   the advanced training in DLL is a research, which is to be done by the teacher in a practice or teaching session:  Learning in the classroom is thereby optimized, in that a teacher observes and reflects on others’ and one’s own class, recognizes new methods and tries them out in his/her class.
Recordings of the class and the completion of projects on practical research (PEPs) help teachers to reflect and update the abilities they already possess and make them apply the new observations in class.

Besides, the collective training in a group of international participants within the framework of DLL opens up the possibility for a direct exchange with motivated colleagues on the subject of classroom teaching.

Every DLL module is available from the Klett-Langenscheidt-Publishers in book form along with a DVD. It can also be accessed online and used interactively on the Learning Platform of the Goethe-Institut.  DLL therefore offers the teachers the maximum possible flexibility to organize their advanced training or professional development at their own pace.

Aim of the Program:
The knowledge and ability gained during the training or through teaching experience will be updated and broadened.  German teachers will be confident in their teaching methods and be able to constantly grow as teachers with the help of the so-called practical research projects (PEPs).  The program   BASIS, consisting of 6 modules, hones the skills described in the European profile for teaching skills at the basic level.
Click here for more information on the approach to advanced training in didactics.
This advanced training and continuing education program is directed at German teachers exclusively from the South Asian region.

DLL is offered as an online advanced training program including a one or two day face-to-face seminar at the end of every DLL module.

What does the Advanced Training Program offer?

The DLL modules (DLL1 to DLL6) can be chosen and booked individually, enabling a flexible time-table and intensity of learning.  The pace of learning can to an extent be self-determined. This program is therefore particularly suitable for training alongside a profession.
Every module of the training program consists of phases of self learning with particular emphasis on exchange and cooperative work with colleagues on the learning platform of the Goethe-Institut.  Every course module lasts for 12 weeks. It comprises:
  • Supervision by qualified tutors
  • Access to the interactive learner platform of the Goethe-Institut
  • practice-oriented assignments
  • networking and exchange with participants from the region. 
  • Access to a comprehensive multimedia data bank with documentation of classes. 
  • the printed version of the online course material
  • one or two day face-to-face  meeting at a Goethe-Institut  in South-Asia. In individual cases this seminar will be conducted via Skype, Adobe Connect  etc.   
The number of participants per course is restricted to a maximum of 18.
Short videos of authentic teaching and learning situations  provide a setting for
observing experienced colleagues and thereby gain inputs for one’s own classes.
Working on a practical research project (PEP) at the end of every module makes it possible to put into practice what has been learnt.

After successfully completing a module ( i.e. completion of at least 75% assignments in a module , as well as presentation and documentation of the practical research project -  PEP ) a Goethe-Institut certification can be obtained.
We offer the following DLL modules in 2019 and 2020:

DLL 4, 1 und 8: Application deadline 03.01.2019
Course begins on: 14.01.2019
Course ends on: 31.03.2019
DLL 5, 2 and 7: Application deadline 02.04.2019
Course begins on: 15.04.2019
Course ends on: 30.06.2019
DLL 3, 6 and 10: Application deadline 02.07.2019
Course begins on: 15.07.2019
Course ends on: 29.09.2019
DLL 8, 4 and 1: Application deadline 02.10.2019
Course begins on: 14.10.2019
Course ends on: 29.12.2019
DLL 3,10 and 6: Application deadline 03.01.2020
Course begins on: 14.01.2020
Course ends on: 31.03.2020
DLL 5, 2 and 7: Application deadline 02.04.2020
Course begins on: 15.04.2020
Course ends on: 30.06.2020

Applications for participants from the South Asian countries
Applications for all training periods are possible any time until two weeks before the beginning of the desired course.

Course fees for India: 7700 INR per module

You will be informed about the modes of payment by your respective Goethe-Institut.
  Send in your application by Mail to the contact person of your respective Goethe-Institut.
You will be enrolled as soon as you send us the application form by E-Mail, provided a place is available.
Within a week after your payment you will receive a confirmation from the respective  Goethe-Institut regarding your admission to the course.
In case of queries about this Advanced Training and professional development program, please contact:
or the contact person of your respective Goethe-Institut.

