42 (2013 2 © 2013 ' 4 A NDREAS M ÜLLER -H ARTMANN , M ARITA S CHOCKER * Developing teachers ’ intercultural communicative competences for task-supported language classrooms Abstract. ! ! # ! ! ! % ! € " # # ! ! # ! ! _ ! % ! + ! # ! ! ! # # ! € % ! & ! \ % # % # - " % ! # + ! # ! ! ! % # #\ # # ! # # # ! & ! ! ! ! ! # j ! ! # € % ! ! & ™ % j ! | ! % ! ! # # % " ! # ! ! # # # \ ! # € & 1. Introduction # + ! % # ! ! % # % # ! ! " ! \ % % + ! ! lingua franca. * ! - € " # # ! # #! % #- % # \ # < \ ' % ˜ # # @& & & y@' € y + @6yƒ+ 2001; +{6+ 6€ *+6 {>{ 2004: 20-21; >+6€ ' y@' € y' + T + €'< y F y6+€<' '<@ <+ 2006; > €'€ 6; y + *@ €y' [‰‰} & € ! ! ! " ! # ! ! # + ! & € - + j \ # _ Ž %! ! ! # ! ! “! ! |\ & & " ! ! % ! ! -‘ ! ! ! ! \ ! # % - # ’ y@' € y + @6yƒ+ [‰‰X^ ” & € ! # ! | € # + ! ! # lingua franca\ ! ! " ! " # # tasks * Addresses for correspondence: ƒ & * & Andreas M ÜLLER -H ARTMANN , ƒ†# ! ! # " \ * + ! ! \ ƒ ! X‰Œ[Œ‰\ •”‰Y[ +€*+ $+6< & E-Mail: # ! & - ‹ - # " &# Research areas: T ! ! \ ! \ & ƒ & * & Marita S CHOCKER , ƒ†# ! ! " \ € ! ˆ ! , { ] % [X\ 79117 F 6+€$@6< & E-Mail: ! ‹ - " &# 6esearch areas: T ! ! \ ! \ & 86 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! Ž ! ! ! - ’ ' *+' $ 6 '*+' 20‰•^ X} & 6 ! % ! " ! # ! ! € ! ! ! # ! ! ! % & y " ! " j ! ! ! ! # ! " % # # ! & ™ j % ! ! # € # ! " ! # # # ! ! ! ! #& ! ! % # " # ! " ! -" ! # ! # ! ! | - # ! ! ! & \ % ! ! ! ! # # % # # j % € ! ! " % ! ! ! ! & € # ! \ %  “ " % + ! # ! € | % ! - ! ! # ! " “€ ! ˆ ª † ! % $ # ! % ! €ª$ |\ # " # -@ ! † ] $ & % ! ! % ! + ! ! ! # ! ! & ! ! ! % ! # # \ ! - ! # X‰-X• \ # !  " j ! j ! & ! % % _ #\ # ! "! " # ! ! ! - % " # ! " # ! - #& # # # !  ! " ! ! ! % ! " ! # ! ! ! % # ! € ! ! # ! "! _ ! - ! # ! ! ! ! ! & # € ! # !  ! j # ! ! # & € ! \ % j ! ! ! # ! ! ! \ ! \ # j # ! ! # ! j ! # ! ! ! ! & 1 2. Intercultural communicative competence and its relevance from the perspectives of research and education # ! ! # ! ! € ! -" ! # % j ! # - ! ! % ! " % \ \ # ! -" ! # - & 6 ! ! ! ! ! " # ! ! ! # " $ 6++' (1985, X”} # '* €' X”} & > € €€ [‰‰” ! ! % " - ! # # ! - ! ! ! | ! ! - # ! # # % ! ! & ! 6 +€> '' [‰X‰ & ! ! ! ! # € " \ % " % ! " 1 ™ % “ j # ! ! |\ % ! ! # # ! & ! ! \ ! # % # ! % % -! ! # ! ! & Developing teachers’ intercultural communicative competences 87 42 (2013 2 4 ! # > q +6 - 6 > '' 2000; y|* y™* / + $+6$ 2004; > q +6 - 6 - > '' Q y {+6 - & D € @6 2010; < @ / + > [‰X‰ & % j ! ! ! - " ! # ! # ! € ! ! ! ! ! ! ! \ ! ! # ! ! % # % j ! ! ! & \ ! ! # # ! ! ! ! % ! ! $ @6™€ ˜ -> + ˜+6 2003; J –<+6 2011; < —$+ [‰‰} & $ $ @6™€ ˜ -> + ˜+6 (2003: 498 # J –<+6 (2011: 339-3ŒY # ! ! ! % # ! ! % % % j ! \ # > q +6 - 6 > '' [‰‰• ! ! % % € ! " # - # "  ! # & > ! ! ! " " ! ! " ! as # # “# % # | & + {+6 / €+{> '' [‰‰ & ! ! " #\ Ž ! - ! - # ! # ! ! ! ! $ " # j # # ! ! ! ! ! # ! ! ! ! ’ >@* [‰‰X^ XX” & ! \ ! \ ! # Ž # ! ! # # ! -" ! # ! ! ! ’ ( 6T 2008: 49 & 6 # # Ž ’ " % ! # ! ! # ! _ # ! - ! # ! ! # " #&^ Œ & y !  ! ! \ j \ ! “ ! # | " #\ ! ! ! # ! | € ! # ! %! ! # ! ! # ! ! ! \ ! ! \ # j ! \ % " ] # ! j ! & $ ! ! % ! ! # € & 3. Task supported language learning as an appropriate approach to develop ICC ! ! " # ] ! | ! ! \ ! \ #! \ # ! \ # ! ! ! \ ! \ # ! ! ! ! ! ! # # # ! ! ! & ! ! # # # \ ! ! ! ! " ! - ! % ! # ! # " - #! & @ # ! # ! j ! ! # # ! \ " j ! ! \ ! " " ! _ # & ™ # € ! ! ! ! ! # # # # % ! ! % $ ; 6 > 19”} & ! ! # ! ! # # ! j ! ! ! ! ! # # # ! € ! -as-% # \ & > q +6 - 6 > '' / y {+6 - & D € @6 2011: 174-86): 88 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 Task sequence: ICC X& motivate and involve learners, making them curious about a culture and helping them to engage with other cultural practices [& help learners to reflect / become aware of their own cultural practices Y& allow learners to discover and understand other cultural practices, changing perspectives in the process, integrating cultural knowledge, if necessary, in this process Œ& make learners compare cultural practices so that they discover similarities and differences; evaluate their own and other cultural practices ( critical cultural awareness), with the possibility for learners to develop their own (new) positions and create (new) discourses / products (coordinating perspectives, transforming practice, ‘third space’). ' # ! # ! # ! " ! ! -as-% \ " ! # ! # ! ! ! ! # ! ! s ! ! % % ! ! ! ! ! ! & ™ % # ! ! ! % ! " # # # % ! # % % ! & 4. Competence development through teacher education: research results and resulting teacher education model 4.1 Processes of professional teacher development € % ! ! % ! ! ! \ % # % j ! ! ! # ! "! " # ! # ! % # ! # # ! j ! " ! \ ! ! ! \ # % # ! # # j ™ yy* X””• & ™ # ! ! % ! # # ! j ! % % ! y {+6 - & D € @6 2001; J y ' y' [‰‰” & > % ! % % ! ! ! ! % ! " " ! ! ! &\ j \ { @> 6 *€ + @ 1991; y {+6 - & D € @6 2001; ' *+' $ 6 '*+'  &‘ [‰‰} & ! ! " # % ! # ! $ $ ^ € ! ! #  # " ! # % ! # # -! #  ! \ " % # # # ! ! ! \ # ! j ! \ ! " " % # " " # ' *+' $ 6 '*+' [‰‰•^ [[[ & € % ! " ! ! # % j ! ! # ! ! ! ! & € ! # \ % # ! ! ! Developing teachers’ intercultural communicative competences 89 42 (2013 2 4 + ! ! % ! ! # % # j ! ! ! ! ! -" ! # ! & 6€ +6 / ƒ y 2007, ™6€< / '{ 2009; $ @6' 2009; +<@ {+ / y {+6 [‰‰” & % # ! % j ! \ % ] #  % j ! " % Œ&[ & ! % ! # " j ! ! # % % # # # # % ! ! ] # " %& Focus on the person who teaches - - ! # ! ( ƒƒ+ 1995; y {+6 - & D € @6 [‰‰X # - ! # \ ! ! ! # ! ! ! % j ! # j % % # ! \ - ! “ ! "! | y6 €+ X”} j # ! ! & ! ! -! ! % # # ! ! ! ! " # " # # " ! \ # - " j ! & % ! ! | ! ! ! ! # ! - # " ! # ! ! ^ ! ! # # ! ! ! # ! # #! # ! ! ! ! ! # ! & > q +6 - 6 > '' Q y {+6 - & D € @6 [‰XX^ } & %\ ! ! ! ! -" ! # ! ! ! # #! ! | j ! ! - # ! \ % ! ! ! ! ! " % ! # ! \ # \ j " \ \ # ! ! & ' +6> +  &‘ [‰‰•^ X” & # ! # # ! ! ! % # - " % % ! ! ! % % ! # - ! " # # ! & Focus on the teaching activity —' |! " ! ! # ! ! - & —' X”Y ! # ! % ! ! % ! ! \ j \ _ ! ! \ ! " \ # & ! $ ! ! ! Ž% ! ! - ! ! # ! ! # # ! \ ! % #! ! \ - ! ! ! \ ! \ ! # # ! % -‘ " # ! ! ! \ \ # ! j ! ’ '* €' [‰‰Y^ ŒX & ! ! ! ! ! " # # ( & $ 6++' X” & # ! # ! ! # ! ! ! # j ! % % - ! % ( & J y ' y' [‰‰” & ! j ! ! % # % ! # % # & { % # # ! # ! " " ! ! #\ #\ # - ! # j ! - % # # ! & \ # ! 90 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! ! ! ! ! % # # \ _ ! \ j ! % % ! ! -! % # # ! ! ! # # - ] # j & # ! # ! # ! ! ! & ƒ # ! ! ! ! ! # ! ! & J y ' y' [‰‰”^ [ \ % # # # ]  % j - & 4.2 Our teacher education model of ‘exploratory practice’ !  % ! # " ! j - % ! ! % # % ! # ! ! ! # #! & ! ! # ! % # % ! ! % ! & € ™ + |Q '< -™ + | X””[ % #! \ ! # j # ! ! ! # Ž _ ’ % Ž ! ! ! # ! - ! ! % # " 6  ! ‘ & ƒ # - % # ! ! ! # # j ’ $ @6' 2009: 294 & ! ! # " \ ! 6 ! # ! ! - -" ! # ! + \ " %-! ! ! ] # ! ! ! ! ! & Ž ! ! ! ! ! # # ! ! ! - # ! ! % # ! % #! ! #& ! \ ! \ ! ! #\ ! # # ! _ ! ! ’ (N @' ' / $ € +; [‰‰”^ X” & € ! ! - \ % - ! ! " # ! # # ! ! " ! ! ! " ! ! & N @' ' / $ € +; [‰‰”^ [[} & ™6€< / '{ (2009 ! % ! #! " ! | Ž # ! # ! # _ ! ! # % ] ! " % ] # ! # ! ’ " #&^ XŒ” & - ! j +ƒ ^ Ž 6 ! ! ! # ! " \ ! # & +ƒ ! ! % # ! #\ ’ " #&^ X}[-1}Y & € !  \ % # " ! \ ! % " # ! # # ! " % % % ] # # ! ! & ! “# ! | # - ! # # ! ! # # ! & - # ! ! ! # ! & * ! ! # ! - \ \ # ! ! \ # % # % ! ^ # # - ! # ! ! -as-% # # - # ! ! -in- ! ! &  % ! ] # " # # \ % - - - ! % ! ! % ! # " j ! # # ! Developing teachers’ intercultural communicative competences 91 42 (2013 2 4 ! # # ! # j # ! ! # ! ! % ! j # % ! ! ! ! ! & The Workshops ! % ! ! # ! ! ! # ! \ % # # # # #! ! ! ! # "! ! ! ! ! ! & 6€ +6 / ƒ y [‰‰} & + % ! ! ! # ! _ ! # ! | # - ! ! & _ ! ! ! ! % ! ^ How can we develop intercultural communicative competences in an integrated way through tasks and content that our learners perceive to be meaningful? $ ! | j % # # " ! # ! % # % " ! " # ! ! \ # % ] #  #! ! # j _ ! ! ! % & ! % # ! " \ % ! # + ! # ! ! < & * # " ! \ ! " ! ! ! # ! # # _ \ % ! % ! # " " ! ! | #! # j ! ! ! ! & > q +6 - 6 > '' / y {+6 - & D € @6 2011: Œ\ Developing a TSLL framework)& ! ! ! # ! ] % % ERA principle (Experience - Reflection - Application\ & +<@ {+ X”” \ % \ ! # ! # \ ! # - # ! ! ! | & y {+6 - & D € @6 1992, 2001): Experience: ™ ! ! ! # " ! j %! ! ! ! # € ! ! ! \ " ! # j ! ! ! # ! j ! # " ! ! ! & ! # # ! ! ! ! ! ! ! ! ! ! % ! # " ! # ! ! ! % ! # & ! > q +6 - 6 > 'N / y {+6 - & D € @6 [‰XX^ ” & ! ! ! ! % " # " j ! # j ! ! # ! ! ! ! ! ! ! & Reflection: ! j j ! ! # " # _ ! ! " ! # # % € ! ! ! | ! ! ! & ! _ ! ! % " ! # ! " # - ! ! ! ! ! # ! j ! ! | j ! & Application: % ! % ! ! ! ! ! % % ! # " # ! # ! & Experimentation with tasks in classrooms, support, and research * # " j % ! \ ! j # % ! ! # " # # ! ! ! # # # j ! ! ! # ! % ! # % % ! & * ! 