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Handbuch Deutsch als Fremd- und Zweitsprache Kontexte – Themen – Methoden (German Edition)
Handbuch Deutsch als Fremd- und Zweitsprache Kontexte – Themen – Methoden (German Edition) is not a book for learning German; it is a book about the teaching of it — the profession’s own mirror. Deutsch als Fremd- und Zweitsprache, German as a foreign and second language, is a discipline with two classrooms: the Fremdsprache classroom abroad, where German is a subject for an hour a day, and the Zweitsprache classroom at home, where German is the air of the learners’ new lives. A Handbuch that serves both must hold the field at once, and its subtitle declares the architecture: Kontexte, Themen, Methoden — contexts, topics, methods. Where German is taught, and to whom, and under what pressures; what the field argues about; and how the teaching is done. Such handbooks are how a profession thinks in public: the teacher trainer’s syllabus, the researcher’s map, the teacher’s court of appeal when a method fails on a wet Tuesday. It will never be read by a language learner for pleasure, yet it may shape more learning than any coursebook on this shelf — because every teacher who consults it carries its judgments to learners who will never know its name.
Handbuch Deutsch als Fremd- und Zweitsprache Kontexte – Themen – Methoden (German Edition) is the professional handbook of German as a foreign and second language: the field’s contexts, topics and methods between two covers. Its readers are teachers of German, teacher trainers, researchers and students of DaF/DaZ. In this collection it is the German shelf’s faculty room: not a course for learners but the discipline that designs the courses. A learner will never open it, and may be taught for years by people who have. It is the one book on the shelf whose readers are the people who choose all the others.
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About This Book
Handbuch Deutsch als Fremd- und Zweitsprache Kontexte – Themen – Methoden (German Edition) is a handbook of the discipline of teaching German as a foreign language (DaF) and as a second language (DaZ). It surveys the field under the three heads its subtitle announces — Kontexte, the settings and conditions in which German is taught; Themen, the questions and subjects the field works on; Methoden, the methods by which the teaching is done — as a reference for the profession rather than a course for learners.
Handbooks of this kind are infrastructure. A young discipline — and institutional DaF/DaZ teaching is young beside the languages it teaches — needs its state of the art gathered where a trainer can assign it, a researcher can cite the consensus before departing from it, and a practising teacher can check a classroom instinct against the field’s evidence. The Fremd/Zweit distinction running through the title is the field’s founding insight: teaching German where it is nobody’s street language is a different profession from teaching it where it is everybody’s, and a handbook that holds both in one architecture maps the whole territory a German teacher might be posted to.
What Learners Will Practise
Mapping the Field
Through this handbook, its professional readers practise orientation: where their own classroom sits in the discipline’s landscape — foreign-language or second-language context, school or integration course or university — and what that position implies for aims, materials and measures of success. A teacher who can locate their context can borrow intelligently from the rest of the map instead of merely inheriting habits.
The Field’s Live Questions
Readers practise thinking in the discipline’s Themen: the questions DaF/DaZ argues with itself about — how languages are acquired, what assessment can honestly certify, what the classroom owes the learner’s other languages. Handbook treatment gives those arguments their evidence and their history, converting staffroom opinion into professional judgment.
Method as a Choice
The handbook’s Methoden span lets teachers practise choosing rather than defaulting: methods compared by their contexts and their claims, so that what happens on Monday morning is a decision with reasons. That is the handbook’s daily use in trained hands — not a recipe to obey but a repertoire to select from, with the selection defended in the profession’s own terms.
Key Features
The tripartite architecture is the feature: Kontexte – Themen – Methoden holding the entire discipline in one surveyable order. The dual address is the second — Fremd- und Zweitsprache, both of the field’s classrooms in one volume — and the professional stance the third, a reference written for the teachers of German rather than its learners. In this collection it is the German shelf’s faculty room: where the people behind every other book on the shelf think.
Who This Book Is For
Teachers of German are its first readers — the profession consulting its own handbook. Teacher trainers and DaF/DaZ students form its second readership, for whom it is syllabus and map at once. Researchers and materials writers make its third: anyone whose work must begin from the field’s gathered state of knowledge rather than from anecdote.
How to Use This Book
Use it as handbooks are used: not cover to cover but by consultation — the context chapter when a new posting changes everything, the methods span when a class defeats the default, the topics when an argument needs its evidence. Keep it in the staffroom, not the library: its value is realised in the five minutes before a decision. And let it argue back — a handbook’s consensus is a floor to stand on, not a ceiling, and the field advances by teachers who know exactly where the consensus ends.
Related Books
The classroom end of the profession is equipped by Wir. Grundkurs Deutsch für junge Lerner 3. Teachers Guide, and the second-language classroom itself is opened by Alphakurs für Jugendliche Deutsch als Zweitsprache. Kursbuch.
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