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Signs and symbols in the introductor...

Miller, David Joseph, IV.

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Signs and symbols in the introductory German language textbook: An inclusionary perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Signs and symbols in the introductory German language textbook: An inclusionary perspective./
作者:	Miller, David Joseph, IV.
面頁冊數:	214 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-04, Section: A, page: 1184.
Contained By:	Dissertation Abstracts International59-04A.
標題:	Literature, Germanic. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9829953
ISBN:	0591828073

Signs and symbols in the introductory German language textbook: An inclusionary perspective.
Miller, David Joseph, IV.

Signs and symbols in the introductory German language textbook: An inclusionary perspective. - 214 p.

Source: Dissertation Abstracts International, Volume: 59-04, Section: A, page: 1184.

Thesis (Ph.D.)--University of Pennsylvania, 1998.

Any given page of the contemporary German language text possesses visual (pictures, illustrations, maps, graphs, charts, advertisements) and lexical representations (exercises, cultural information) in two languages (target or German and English) which require varied tasks (speaking, reading, writing, listening) on the part of the student and task teaching on the part of the pedagogue. These representations are capable of adopting symbolic meanings for readers of the text. Their interpretation has the potential to affect students' receptiveness to the German language, the German language text, and the nature of the classroom environment. The purpose of this study is to explore the inclusive capacity, within a dialogic classroom, of the textual and pictorial representations present in a select representative survey of introductory German language textbooks. This is accomplished through a multi-faceted four part study which frames the text within the contemporary US university classroom, and then wholly examines all visual and lexical aspects of it. The texts examined in this study offer current teachers and students various types of pedagogically sound activities. In a review of these text's ability to promote intercultural dialogue, or promote an inclusionary classroom environment, this study finds certain texts further evolved than others. While some texts provide meaningful and substantial intercultural input, others do not. The price of this type of omission is anathema if the German language curriculum is to thrive in an increasingly diverse and vibrant future.

ISBN: 0591828073Subjects--Topical Terms:

1019072
Literature, Germanic.

Signs and symbols in the introductory German language textbook: An inclusionary perspective.
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520 $a Any given page of the contemporary German language text possesses visual (pictures, illustrations, maps, graphs, charts, advertisements) and lexical representations (exercises, cultural information) in two languages (target or German and English) which require varied tasks (speaking, reading, writing, listening) on the part of the student and task teaching on the part of the pedagogue. These representations are capable of adopting symbolic meanings for readers of the text. Their interpretation has the potential to affect students' receptiveness to the German language, the German language text, and the nature of the classroom environment. The purpose of this study is to explore the inclusive capacity, within a dialogic classroom, of the textual and pictorial representations present in a select representative survey of introductory German language textbooks. This is accomplished through a multi-faceted four part study which frames the text within the contemporary US university classroom, and then wholly examines all visual and lexical aspects of it. The texts examined in this study offer current teachers and students various types of pedagogically sound activities. In a review of these text's ability to promote intercultural dialogue, or promote an inclusionary classroom environment, this study finds certain texts further evolved than others. While some texts provide meaningful and substantial intercultural input, others do not. The price of this type of omission is anathema if the German language curriculum is to thrive in an increasingly diverse and vibrant future.
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