Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-28T17:15:32Z No. of bitstreams: 1 2016 - Cinara dos Santos Costa.pdf: 1912788 bytes, checksum: 105daf51d10d54f1594be9022f2a6240 (MD5) / Made available in DSpace on 2017-06-28T17:15:32Z (GMT). No. of bitstreams: 1 2016 - Cinara dos Santos Costa.pdf: 1912788 bytes, checksum: 105daf51d10d54f1594be9022f2a6240 (MD5) Previous issue date: 2016-06-29 / This research analyzes the methodological difficulties in teaching faced by the school teachers and students of the Middle Level Technician Course in Agriculture Livestock in the Integrated Shape, mode EJA / PROEJA - Indigenous of the Federal Education Institute of Amazonas - Campus Tabatinga. Addresses questions about the historical contextualization of the Youth and Adult Education (EJA) in the country and of the Integration Program of Professional Technical Education of Middle Level to the High School in the Youth and Adult Education Model (PROEJA). Another issue addressed in this research is the Indigenous Education, seen as a right, an achievement. From the author's experience as a pedagogical coordinator in the period 2013/2015, it was possible, through teacher reports in pedagogical meetings, to perceive methodological difficulties in teaching in the challenge at teaching classes in the PROEJA modality. Another challenge pointed out by them was to mediate knowledge with indigenous students. After all, the offer of this course was exclusively registration for indigenous and many spoke and understood Portuguese with difficulty, as the native language predominated. This research aims to examine the trajectory of the Course of Agriculture and Cattle Raising - Modality PROEJA - Indigenous of the Tabatinga Campus based on the Course Plan since its implementation and to verify the impacts of the methodology, the Pedagogy of Alternation in teaching practice. In this context, it seeks support in the legal basis and the authors that address indigenous education, as well as in educational public policies to the indigenous and training of indigenous teachers and non-indigenous. The survey was conducted through a qualitative approach, having as individuals involved the management team, of Campus Tabatinga, teachers and students of the already mentioned course, using as instruments of data collection, bibliographic research and interviews, through oral history. / Esta pesquisa analisa as dificuldades metodol?gicas do ensino enfrentadas pelos docentes e discentes do Curso T?cnico de N?vel M?dio em Agropecu?ria na Forma Integrada, Modalidade EJA/PROEJA - Ind?gena do Instituto Federal de Educa??o do Amazonas ? Campus Tabatinga. Aborda quest?es sobre a contextualiza??o hist?rica da Educa??o de Jovens e Adultos (EJA) no pa?s e do Programa de Integra??o da Educa??o Profissional T?cnica de N?vel M?dio ao Ensino M?dio na Modalidade de Educa??o de Jovens e Adultos (Proeja). Outra quest?o abordada nesta pesquisa ? a Educa??o Escolar Ind?gena, vista como um direito, uma conquista. A partir da experi?ncia da autora como coordenadora pedag?gica no per?odo 2013/2015, foi poss?vel, por interm?dio de relatos de professores nas reuni?es pedag?gicas, perceber dificuldades metodol?gicas no trabalho docente diante do desafio em ministrar aulas na modalidade Proeja. Outro desafio apontado por eles foi de mediar o conhecimento com alunos ind?genas. Afinal, a oferta desse curso foi com matr?cula exclusiva para ind?genas e, muitos falavam e compreendiam o portugu?s com dificuldade, pois a l?ngua materna predominava. Esta pesquisa tem por objetivo examinar a trajet?ria do Curso de Agropecu?ria ? Modalidade Proeja - Ind?gena do Campus Tabatinga com base no Plano de Curso desde sua implanta??o e verificar os impactos da metodologia, a Pedagogia da Altern?ncia, na pr?tica docente. Nesse contexto, busca-se apoio na fundamenta??o legal e nos autores que abordam o tema educa??o escolar ind?gena, assim como, nas pol?ticas p?blicas educacionais voltadas aos ind?genas e na forma??o de professores ind?genas e n?o ind?genas. A pesquisa foi realizada atrav?s de uma abordagem qualitativa, tendo como sujeitos envolvidos a equipe gestora do Campus Tabatinga, docentes e discentes do curso j? mencionado, utilizando como instrumentos de coletas de dados a pesquisa bibliogr?fica e entrevistas, atrav?s da hist?ria oral.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-17T18:09:10Z No. of bitstreams: 1 ingridnunesderossi.pdf: 4616378 bytes, checksum: 256f7f53f3df764f1402cc4e9f1f5bd3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-25T15:20:16Z (GMT) No. of bitstreams: 1 ingridnunesderossi.pdf: 4616378 bytes, checksum: 256f7f53f3df764f1402cc4e9f1f5bd3 (MD5) / Made available in DSpace on 2018-07-25T15:20:16Z (GMT). No. of bitstreams: 1 ingridnunesderossi.pdf: 4616378 bytes, checksum: 256f7f53f3df764f1402cc4e9f1f5bd3 (MD5) Previous issue date: 2018-06-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese apresenta os resultados de uma pesquisa que explorou a metodologia de ensino do químico alemão Justus von Liebig com o objetivo de investigar a consolidação do seu perfil docente, suas bases e influências, durante o seu exercício na Universidade de Gießen. Para isso, abordamos a biografia do químico, percorrendo os caminhos desde sua infância até a sua consolidação como