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Designing a Third-Year German Course for a Content-Oriented, Task-Based Curriculum

Friederike Eigler
Die Unterrichtspraxis / Teaching German
Vol. 34, No. 2 (Autumn, 2001), pp. 107-118
Published by: Wiley on behalf of the American Association of Teachers of German
DOI: 10.2307/3531368
Stable URL: http://www.jstor.org/stable/3531368
Page Count: 12
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Designing a Third-Year German Course for a Content-Oriented, Task-Based Curriculum
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Abstract

Responding to the gap between language and content that prevails in most foreign language departments, the article discusses the reconceptualization of third-year German in the curricular reform at Georgetown University. After commenting on the concept of "task" (developed in SLA research) that guided the curricular reform, the author outlines the design of the new Advanced courses, discusses one course module in detail, and comments on course implementation and outcome assessment. Overall, the author looks at FL acquisition as a comprehensive intellectual endeavor in which language skills are an intricate part of studying and analyzing particular subject matters. This approach is crucial not just for closing the gap between advanced "language" courses and upper-level "content" courses--but for rethinking the very notion of this "gap."

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