1. General Conditions for Participation
Conditions for participation in a DLL-Online course are:
  • preferably a completed university degree
  • some teaching experience or practical training
  • the opportunity to do observations of German Language teaching sessions
  • the preparedness to work approx. 5 hours per week online for the duration of the course
  • additional condition for non-native speakers:  Proof of language level B2 (e.g. B2 certificate of the Goethe-Institut) or higher 
Special permission is granted in case of justified exceptions.  Please consult us in such cases.

2. Modes of payment
The course fees can be paid during registration either by cash or by demand draft. Detailed information will be provided by your respective Goethe-Institut.

3. Amount payable
Fees will depend on the cost of the course at the time of registration. 

4. Withdrawal and Cancellation
4.1.  In case a participant is unable to do the course, following conditions for withdrawal apply:
  • In case of withdrawal until 1 week before the beginning of the course, an administrative charge of 20% of the entire course fees will be charged.
  • In case of withdrawal until 1 day before the beginning of the course, 50% of the course fees will be deducted.
  • In case of failure to join or drop-outs, no refund will be possible. 
4.2 Explanations for withdrawal must be sent in writing to your respective

5. Course distribution/group size
5.1 The maximum number of participants in an online-course is 18 participants, the minimum number is 12.
5.2 The institute reserves the right to change an instructor or to appoint several instructors.
5.3 The Goethe-Institut reserves the right to cancel a course, due to small number of participants. In this case the entire amount of the course fees will be refunded or credited for another DLL module.

6. Proof of successful participation in the course:
  • Completion of the contents and 75% of the assignments of the respective DLL module within the stipulated course duration
  • Completion of a practical research project related to the respective DLL module
  • Presentation of the practical research project within the stipulated course duration
  • Written documentation of the practical research project

7. Copyright
Worksheets or documents made available to the participants in order to facilitate the class requirements are copyrighted and may not be copied in part or entirety or be used for purposes that are not mentioned in this agreement.  It is particularly forbidden to download the documents in digital form to be made available or caused to be made available for use by a third party.

8. Data protection
The participant agrees that the Goethe-Institut secures and edits their data electronically in accordance with regulations for purposes of verification of registration, billing and performance.
The latest Terms and Conditions, as published, apply.
Bangalore, 15.11.2016

At the beginning of the program, almost everything that I came across was foreign to me. Gradually with a dedicated approach and not to forget the professional and experienced guidance of my teacher I was beginning to understand the finer nuances of the art of becoming a German Language Teacher.



I got started with the DLL program 2 years ago in 2015. Back then I had absolutely no experience in the field of teaching, but definitely knew that I wanted to become a German Language teacher. This was when the DLL cropped up as a definite option and it was evident that this program was going to open up new avenues and pave the path for my dream of becoming a German Language teacher.

At the beginning of the program, almost everything that I came across were completely untested waters and if I had let them bog me down, things could have turned out differently. However, I decided to give myself the time and approach the same on a day to day basis.

Gradually with a dedicated approach and no to forget the professional and experienced guidance of my Teacher I was beginning to understand the finer nuances of the art of becoming a German Language Teacher. I was as well able to reflect on my own progress based on the practical experience I was going through.

My decision of going ahead with this program has undoubtedly been one of the best career decisions, that I have made and this journey of learning something new and exciting on a day to basis continues to motivate me. The best part of the DLL is the very practical approach and structure, which makes it very easy to grasp and even more easier to transfer the theory into practice. 
After completing Oberstufe at Goethe Institute, I worked as a German teacher at various international and PASCH schools. During this time I also attended a number of workshops at Goethe, which turned out to be an enriching experience. I always had the dream to play the teachers role in the classrooms where I myself learnt the language. DLL provided me with that opportunity.

Apart from the theories of teaching methodology, DLL also provided stimulus to observe one’s own as well as other teacher’s classes, to learn different methods of teaching and to test them out in class. It’s the latest and most practical way of learning and teaching. For almost two years my colleagues and I were trained by one of the best faculties in the field that got us ready to teach. Continuous exchange of ideas with the colleagues, be it in contact classes or the online learning platform, also proved very useful.