professor. Na elaboração do projeto buscamos analisar as obras originais do autor do século XIX, coletadas no museu dedicado ao químico e na universidade onde trabalhou, ambos na cidade de Gießen na Alemanha, bem como materiais disponíveis em bibliotecas virtuais, documentos contendo declarações de alguns de seus alunos e de obras secundárias sobre o cientista, sem descuidar do contexto histórico do funcionamento dos laboratórios, dialogando com aquele que o pesquisador havia montado em Gießen. Através de publicações de alguns de seus ex-alunos, nos foi possível discorrer criticamente sobre as características particulares do químico como professor. Os resultados indicam que apesar de não ser o primeiro laboratório de ensino, algumas características da sua atuação como professor foram determinantes para influenciar outros estudiosos a se dedicarem ao estudo das ciências naturais. Almeja-se que esse trabalho possa servir de inspiração e como exemplo de que o cientista e o educador podem coexistir em uma mesma personalidade sem prejuízos para nenhuma das características, assim como, demonstrar que grandes cientistas são pessoas dedicadas, porém como todos os seres humanos, possuem qualidades e defeitos e que não existe uma fórmula para ensinar e sim um ideal por trás de cada um. / This thesis is the result of a research that explored the teaching methodology of the german chemist Justus von Liebig with the purpose of investigating the consolidation of his teaching profile, bases and influences during his practice at the University of Gießen. Therefore we approach the chemist biography, traversing the paths from his childhood untill he became a professor. In the preparation of this project, we sought to analyze the original works from this author of the 19th century, collected in the museum dedicated to him and the university where he worked, both in the city of Gießen in Germany, as well as materials available in virtual libraries, documents containing statements by some of his students and secondary project from the scientist, without neglecting the historical context of the operation of the laboratories, discussing with the one the researcher had set up in Gießen. Through publishings from some of his former students, we were able to critically discuss the particular characteristics of the chemist as a professor. The results indicate that although it is not the first teaching laboratory, some characteristics of its performance as a teacher were decisive in influencing other scholars to devote themselves to the study of the natural sciences. It is hoped that this work can serve as an inspiration and as an example that the scientist and the educator can coexist in the same personality without prejudice to any of the characteristics, also to demonstrate that great scientists are dedicated people, but like all human beings, there are qualities and imperfections besides there is no formula to teach but the ideal behind each individual.

Orientador: Rosely Aparecida Liguori Imbernon / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-23T20:18:27Z (GMT). No. of bitstreams: 1 Munhoz_Edson_M.pdf: 8401694 bytes, checksum: 7ec538b899430a29cfa3c4fd8f3e4dd2 (MD5) Previous issue date: 2013 / Resumo: O presente trabalho é o resultado de projeto desenvolvido ao curso do ano letivo de 2011, na Escola Municipal Professora Othília Fornari de Lima, localizada no município de Pinhalzinho - SP, com estudantes do 6º ano do Ensino Fundamental. No contexto da disciplina de Geografia as atividades de campo foram aplicadas como estratégias para o desenvolvimento de conteúdos de Geociências e Educação Ambiental, de forma a contribuir para o desenvolvimento do processo cognitivo dos alunos e para o aperfeiçoamento como professor-pesquisador. Para tal proposta, quatro roteiros de campo foram selecionados, todos no entorno da escola. A abordagem metodológica aplicada para esse projeto adotou a pesquisa qualitativa, com enfoque descritivo das relações estabelecidas entre o professor e os estudantes, e das práticas pedagógicas desenvolvidas em três momentos distintos: nas aulas pré-campo, nas aulas de campo, e nas aulas pós-campo. A pesquisa-ação foi escolhida como método para o envolvimento dos alunos e do professor com a realidade local, e permitiu estabelecer uma identificação com os processos socioambientais do município, permitindo ao professor atuar ao mesmo tempo como pesquisador e observador crítico do próprio trabalho. A compreensão dos fenômenos naturais e as relações de conectividade entre tais processos e as ações antrópicas, revela-se na medida em que os alunos tenham, além das aulas teóricas, uma vivência prática e o reconhecimento do local onde vivem como fonte viva e dinâmica de pesquisa. Nesse sentido, a disciplina de Geografia tendo a contribuição dos trabalhos de campo como prática de ensino, possibilita a apreensão dos conhecimentos de forma mais sistematizada e contextualizada, criando-se, assim, uma identidade com o local e um sentido de pertencimento a essa realidade. Desta forma, duas questões nortearam o desenvolvimento do projeto, em que busquei analisar: em que medida a mediação do professor pode ter significância para o desenvolvimento dos processos cognitivos dos alunos? e, em um segundo momento, de que forma as práticas