92 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! \ % # # ! ! ^ % # ! ! -as-% ! #\ \ ! # _ ! ! ! " ! # ! # ! ! # # ! & y {+6 - & D € @6 [‰‰[ & ! # ! -as-% - % ! \ # " ! ! ! \ # # " ! | ! ! | ! ! # ! ! & _ ! # j # ! ! # # ! ! ! ! & € # # \ # j # ! ! # # critical incidents % \ % # ! ! \ # ! ! ! € ! ! ! & ! ! ! ! % # % % ! & ! # # j ! ! ! # ! \ # # j " ! # ! ! \ ! -as-% \ # ! -in- ! ! \ ! | # ! | ! ! ! -in- ! ! \ ! % ! % ! & ! ! ! ! # ! # \ \ # - % ! ! " ! # “ j " # ! | ! # # ! & # ! # ! ! " ! ! # # ! % % ] # " ! # j # ! ! \ # # # ! # \ % " # ! ! "! _ # ! ! ! # € # # % & j ! ! ! # ! " ! # j & 5. Our research results: the competences teachers need to develop ICC in their classrooms illustrated by an example ! % # # ! ! # ! ! _ \ % % # ! ! # j # € ! & € ! # \ % % " j ! ! ! # # # # & ! ! # ! ! ] # " - ! ! j # ! ! \ ! \ # ! # - # & €  \ # # ! # % ! ! \ - ! ! ! ! ! -as-% # ! ! ! | % ! ! # ! \ ! ! # # ! -as- ! ! \ # # # ! | % ! ! % # ! ! ! # # ! ! ! # ! ! -as- ! ! # % ! ! & € % \ % ! ! # \ % # # ! ! _ "  % ! ! # & # ! # € ! is # ! " # " % # ! ! ! ! & Negotiating concepts and discussing approaches during the workshop Designing tasks in small groups (here five 5 th and 6 th grade teachers) Developing teachers’ intercultural communicative competences 93 42 (2013 2 4 ! ! # " € ! ! ! ! ! ! ! & " % \ ! ! # j € ^ Elke 2 : I would like to know whether intercultural learning is different from cultural knowledge. Karin: Cultural knowledge is part of that. Elke: For me, these are two different ball games. Sandra: This is part of knowledge, in this table [she refers to the knowledge dimension in Byram’s model, B YRAM 1997: 34], but the intercultural goes beyond that, beyond factual knowledge. Julia: You should be able to talk about it, about the differences. Karin: To critically question it. Julia: Right. Or be able to feel empathy. ! # ! ! ! _ # _ ! % ! ! " € ^ Elke: Is intercultural learning also about how my neighbour is different? Julia: I would say that, on a small level, it starts like that. Julia also provides examples how she makes use of the different cultural backgrounds of her students to develop ICC (“I have six different cultures in my classroom. If everybody tells something about his or her festivities and customs, they will already have learned a lot”). The teachers exchange so-called ‘small stories’ (V ASQUEZ 2011) from their classrooms to generate ideas, clarify approaches, and provide support. Through this, they help Elke realize the importance of allowing one’s students to discover the potential of their own cultures in their own classroom - one dimension of the ICC competences. ! \ \ ! # # % ! % ! ! " - ! ! ! ! ! & ™ $ \ # " ! % - ! ! \ ! # # # ! - j % ! \ ! # # \ " „ ! # # ! ! ^ ŽThese are things we do not do in our daily school life. […] We must be realistic […] Let’s be honest, only few teachers set up e-mail contacts&’ ! \ $ - ! # # # ! ! ! & y \ % j # ! !  # # ! ! ! # ! ! # - j \ j % ! % % ! \ # # $ ! ! _ ! ! & ™ # ! # ! - % "! # ! " #\ $ ! #\ ŽWhat kind of website is that›’ ! # # _ ! ! ] j ^ ŽAnd who writes to whom? Does that all go through me? Do I pull it all together and send it off? And then it comes back to me, and I pass it on to the children? ’ ! % ! \ # j # ! ! # \ ] \ ! "! ! \ ! " ! & ! # # ! ! j ! 2 ! " ] #& 94 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 ! \ ! % ! j ! ! ! # ! # - ! ! _ & Developing tasks and putting them to practice $ % ! \ ! # ! # € ! ! # # j ! & € % ! ! ! $ # # # ! ! ! _ " ! # j % ! & y ! ! # ! # ! ! ! # % ! % ! # j € ! ! _ # % ] ! ! $ ^ ŽHow do I construct a lesson of 45 minutes which focuses on ICC? ’ & ! ! ! \ ! ! # ! # ! " ! ! ! " ! ! # "" ! % ! j # # # # % # % " % % #! # ! " ! # - ! | j ! ` ! # \ ! ! # # ! ! “helping learners to reflect / become aware of their own cultural practices’. % ! % ! ! ! # # ! " ! ! # ! -as-% ^ ŽIn the first lesson, we work on the vocabulary, a task-support for the following tasks. For this lesson, the dimensions of ICC cannot be applied.’ y % ! ! # - # ! ! # ! ! ] ! ! & ŽIt was surprising that the children checked the English names of certain sports on their own in the vocabulary list of their textbooks. This way, the children solved the problem of explaining the difference between soccer - football - American football on their own. They already knew about the differences’& ' # ! ! ] ! ! ! " " |! % ! ! # € \ ! ! ] ! ! # % # ! ! ! \ ! _ ! ! # " # % # % # & % ! ! ! | j % # " ! ! ! ! _ & € ! -as-% \ ! ! ! ! ! % % ^ ŽThe letters that the American children wrote to us have arrived - here is the envelope. Let’s have a look at the map - where is Crestwood, Kentucky? The American students’ school is called Centerfield Elementary&’ # ! |! #! ^ ŽVery nice. Providing cultural knowledge is exciting even at this stage. Do the learners understand elementary? If not, you will need to tell them that it is a primary school. […] Then you can talk about the cultural difference that the primary school there includes the 6 th grade (as in some German states)&’ +j ! ! ! \ ! " # ! # & € ! # ! ! # ! \ ! ! ! # ! # # % ! # | %& ! ! # ] ! -  # ! - ! ! % # ! # ! & ! ! ŽOh my God, they are in primary school! ’ \ # - ! % #! " % j ! # # ! ! - Developing teachers’ intercultural communicative competences 95 42 (2013 2 4 % # %\ & & $ \ ! ! ! ! • # & ! ! # # ! ! $ ! # ! # ! % # ! ! # ! ! & ! % ! ! ! ! - ŽI try and encourage my students and trust in