Norm and Practice of the Foreign Language Classroom: Reconstructive Studies on the Teaching of Romance Languages in the Context of Social Change and Educational Reforms

该项目的目的是重建法语和西班牙语课程的日常做法。因此，一方面关注社会发展、教育政策和外语教学研究中的纲领性、规范性发展之间的差距，另一方面关注缺乏对外语课堂的实证研究。这一差距在罗曼语法语和西班牙语的教学中尤为明显，从多语言到文学教学的理论建议与实际日常课堂实践的研究很少形成对比。借鉴文献法的知识社会学方法，我们假设社会实践是基于具体的，隐性知识是社会化过程中积累起来的，显性知识是社会规范的上层建筑。当原初性被赋予实践时，规范又可以成为实践的一部分，学生和教师等社会成员必须在规范力量和实际实践之间进行谈判。日常课程的拍摄允许规则引导的规范和实践的重建以及它们的谈判。为了达到这个目标，视频课程必须包括非外语科目，如生物或历史。这将允许在德国的法语和西班牙语课堂上的不同做法和规范的广泛概述，导致他们的教师和学生的谈判类型。

The project's aim is to reconstruct everyday practices in lessons of French and Spanish. It thus focuses on the gap between programmatic, normative developments in societal developments, educational policies and foreign language teaching research on the one hand, and the lacking empirical research on foreign language classrooms. This gap is especially visible concerning the teaching of the romance languages French and Spanish where theoretical recommendations on topics ranging from e.g. multilingualism to teaching literature contrast with little research on actual everyday classroom practices.Drawing on the sociology of knowledge approach of the Documentary Method, we assume that social practice is based on embodied, implicit knowledge accumulated during socialization and that explicit knowledge is a superstructure referring to social norms. While primordiality is assigned to practice, norms can in turn become part of the practice and members of society like students and teachers have to negotiate between normative forces and the actual practices.The filming of everyday lessons allows for the rule-guided reconstruction of norms and practices as well as their negotiation concerning. To that aim, the filmed lessons will have to include non-foreign language subjects like biology or history. This will allow for a broad overview of different practices and norms in French and Spanish classrooms in Germany leading to a typology of their negotiation by teachers and students.