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Designing a Third-Year German Course for a Content-Oriented, Task-Based Curriculum
Die Unterrichtspraxis / Teaching German
Vol. 34, No. 2 (Autumn, 2001), pp. 107-118
Stable URL: http://www.jstor.org/stable/3531368
Page Count: 12
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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."
Die Unterrichtspraxis / Teaching German © 2001 American Association of Teachers of German