Researching and Writing about Swiss Culture–A Project from a University German Course.

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ABSTRACT

By using the case study of an advanced German course at ANU, the authors explore the main objectives of university language teaching and learning: language, subject matter, culture, research skills, and generic skills. The case study focuses on a student research project in which students investigate a topic of their own choice related to Swiss culture and produce an illustrated Swiss magazine. KEY WORDS Language teaching at tertiary level, German language, Swiss culture. ********** [ILLUSTRATION OMITTED] INTRODUCTION Language courses at tertiary level have at least five main teaching and learning objectives: * to teach language skills * to teach subject matter, such as literature, history, or politics * to familiarise students with the culture of the target country or countries * to teach research skills * to teach generic skills, such as presentation skills and working in a team. Ideally, these five objectives are not dealt with separately, but are linked in such a way that they complement each other and form a unity. While the teaching of language skills depends on students’ language level, and while many lecturers follow the progression prescribed by a chosen textbook, there is no common approach with regard to teaching subject matter. Whereas in former times, many Australian language students entered university with advanced language skills and focused immediately on the student of literature and linguistics (Schmidt, 2006), the current high percentage of students enrolled in beginners and intermediate language courses raises the question of the role of subject matter in language teaching (Barko, 1996). Some universities have responded by teaching literature and other subject matter in English, which avoids the language problem. Schmidt (2001 presents an alternative using an integrated approach to language teaching and demonstrates how subject matter, such as literature and history, can be integrated into the teaching of language skills. Other approaches appear to leave subject matter requiring more language to the later optional courses that are offered once students have completed the core language courses. THE STRONG FOCUS ON TEACHING LANGUAGE skills at university level has made such language programs in Australia vulnerable, and it has been argued that without literary and other ‘high culture’ content, language teaching lacks academic value. Liddicoat et al., 1997, p. 24) take up this ‘misconception’ (Stoljar, 1998, p. 112) and provide an extensive analysis of the various layers of high-level language learning. To strengthen this argument of academic value, language teaching at university level must, like all other university subjects, include the acquisition and application of research skills such as developing research questions, finding materials about a topic, academic writing, referencing, etc. The important role of culture in the language classroom has been widely recognised fur the last ten to fifteen years (Kramsch, 1993; Lo Bianco, Liddicoat, & Crozet, 1999). However, creating an interest in a language and culture that is far away from where the actual teaching and learning take place, is a challenge. This paper takes up the challenge by presenting a project from an advanced German course at the Australian National University (ANU). The project aims to integrate the main objectives–language, subject matter, research skills, and culture–by engaging students in a stimulating module on Swiss culture that also lets them develop generic skills such as working in a group and using a computer for text editing. THE SWISS PROJECT One way to overcome the geographical distance between Australia and the German-speaking countries is to establish close links with the relevant local communities, embassies, and consulates. These links can result in activities both with and for students, including essay competitions, cultural events, and guest lecturers.