DLL has definitely helped me to become a more confident teacher, able to consciously apply theory into practice and teach creatively. All I can say is, DLL is not only learning for classroom teaching but also for life.

I am Meera Gafoor and work at the Goethe Institute, Bangalore. One of the most important decisions in my career as a German Language Teacher was signing up for the DLL Program. The DLL course enhanced my professional growth and I learned how to teach the language more scientifically and methodically.

The classroom is a dynamic one and no two days are alike. The challenges for the teacher are immense and through the  DLL Program one trains to apply the principles of teaching optimally and develop his/ her competencies in areas of pedagogy, teaching techniques and classroom environment.

My personal take-away from the DLL Program are multi-dimensional. During the course I understood the theories and principles of education (specific to teaching a language). The practice teaching and the tests helped to apply and analyse what I read in the books. The PEP ( Praxis Erkundungs Projekt) at the end of every topic was useful to test out these theories in an actual classroom and reflect on it. In addition to this, the online exercises enabled exchange of ideas and opinions.

Above all I am fascinated with and convinced about the term “Lifelong Learning”. A good teacher is one who constantly upgrades his / her knowledge and learns and relearns how to teach. What better way than the DLL Program!

To quote Benjamin Britten, “ Learning is like rowing against the tide. As soon as we stop, we drift back.”



DLL, Reihe DLL - © Goethe-Institut © Goethe-Institut
Im Rahmen von DLL stehen insgesamt 6 obligatorische Basiseinheiten zur Verfügung. Ergänzt werden sie durch zusätzliche Fortbildungsmodule. Die Module dienen der Kompetenzentwicklung in den Bereichen Deutsch als Fremdsprache sowie Deutsch als Zweitsprache  Die Einheiten 1 bis 6 sind durch ein Curriculum miteinander verbunden und stellen eine Grundlage zur Qualifizierung für das Unterrichten von Deutsch als Fremdsprache dar. Diese werden im DLL-Programm des Goethe-Instituts in Südasien behandelt.

Deutsch als Fremdsprache

Wir bestimmen als Lehrkraft das Unterrichtsgeschehen. Was prägt uns dabei? Welche Vorstellungen von gutem Unterricht bringen wir mit? Welches sind die besonderen Herausforderungen des Unterrichts? Wie schaffen wir es, eine angstfreie, motivierende und lernfördernde Atmosphäre in der Klasse zu schaffen? Wie steuern wir die Prozesse im Unterricht und wie begleiten wir die Lernenden auf ihrem Weg? Wie können wir uns als Lehrkräfte professionell weiterentwickeln?

Prof. Dr. Michael Legutke (Justus-Liebig-Universität Gießen)
Dr. Michael Schart (Keio Universität Tokio)
Die Lernenden selbst und all das, was sie mit in den Unterricht bringen, beeinflussen den Lehr- und Lernprozess. Je besser wir unsere Lernenden kennen, desto besser können wir unser unterrichtliches Handeln an ihnen orientieren und sie fördern und begleiten. 

Prof. Dr. Britta Hufeisen *
Dr. Johanna Klippel *
Dr. Lina Pilypaityte *
Sandra Ballweg *, M.A.
Sandra Drumm *, M.A.

* Fachgebiet Mehrsprachigkeitsforschung, Deutsch als Fremd- und Zweitsprache, Institut für Sprach- und Literaturwissenschaft der Technischen Universität Darmstadt
Diese Einheit ist der Sprache selbst gewidmet, die wir unterrichten. Was ist charakteristisch für Deutsch als fremde Sprache in Bezug auf ihre Lexik, Grammatik, Phonetik und Pragmatik? Was muss ich wissen, um den Lernenden zu erklären, wie Deutsch funktioniert, damit Kommunikation gelingt? Wie wird die deutsche Sprache in Lernmaterialien dargestellt und wie können wir Wortschatz, Grammatik und Phonetik am besten vermitteln? 

