Deutsch Lehren Lernen

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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 2020 and 2021:


 
DLL 3, 10 und 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 04.04.2020
Course begins on: 15.04.2020
Course ends on: 30.06.2020
 
DLL 1, 4 and 8: Application deadline 02.07.2020
Course begins on: 13.07.2020
Course ends on: 27.09.2019
 
DLL 3, 6 and 16: Application deadline 02.10.2020
Course begins on: 12.10.2020
Course ends on: 27.12.2020
 
DLL 2, 5 and 10: Application deadline 03.01.2021
Course begins on: 11.01.2021
Course ends on: 28.03.2021
 
DLL 1, 4 and 8: Application deadline 01.04.2021
Course begins on: 12.04.2021
Course ends on: 27.06.2021



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:
either 
ivy.thomas@goethe.de
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
Goethe-Institut.
  

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.

Anand

Testimonials

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.
Hallo!

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.”

 

Content

DLL
© Goethe-Institut

There are 6 obligatory Basic Modules within the framework of DLL. In addition there are other modules for training purposes. These modules aim at developing ones competence in the fields of teaching German as a Foreign Language as well as German as a Second Language.

The Modules 1 - 6 are interlinked to a curriculum, which is the basis for the qualification for teaching German as a Foreign Language. These Modules are integrated in the DLL-Program of the Goethe-Institutes in South Asia.

Our decisions as teachers determine what goes on in our classrooms. What informs those decisions? How do we define good teaching? What are the unique challenges we face? How do we create and sustain an anxiety-free, motivating, and supportive learning environment? How do we steer the learning process and accompany our students along the path to success? How can we as teachers further develop ourselves professionally?

Authors:
Prof. Dr. Michael Legutke (Justus Liebig University, Giessen)
Dr. Michael Schart (Keio University, Tokyo)
The students themselves, along with everything they bring with them into the classroom, greatly influence not only how they learn, but how we teach. The better we get to know our students, the better we are able to support and guide them by adapting our instruction to their specific needs and abilities.

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

 *Field of research on multilingualism, German as a foreign and second language, Institute for Linguistics and Literary Science of the Technical University of Darmstadt
This unit focuses on the language we teach itself. What is characteristic of German in terms of its vocabulary, grammar, pronunciation, and practical use? What must we know in order to explain to students how German works so that communication is possible? How is German presented in learning materials and how can we best teach vocabulary, grammar, and pronunciation?

Authors:
Prof. Dr. Hans Barkowski *
Dr. Patrick Grommes (Institute for Germanistik I, University of Hamburg)
Dr. Franziska Wallner *
Dr. Britta Winzer-Kiontke *
Beate Lex *

Sara Vicente (Field of research on multilingualism, German as a foreign and second language, Institute for Linguistics and Literary Science of the Technical University of Darmstadt)

 *Institute for Foreign Germanistik. German as a foreign and second language, University of Jena
Assignments, exercises, and interaction in the classroom are ways to practice using the language in the real world. This unit shows you what this looks like in the modern language classroom by means of speaking and writing.

Authors:
Prof. Dr. Hermann Funk *
Dr. Christina Kuhn *
Dr. Dirk Skiba *
Dorothea Spaniel-Weise *
Dr. Rainer Wicke (Central Agency for German Schools Abroad (ZfA), Federal Administration Office Cologne)

 *Institute for Foreign Germanistik. German as a foreign and second language, University of Jena
Learning materials and media are of central importance in the classroom. This unit shows what modern learning materials look like, how they can be analysed, and how to implement them by means of listening and reading.
 
Authors:
Prof. Dr. Dietmar Rösler (German as a foreign and second language, University of Giessen)
Prof. Dr. Nicola Würffel (Media Didactics, Heidelberg University of Education)
What do we refer to and rely on when lesson planning? What learning goals and proficiencies serve as our foundation? How do we plan different units? How do we design phases of the lesson in a logical sequence? How we plan is influenced by guidelines and by methodological and didactic principles. In this unit, you will develop up-to-date points of reference for your daily work as a teacher and learn about new innovations in the field of lesson planning.
 
Authors:
Prof. Dr. Rüdiger Grotjahn (Research in Second Language Acquisition, Ruhr-University Bochum)
Prof. Dr. Karin Kleppin (Research in Second Language Acquisition, Ruhr-University Bochum)
Dr. Imke Mohr (Goethe-Institut Munich, German Educational Cooperation)
Karin Ende (Goethe-Institut Munich, German Educational Cooperation)
What function do assessments (e.g. tests, exams, etc.) serve and what principles and standards should they adhere to? How do we develop effective assessment tools for our own classrooms? How do we use the results of these tools to improve the learning process? These are the questions we explore in this unit.
 
Autoren:
Prof. Dr. Rüdiger Grotjahn (Sprachlehrforschung, Ruhr-Universität Bochum)
Prof. Dr. Karin Kleppin (Sprachlehrforschung, Ruhr-Universität Bochum
The focal points of this unit are language acquisition and the learning process of early childhood, facets of developmental psychology, skill-building, and, above all, methodological and didactic aspects of teaching children. 
 
Autoren:
Angelika Lundquist-Mog
Beate Widlok
German for teens is specifically designed for German teachers of adolescents ages 12 to 19.

This unit explores the latest findings in scientific research regarding cognitive, physical, social, and linguistic developmental processes in adolescents, and their relevance to language learning. Results of a survey of teenagers illustrate the role of motivation in the learning process as well as their ideas about what makes a good German teacher.
 
Autorinnen:
Dorothé Salomo
Dr. Imke Mohr (Goethe-Institut)
 
This unit contains a comprehensive compilation of current research-based and practical strategies for teaching literacy skills to adult migrants in Germany. It familiarizes teachers with the unique demands and challenges of developing literacy in a second language and is suited for instructors experienced with the target group as well as those new to the field.

This unit not only illustrates in detail the theoretical foundations of working with inexperienced readers/writers, but provides a number of concrete strategies for both beginners and advanced learners as well.

Authors:
PD Dr. Tabea Becker, Necle Bulut, Frank Drecoll, Diana Feick, Dr. Alexis Feldmeier, Andrea Hammann, Angelika Hrubesch, Caterina Mempel, Doreen Nestler, Dr. Sven Nickel, Christina Noack, Martina Ochs, Dr. Kristina Peuschel, Anja Pietzuch, Dr. Henrike Pracht, Christiane Rokitzki, Christiane Scheithauer, Prof. Dr. Karen Schramm, Celia Sokolowski, Tina Stein, Elena Waggershauser
This unit examines the question of how to promote language learning in subjects other than German. It is designed not only for teachers of students with migrant backgrounds, but for educators of all subjects working to improve German as an academic language. Other themes explored in this unit include culturally relevant teaching and multilingualism in the classroom. You will discuss real-world examples with the help of interviews and video clips from actual lessons. 
 
Authors:

Melanie Beese, Dr. Claudia Benholz, Christoph Chlosta, Erkan Gürsoy, Dr. Beatrix Hinrichs, Dr. Constanze Niederhaus, Sven Oleschko, (University of Duisburg-Essen, German as a foreign and second language)