their potential, their talents, and their strengths’ & j- " % # j # ! " ! ! & j ! ! # % ! " # # ! ! ! ! & € # ! ! ! \ $ ! #\ “5 th graders cannot reflect too much yet. […] Do I provide language chunks? If so, this would guide them very strongly, and there won’t be much from the students. I think this is very, very difficult in a fifth grade.” € ! ! \ ! " # ! ! \ # $ ! ! _ ! ! ! -as-% ^ “How much German is allowed? ” j # ! ! % ! ^ “There should be a reflection which can be done in German if it doesn’t work in English.” $ # !  ! % ! ! ! % # " ! ! ! ! & # $ % ! _ ! % ! ! ! _ \ ! # " & % ! ! # " # ! "! ! ! # ! # % # # ] ! & € ! -as-% \ ! # # # ! " \ # ! # # ! ! ! % & € \ \ ! ! %! % % ! ! % ! # ! # % ! ! ! ^ ŽHere I would process differently in an optimized version. At first, the children were incredibly motivated to receive the American letters and pictures, and they ‘blew apart’ the planned frame of the lesson. They compared letters on their own, translated texts, and used the dictionaries. To force this excitement and the encounter with the new culture into a table was not appropriate. Therefore, my alternative: Evaluating other cultural practices must be done earlier, less structured, and more spontaneously. In the second lesson, the children must have the opportunity to talk spontaneously and in German about the letters’& # ! # ! ! j ! # " % j # ! ! # ! " # € # & ! # ! ! ! ! " # ! -as-% ] #\ ! ! ! # & 6. Conclusion ™ # ! ! # % ! " # - ! ! ! ! & € ! \ % % " ! j % ! ! \ ! % - # ! # ! ! j ! & # # ! ! \ 96 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 # ! j ! \ ! & > q +6 - 6 > '' Q y {+6 / ƒ ' [‰XY^ €€&Y & y \ !  ! # ! # ! ! ! ! # # ! ! \ ! \ # j j % # & y  ! ! # ! # # ! ! j ^ # ! € \ ! ! # # # # ! ! & € # ! ! ! # # ! #\ & ! " % % \ ! "! # ! ! ! % - ! # € ! ! % # ! # # ! " # € & y  ! ! # ! # ! # ! # ! ! # ! & # ! ! & # # ! \ # ! # # # ! ! & Literature ™6€< , Dick / '{ \ „ # [‰‰” ^ The Developing Language Learner. 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Eine Videostudie. >ˆ ! ^ ™ j & < @ \ Q + > \ ! #! & (2010): Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. $ ^ ƒ & € €€ \ + [‰‰” ^ Ž ! ! -" ! # ! „ ! ! # + ! ’& € ^ Asian Journal of English Language Teaching 19, 159- XX& J –<+6 \  [‰XX ^ Kultur szenisch erfahren. Interkulturelles Lernen mit Jugendliteratur und szenischen Aufgaben im Fremdsprachenunterricht. ^ & J y ' y' \ { +& [‰‰” : Second Language Teacher Education. A Sociocultural Perspective& ' % ; ^ 6 # & { @> 6 *€ + @ \ $& X””X ^ Ž - ! ! ^ # - ’& € ^ ELT Journal 45&2, 98-X‰}& +<@ {+ \ > {& X”” ^ Ž " # ^ + ˆ ’& € ^ +<@ {+ \ > #&): Handbuch für Spracharbeit Teil 6: Fortbildung. $ # X& >ˆ ^ < -€ ! \ X-[[& +<@ {+ \ > Q y {+6 - & D € @6 \ > [‰‰” ^ Ž -" ! # j ’& € ^ $ @6' , Q 6 € 6* \ „ & #! & ^ The Cambridge Guide to Second