| Abstract: | Pouk tujih jezika danes, predvsem pouk neangleščine, se zaradi statusa angleščine med jeziki, migracij, globalizacije in mediatizacije sooča z velikimi izzivi. Učenje in poučevanje jezika po znanih in do pred spremembami uspešnih metodah, ni več učinkovito, učence ne motivira in uspehi niso takšni, kot jih učitelji želimo. Predvidevamo, da bo treba spremeniti obstoječo monolingvalno paradigmo dela pri pouku tujega jezika. Na razpolago so različni bolj ali manj učinkoviti pristopi in v prispevku se osredotočamo na čezjezičnost (angl. translanguaging). Gre za nov pristop obrav-nave in rabe jezikov, ki izhaja iz posameznika in njegovega enega samega jezikovnega repertoarja, ki je vir vseh jezikovnih virov tega posameznika. Uporabo teh virov je možno z vidika koncepta čezjezičnosti razumeti kot prehajanje med jeziki oz. fluidno rabo vseh razpoložljivih jezikovnih virov. Zlasti je to prehajanje pomembno pri premostitvi komunikacijskih zadreg zaradi omejenih tujejezikovnih kompetenc oz. pri premostitvi prepada med strokovnim znanjem posameznika in omejenim tujejezikovnim znanjem. Koncept čezjezičnosti je v prvem delu prispevku obravnavan s teoretskega jezikovnega in didaktičnega vidika. V drugem delu pa je opisano poučevanje učitelja Browna iz Amerike, ki uspešno dela po pristopu čezjezičnosti, in predstavljena sta dva didaktična predloga za udejanjanje čezjezičnosti v razredu, to sta t. i. čezjezični prostori (angl.translangu-aging spaces) in čezjezični obroči(angl. translanguanging rings). Prvi predlog je ponazorjen s pedagoškim eksperimentom, v katerem pokažemo, da je prehajanje med jeziki za vsebinsko pe-strost izjemnega pomena, četudi je v tem času razvijanje tujejezikovne kompetence oz. razvijanje sposobnosti komuniciranja v nemščini zapostavljeno. Drugi predlog samo opiše možne didaktične načine v razredu. Menimo, da smo teoretsko opredelili in ilustrativno pokazali, da je pristop čezjezičnosti pomemben potencial za pouk tujega jezika nemščine, pa tudi za pouk nemščine kot tujega jezika stroke.Foreign language teaching, especially the teaching of non-English languages, is facing significant challenges today due to the status of English among languages and in the context of migration, globalization, and mediatization. The old, familiar methods that have long been successful with regard to language learning and teaching are now no longer effective, do not motivate learners, and do not achieve the results that teachers want. The current monolingual paradigm of foreign language teaching will thus have to change, and various different approaches are available. This paper focuses on translanguaging, a new approach to language processing and use that starts with the individual and their single linguistic repertoire. These resources can be understood from the perspective of translingualism as a transition be-tween languages or a fluid use of all available linguistic resources. This transition is essential in bridging the communication gap between the individual’s professional knowledge and limited foreign language skills, or overcoming the communication constraints caused by limited foreign language competencies. The first part of the paper discusses the concept of translingualism from a theoretical linguistic and didactic perspective. In the second part, the teaching of Tessa Brown, an American teacher who has been working successfully with the translingual approach, is described, and two didactic proposals for implementing translingualism in the classroom – namely the so-called translingual spaces and translingual rings – are presented. The first proposal illustrates a pedagogical experiment in which cross-linguistic transitions are essential for contextual diversity, even if developing foreign language competence or communicative skills in German needs to be addressed. The second proposal describes possible didactic methods in the classroom. We have theoretically identified and illustratively shown that the cross-linguistic approach has significant potential for teaching German as a foreign language, as well as for teaching German as a language for specific purposes. |
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