Prof. Dr. Hans Barkowski *
Dr. Patrick Grommes (Institut für Germanistik I, Universität Hamburg)
Dr. Franziska Wallner *
Dr. Britta Winzer-Kiontke *
Beate Lex *
Sara Vicente (Fachgebiet Mehrsprachigkeitsforschung und DaF/DaZ, Technische Universität Darmstadt)

* Institut für Auslandsgermanistik. Deutsch als Fremd- und Zweitsprache, Universität Jena
Aufgaben, Übungen und Interaktion im Klassenzimmer sind ein Weg, sprachlich handeln zu lernen. Wie dies im modernen Sprachunterricht geschieht, zeigt die Einheit anhand der Fertigkeiten Sprechen und Schreiben. 

Prof. Dr. Hermann Funk *
Dr. Christina Kuhn *
Dr. Dirk Skiba *
Dorothea Spaniel-Weise *
Dr. Rainer Wicke (Zentralstelle für Auslandsschulwesen (ZfA), Bundesverwaltungsamt Köln)

*Institut für Auslandsgermanistik. Deutsch als Fremd- und Zweitsprache, Universität Jena
Lernmaterialien und Medien sind von zentraler Bedeutung im Unterricht. Wie moderne Lernmaterialien aussehen, wie man sie einsetzt und auch selbst didaktisiert, zeigt diese Einheit anhand der Fertigkeiten Hören und Lesen. 

Prof. Dr. Dietmar Rösler (Deutsch als Fremd- und Zweitsprache, Universität Gießen)
Prof. Dr. Nicola Würffel (Mediendidaktik, Pädagogische Hochschule Heidelberg)
Worauf stützen wir uns, wenn wir unseren Unterricht planen, welche Konzepte von Lernzielen/Kompetenzen liegen unserem Handeln zugrunde? Wie planen wir eine Unterrichtseinheit, welche Vorstellungen sinnvoller Abfolgen von Phasen des Unterrichts gibt es? Die Art und Weise, wie wir Unterricht planen, wird beeinflusst durch Rahmenrichtlinien und didaktisch-methodische Prinzipien. Mit dieser Einheit erarbeiten Sie sich aktuelle Orientierungspunkte für Ihre tägliche Arbeit als Lehrkraft und lernen Neuerungen im Bereich des Planens von Unterricht kennen.

Prof. Dr. Rüdiger Grotjahn (Sprachlehrforschung, Ruhr-Universität Bochum)
Prof. Dr. Karin Kleppin (Sprachlehrforschung, Ruhr-Universität Bochum)
Dr. Imke Mohr (Goethe-Institut München, Bildungskooperation Deutsch)
Karin Ende (Goethe-Institut München, Bildungskooperation Deutsch)
Welche Funktionen haben Prüfen, Testen und Evaluieren und welchen Prinzipien und Standards sollten sie genügen? Wie entwickelt man Prüfungsaufgaben für den eigenen Unterricht? Wie können die Ergebnisse der Evaluierung Eingang in den Lernprozess finden? Diese Fragen bilden den Fokus der neuen Einheit.
Prof. Dr. Rüdiger Grotjahn (Sprachlehrforschung, Ruhr-Universität Bochum)
Prof. Dr. Karin Kleppin (Sprachlehrforschung, Ruhr-Universität Bochum
Im Fokus stehen z.B. Spracherwerbsprozesse bei Kindern, entwicklungspsychologische Aspekte des frühen Lernens, Kompetenzerwerb und vor allem methodisch-didaktische Aspekte des Unterrichtens von Kindern.
Angelika Lundquist-Mog
Beate Widlok
DaF für Jugendliche richtet sich an Deutsch als Fremdsprache-Lehrkräfte, die Jugendliche im Alter von 12 bis 19 Jahre unterrichten.
Die Einheit befasst sich mit den neusten wissenschaftlichen Erkenntnissen und erklärt die kognitiven, körperlichen, sozialen und sprachlichen Entwicklungsprozesse bei Jugendlichen und deren Bedeutung für das Sprachenlernen. Ergebnisse der Befragung von Jugendlichen zeigen, welche Rolle die Lernmotivation spielt und wie sich Jugendliche eine gute Deutschlehrerin / einen guten Deutschlehrer vorstellen.
Dorothé Salomo
Dr. Imke Mohr (Goethe-Institut)