This study examines opinions and teaching practices on language varieties from the perspective of Spanish teachers who teach at secondary schools in Germany and thus addresses a desideratum of the discourse on foreign language didactics. The question in focus is what teachers think about varieties, what their attitudes are towards them and when, how often, why and how they address them in Spanish lessons. The basis of the analysis is data collected through an online questionnaire, containing both quantitative and qualitative elements and is subjected to a statistical and qualitative content-analytical evaluation. Finally, core aspects are summarized and possibilities for future research are identified.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0929/a.php" alt="Hit counter" /></p>
In the following article, gender-related aspects in ELE textbooks will be examined from a broader thematic point of view, as well as detailed linguistic perspective. As a starting point, the state of research on gender-related studies in foreign language teaching pedagogy and research in Germany will be outlined, followed by a discussion on the importance of gender awareness promoting textbooks. After a general introduction and a rationale for the relevance of the study, central findings of studies examining gender representation in ELE textbooks will be discussed. This is followed by an analysis, in which specifics of textbook analysis and sampling criteria are explained. Furthermore, an analysis model is developed, based on the latest findings of gender-related textbook research. After an excursus on language-specific possibilities of gender sensitivity in Spanish, the results of the analysis are presented and discussed. Finally, implications of the findings for teachers will be deduced and recommendations regarding what can be done to promote and deepen gender awareness of learners will be given.
L'article analyse la représentation des personnes de sexe féminin dans les manuels de FLE et examine leur (in)égalité de traitement avec les personnes de sexe masculin. Pour ce faire, la langue, les illustrations et les champs thématiques sont analysés au moyen d'un catalogue de questions développé. L'état de la recherche sur les études de genre en didactique du français est brièvement esquissé et l'importance des manuels pour la promotion d'une conscience de genre chez les apprenants est mise en évidence. Les principaux résultats de l'analyse sont ensuite présentés, les implications pour les enseignants sont déduites et des recommandations sont formulées sur la manière de promouvoir et d'approfondir la conscience de genre des apprenants.
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