Deutsch lehren lernen

DLL, Reihe DLL - © Goethe-Institut

DLL currently offers 8 continuing education units, which are intended to develop skills in the areas of German as a Foreign Language (Units 1 – 6) as well as German as a Second Language (Units 15 + 16). Units 1 through 6 are connected through a curriculum and serve as a basis for becoming qualified to teach German as a foreign language. Additional DLL units for teachers of German as a foreign language are in the works.

Every DLL unit is available as a textbook with a DVD from the publisher Klett-Langenscheid, but can also be worked through online on an interactive learning platform.

The continuing education units are self-study materials. First the course participants read through the materials before working on various types of exercises (exercises that encourage sharing experiences and simulation as well as interpretive, reflective, and application-oriented exercises). The texts are supported by examples from textbooks, worksheets, and video recordings of lessons, which are available as part of the continuing education or training program. The materials are geared towards the various target groups of elementary school, secondary school, and adult education classrooms. This gives teachers comprehensive basic knowledge as well as instructional tools that they can directly put into practice in their classrooms. Nothing stands in the way of a successful learning experience thanks to the defined learning objectives, a glossary with the most important technical terms, suggested solutions to the assignments, links to additional web offerings, and cited literature and sources.

German as a Foreign Language

Units 1 through 6 are particularly geared towards teachers of German as a Foreign Language. They provide answers to fundamental issues that arise in GFL (DaF) classrooms.

We as teachers determine what happens in the classroom. What influences us in this process? What are our ideas about what constitutes good teaching or a good lesson? What are the particular challenges we face in the classroom? How can we manage to create an anxiety-free atmosphere in the classroom that motivates and encourages learning? How do we control processes in the classroom and how do we accompany students on their journey? How can we develop ourselves professionally as teachers?
The students themselves and all that they bring into the classroom influence the teaching and learning process. The better we know our students, the better we can gear our actions in lessons towards them as well as support and encourage them. 
This unit is devoted to the language that we teach. What is characteristic for German as a foreign language in terms of its lexicon, grammar, phonetics, and pragmatics? What do I have to know to explain to students how German works so that they can communicate successfully? How is the German language presented in learning materials and what is the best way to teach vocabulary, grammar, and pronunciation?  
Assignments, exercises, and interaction in the classroom are one way to learn how to communicate in a language. This unit uses the skills of speaking and writing to show how this is done in modern foreign language classrooms. 
Learning materials and media are very important in the classroom. This unit uses the skills of listening and reading to show what modern learning materials look like, how to use them, and how they can be used for self-study.  
What do we rely on when we are planning our lessons? Which ideas about learning objectives and language skills are behind our actions? How do we plan a lesson? What ideas exist regarding how to plan the phases of a lesson in a meaningful sequence? The way in which we plan lessons is influenced by curricular frameworks and methodological principles. In this unit you will work through current points of reference for your everyday work as a teacher and will learn about innovations in lesson planning.
Diese Einheit führt in die Rahmenbedingungen des Prüfens und Evaluierens ein und zeigt die vielen Möglichkeiten, formell und informell zu evaluieren und zu diagnostizieren. Lehrkräfte lernen Standards des Prüfens kennen und können diese auf ihre eigene Prüfungspraxis anwenden.

Prof. Dr. Rüdiger Grotjahn (Ruhr-Universität Bochum)
Prof. Dr. Karin Kleppin (Ruhr-Universität Bochum)
Diese Einheit beschäftigt sich mit den Besonderheiten des Spracherwerbs von Kindern und den grundlegenden Kompetenzen, die sie sich im Fremdsprachenunterricht aneignen sollten, und gibt Beispiele für eine anregende Lernumgebung, geeignete Lernaktivitäten und die Beobachtung und Dokumentation des Lernstandes und der Lernfortschritte der Kinder.

Angelika Lundquist-Mog (Universität Tübingen)
Beate Widlok (Goethe-Institut München, Bildungskooperation Deutsch)
Die Digitalisierung des Alltags macht auch vor der Schule nicht halt und die Frage nach den Konsequenzen für den Wissenserwerb rückt immer mehr in den Vordergrund. Das Lehren und Lernen mit digitalen Medien kann den Lernprozess unterstützen bzw. verbessern, wenn diese als integraler Bestandteil der Unterrichtskonzeption verstanden werden.

Andrea Pfeil (Goethe-Institut New York)
Bärbel Brash (Open University Schottland)
Jugendliche lernen anders als Kinder und Erwachsene und stellen daher eine ganz besondere Zielgruppe dar. Die Veränderungen, die ein Mensch während der Jugendphase erfährt, sind sehr groß und haben Einfluss auf das Lernen. Lehrkräfte suchen deshalb kontinuierlich nach Konzepten, wie sie Schülerinnen und Schülern auf eine zeitgemäße Art und Weise gerecht werden und ihr Potenzial nutzen können. Dieser Band unterstützt Sie als Lehrkraft bei dieser Suche.

Dr. Dorothé Salomo (Universität Leipzig)
Dr. Imke Mohr (Goethe-Institut München, Bildungskooperation Deutsch)

German as a Second Language

Units 15 and 16 are particularly geared towards teachers of German as a Second Language. The units for German as a Second Language can be completed on their own or in combination with other DLL units. 

This unit contains a comprehensive summary of up-to-date, scientifically-based, and practical information for working on literacy skills with adult migrants in Germany. It is meant to help teachers become familiar with the specific requirements and problems that arise with becoming literate in a second language and is appropriate for supporting teachers who are already working with the target group as well as newcomers in this area. 

This unit not only clearly explains the theoretical foundations of working with illiterate learners of German, but also addresses and practically illustrates various methodical approaches for teaching beginners and advanced learners. 

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 deals with the question of how to promote language skills in classes other than German. “Language learning in every subject” is not only geared towards teachers with a significant number of migrant children in their classrooms, but also shows way to promote German as a learning language in every subject. This unit also addresses related areas such as intercultural learning and multilingualism. Clear examples from real classrooms are discussed using video recordings of lessons and interviews.