An investigation of first language and second language (English) composition theory and pedagogy at the secondary level in Germany
Abstract
The purpose of this study was to investigate German-language and English-language writing theory and pedagogy at the Gymnasium (secondary, college-preparatory) level in Germany. Over a nine-month period, the investigator observed 90 English and German class sessions; interviewed 33 students, teachers, administrators, and teacher trainers; participated in six teacher-training sessions regarding writing instruction; and examined nine German and English textbooks, approximately 55 student texts, three curriculum guides, and approximately 25 German-language articles and book chapters related to writing pedagogy. The researcher focused on the following questions: (1) What is the context of this particular Gymnasium? (2) How is writing taught at this Gymnasium? (3) What assumptions about writing and writing instruction are held by the teachers and students at this Gymnasium and by the teacher trainers in the area? (4) What are considered to be some of the differences between L1 (German) and L2 (English) writing and writing instruction? Implications of findings for the German context as well as for North American writing theory, pedagogy, and future research are discussed.
Degree
Ph.D.
Advisors
Silva, Purdue University.
Subject Area
Rhetoric|Composition|Linguistics|Language arts
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