In the past two years, the pandemic has forced teachers and students to adapt to a new form of distance teaching, also at university level. This article is based on the author's direct experience at the School of Economics of the University of Milan-Bicocca, where English is the first compulsory language, while German is offered as an alternative to French and Spanish. Teaching a subject such as a language, in which communication is an essential part, is more challenging in online platforms. Since the participants (both teachers and learners) remain physically distant from each other, the online classroom context imposes strong limitations-which are not present in the face-to-face environment-on interaction. Examples of common problems encountered in eighteen months of remote teaching-and attempted solutions-are examined. The analysis of critical aspects and positive elements that emerged from this experience prompts reflection on some basic concepts of autonomous learning and the role of teachers and learners. The objective of this article is to examine the ways in which these concepts can be integrated into the institutional environment of the university, and to outline proposals for the study of German in both contexts, distance-learning and face-to-face, after returning (perhaps only partially) to the real classroom.

Negli ultimi due anni, la pandemia ha obbligato docenti e studenti ad adeguarsi a una nuova forma di didattica a distanza anche a livello universitario. Il contributo muove dall’esperienza nella Scuola di Economia dell’Università degli Studi di Milano-Bicocca, dove l’inglese è la prima lingua obbligatoria, mentre il tedesco viene offerto in alternativa al francese e allo spagnolo. Insegnare una materia la cui caratteristica principale è la comunicazione in un contesto che per la sua stessa natura pone dei forti limiti all’interazione in quanto i partecipanti (sia docenti che studenti) rimangono fisicamente lontani fra di loro, presenta delle notevoli sfide. Attraverso esempi emersi nell’aula virtuale vengono esaminati i problemi riscontrati e le soluzioni sperimentate in diciotto mesi di didattica soltanto da remoto. L’analisi degli aspetti critici e degli elementi positivi emersi da questa esperienza porta a riflettere su alcuni concetti basilari dell’apprendimento autonomo e, di conseguenza, sul ruolo dei docenti e dei discenti. L’obiettivo è di esaminare le modalità con cui integrare tali concetti in un ambiente istituzionale quale l’università, per formulare proposte concrete per lo studio del tedesco sia a distanza che in presenza dopo il rientro (forse anche solo parziale) nell’aula reale.

Vogler, S. (2022). Didattica a distanza di Lingua tedesca in ambiente universitario. ALTRE MODERNITÀ, 27 (2022), 131-144 [10.54103/2035-7680/17882].

Didattica a distanza di Lingua tedesca in ambiente universitario

Vogler, SK
2022

Abstract

In the past two years, the pandemic has forced teachers and students to adapt to a new form of distance teaching, also at university level. This article is based on the author's direct experience at the School of Economics of the University of Milan-Bicocca, where English is the first compulsory language, while German is offered as an alternative to French and Spanish. Teaching a subject such as a language, in which communication is an essential part, is more challenging in online platforms. Since the participants (both teachers and learners) remain physically distant from each other, the online classroom context imposes strong limitations-which are not present in the face-to-face environment-on interaction. Examples of common problems encountered in eighteen months of remote teaching-and attempted solutions-are examined. The analysis of critical aspects and positive elements that emerged from this experience prompts reflection on some basic concepts of autonomous learning and the role of teachers and learners. The objective of this article is to examine the ways in which these concepts can be integrated into the institutional environment of the university, and to outline proposals for the study of German in both contexts, distance-learning and face-to-face, after returning (perhaps only partially) to the real classroom.
Articolo in rivista - Articolo scientifico
digital resources; distance learning; German; interaction; learner autonomy; sharing; university;
didattica a distanza; risorse digitali; tedesco; autonomia del discente; università; condivisione e interazione
Italian
30-mag-2022
2022
27 (2022)
131
144
open
Vogler, S. (2022). Didattica a distanza di Lingua tedesca in ambiente universitario. ALTRE MODERNITÀ, 27 (2022), 131-144 [10.54103/2035-7680/17882].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/391450
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