Language Education. - " # ^ " # @ ! ƒ ! ! \ [‰”-[X}& y6 €+ \ * & X”} ^ Schoolteacher. A Sociological Study. ^ @ ! ƒ ! ! & > €'€ 6; y + *@ €y' (2007): The New Zealand Curriculum& ™ \ '˜^ > # & > q +6 - 6 > '' \ # ! [‰‰• ^ Ž ! ! - % ! ’& € : Language Learning & Technology 4&2, 129-XŒ}& ^QQ & ! & # & ! ! ! \ „ X•\ [‰XY& > q +6 - 6 > '' \ # ! [‰‰• ^ Ž % - " ^ # # ’& € ^ $ + ˜ \ „ & Q T y6'+ , & #! & ^ Internet-Mediated Intercultural Foreign Language Education. $ ! ^ ! \ •Y-Œ& > q +6 - 6 > '' \ # ! Q y {+6 - & D € @6 \ > [‰XX ^ Teaching English. Task- Supported Language Learning. ƒ # " ^ š & > q +6 - 6 > '' \ # ! Q y {+6 - & D € @6 \ > [‰X‰ ^ Ž6 ! ! ! -" ! # ’& € ^ T y> \ > Q 6 +€'*+6 \ #! & ^ Task-Based Language Learning and Teaching with Technology& # ^ \ X}-Œ‰& > q +6 - 6 > '' \ # ! Q y {+6 \ > Q ƒ ' \ ! # #! & (2013): Kompetenzentwicklung in der Sek. I. Lernaufgaben Englisch aus der Praxis. $ ! % ^ ™ ! * ! % & N @' N \ * # Q $ € +; \ { >& [‰‰” ^ Exploring Second Language Classroom Research. A Comprehensive Guide& $ ! ^ & y|* y™* \ 6 " Q + $+6$ \ { [‰‰Œ & Ž< # ! ! # › ! ! # ! ! "  ! ’& € ^ ReCALL 16, 1, 5-X”& 6 +€> '' \ # % [‰X‰ ^ Ž ! -" ! # % ! ! ! ! ’& € ^ 98 Andreas Müller-Hartmann, Marita Schocker 42 (2013 2 4 + *+ \ Q yy>$+ \ ! & #! & ^ Applications of Task-based Learning in TESOL& $ \ >*^ + y ƒ " ! \ Œ”-••& >@* \ [‰‰X ^ Ž< # ! ! " % # # ! - ^ ’& € ^ $ ; < + \ > Q {+ ' \ ƒ / ™ €' \ > #! & ^ Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing& %\ @{^ \ 119-40& 6 \ > [‰‰ ^ Ž™ ! $ - ! \ › ! - ! " < ! ! ’& € ^ + {+6 / €+{> '' #! & \ Œ}-••& y {+6 - & D € @6 \ > X””[ ^ Neue praxis- und teilnehmerorientierte Fortbildungskonzepte für den kommunikativen Fremdsprachenunterricht: Dokumentation und Evaluation ausgewählter Projekte& " ^ ƒ†# ! ! & y {+6 - & D € @6 \ > [‰‰X ^ Forschendes Lernen in der fremdsprachlichen Lehrerbildung. ˆ" ^ ' & y {+6 - & D € @6 , > [‰‰[ ^ Unterricht verstehen. Erfahrungswissen reflektieren und den eigenen Unterricht weiterentwickeln. Medienpaket zur Förderung reflektierter Unterrichtspraxis& >ˆ ^ < € ! € ' ! $ # # ] $ ‘& —' \ * # & X”Y ^ The Reflective Practitioner: How Professionals Think in Action& ' % ; ^ $ ! $ & +{6+ 6€ *+6 –'*€<+' { y' +6+'˜ *+6 { @ @ >€'€ +6 *+6 –'*+6 €' *+6 $ @'*+ - 6+ƒ@$ €{ D +@ '* ! &) (2004): Bildungsstandards für die erste Fremdsprache (Englisch/ Französisch) für den Mittleren Schulabschluss. Beschluss vom 04.12.2003. >ˆ ^ - #& ' +6> + \ ƒ Q y ƒ€' \ > Q ' < y6ƒ \ { Q $ O< +6 \ ' Q ' *+' $ 6 '*+' , { ! [‰‰• ^ Ž ! -" ! # ’& € ^ ' *+' $ 6 '*+' #& \ X}-X”•& ' *+' $ 6 '*+' \ { ! #& (2006): Task-Based Language Education. From Theory to Practice& " # ^ " # @ ! ƒ ! ! & ' *+' $ 6 '*+' \ { ! Q ' < y6ƒ \ { Q +6 + \ > # #! & (2007): Tasks in Action. 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