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This guide shows how digital tools can be actively as well as integratively embedded in ClassroomLanguageTeaching and which opportunities this creates for foreign language teaching. The included exercises assist language teachers in testing selected activities and implementing them in their own teaching. In addition, the freely available equivalents give treffpunkt sprachen teachers as well as other interested people the chance to use already existing materials, adapt these or transform them, aided by another template, into a fitting exercise for their own ClassroomLanguageTeaching.

► Handbook (only available in German!)

The collection of teaching material serves as a source of inspiration for teaching German as a foreign language (GFL). The didactic material presented in the handbook shows how GFL teachers can promote language learning in a German-speaking discourse through appropriate topics, materials and methodology. Each lesson presented in the manual follows methodological-didactic principles that help build a discourse of objective, lively discussions around the introduced topics.

► Handbook (only available in German!)

In this handbook works of art are used as a starting point for learning. Art in the classroom can be a purely aesthetic enrichment, or it can serve as a trigger for learning itself, providing a focus for language teaching. The exercises allow for a wide range of variation, as they are easily adaptable in terms of language level, area of study (grammar, vocabulary, oral or written expression, listening comprehension) and learning phase (development, repetition, strengthening).

► Handbook (only available in German!)

In University GFL courses there is a great need to offer phonetic exercises that consider the students’ L1. The handbook, in tabular form, compares the sounds of French, Italian, Spanish and English with the sounds of German. In this way, teachers can immediately see where the phonetic differences are and thus explain and understand the students’ mistakes.

► Handbook (only available in German!)

► Audio recordings

This teacher’s guide is intended for anyone who wants to explore the topic of fear in the classroom or who is looking for didactic ideas. It should serve as a tool to encourage self-reflection and sensitize language teachers to the issues of fear in the language classroom. It also offers practical suggestions on how language learners can be efficiently supported in overcoming their communicative inhibitions.

► Guideline (only available in German!)

This guide has been designed for all participants in the French, Italian and Spanish language courses and the supplementary Latin course at treffpunkt sprachen and is intended as an aid to learning the respective foreign language. It consists of two parts: The first part shows general linguistic structures, such as key elements of morphology and syntax; the second part, which has been split into the respective languages to be learned and builds on the basics of the first part, addresses and resolves sources of linguistic errors and offers exercises on the individual aspects in order to enable students to employ their learnings in practice.

► Guideline (only available in German!)

For students, universities are communication-intensive places of socialization, where they usually experience a formative phase in their personality development. If they decide to study abroad, the communicative demands of their everyday study life will be shaped by a linguistically and culturally divergent academic context, within in which orientation, adaptation, performance, and the final phase of an academic life stage have to be mastered within a few months during a rather short, one-semester stay abroad. The guidelines (German/English), focus on university-related communication and interaction situations. Their intention is to stimulate reflection on selected aspects of the phenomenon of study abroad from which one can benefit not only professionally, linguistically, and interculturally, but also in terms of personality and identity development.

► Study abroad – Guideline for Incoming Students (German)

► Study Abroad – Guideline for Incoming Students (English)

► Study abroad – Guideline for Outgoing Students (German)

► Study abroad – Guideline for Teachers (German)

Language learning is often associated with the terms vocabulary, pronunciation, and grammar. While traditional textbooks focus on grammar and vocabulary, the teaching of syntax is often neglected. In a first step, the results of the SuDaFU study are presented and commented. Based on this, central approaches for implementing consultative, reflective, cooperative, and autonomous learning are presented. The last part of the guide is dedicated to the presentation of selected didactic approaches.

► Guideline (only available in German!)

The aim is to strengthen the learners’ autonomy through specific methods of cooperative writing in German as a foreign language (GFL) courses and to consciously provide more freedom for their individuality. Thus, in addition to exam-oriented foreign language learning, lessons should be more varied, learner- and activity-oriented, and offer the opportunity to experience or document moments of reflection on one’s own writing processes.

► Teaching material (only available in German!)