de campo possibilitam uma melhor compreensão do impacto das ações antrópicas sobre a dinâmica e os processos naturais que transformam dinamicamente as paisagens? A aplicação de mapas conceituais em atividades pré e pós-campo subsidiaram a análise dos conhecimentos prévios comparativamente aos conteúdos desenvolvidos e apreendidos. A sistematização para análise das produções dos estudantes envolveu quatro categorias de análise: mapas conceituais, desenhos, representações cartográficas e produções textuais / Abstract: The present work is the result from the developed project in the year of 2011, at "Escola Municipal Professora Othília Fornari de Lima" SP State, with students from the 6th grade on the primary school. On the geography contest the field activities were used as strategies for the development of the Geoscience and Environmental Education, trying to contribute for the development on the cognitive process for the students and for the improvement as a teacher-researcher. For this proposal, four field itineraries were chosen, all of them about the school. The metodological approach used in this project was the qualitative research, giving emphasis on the descritive relationships between the teacher and the students and the pedagogical practices developed in three different moments: on the prefield classes, on the classes and on the postclassses. The action research was chosen as a method to make the students and the teacher to participate with the local reality, and by this way they could set up an identification with the socioenvironmental processes in the town, leaving the teacher to act at the same time as a researcher and observer on the own work. The comprehension about the natural phenomenon and the connection relationship among these processes and the antropic actions, show according to the students as soon they have besides the theoretical classes, a practical study in and to recognize the place where they live as a live and dynamic source. By this way, the Geography subject having the field contribution as a practice teaching, gives the opening for the knowledge on an organized and with context.Then,this will give a sense of making part of this reality. Thinking about these two questions were made for the project that I tried to analyze: till when the teacher's participation can be significant for the cognitive processes from the students; on a second hand how the field practices can make possible a better comprehension on the antropic impact actions about the dynamic and the natural processes that change the landscape dynamically; The application of conception maps in activities pre and post field, gave area for the analysis from the previous knowledge comparing to the learned and developed subjects. The system area for the analysis about the students production added four categories: conception maps, pictures, maps representation and text produtions / Mestrado / Ensino e Historia de Ciencias da Terra / Mestre em Ensino e Historia de Ciencias da Terra

M.Ed. / Distance students are deprived from amongst others: non academic activities, informal learning opportunies, sharing critical ideas, the establishment of social relationships and competition with the peergroup and lecturer, leadership opportunities in student groups and periodic conversation with 'experts' in their field of study. The lowering of state subsidies in higher education, compels residential educational institutions to add components of distance education to their contact teaching component, so that they are able to handle the increasing number of students on a cost-effective basis. It is so that the change from a purely contact teaching institution to a combined contact and distance teaching approach (a mixed mode approach), will not take place without problems during the implementation phase. With reference to a purely distance teaching educational institution, Fraser (1993:30) has the following to say: "Their teaching policy is modelled on that of traditional contact teaching, to some extent resulting from the fact that most of the tutors employed by these institutions are themselves products of contact teaching." Distance teaching expertise in a contact teaching milieu should not be taken for granted by lecturers - it neccesitates intensive lecturer-development and the exposure to this field for the distance teaching lecturer. Greyling (1993:181) accentuates the different roles of the distance lecturer as that of learning facilitator, "... (wat) as gevolg van hierdie afstand in die onderrig-leergebeure, 'n veel moeiliker opgaaf (het) om 'n positiewe verhouding met hulle studente te stilt en te handhaaf, doeltreffend te kommunikeer en 'n positiewe leeromgewing te skep." The latter suggests that the distance lecturer has a facilitative instead of a didactive role to play, by putting more emphasis on the learner than on the learning content. According to Ljosa and Sandvold: (1988:315) " The evaluation of fixed assignments is no longer the (lecturer's) most important task. He/she functions to a larger degree as study guide and partner in a dialogue between him/her and the student. This asks more of his/her imagination and understanding." The role that the lecturer has to play in a teaching environment where distance teaching and contact teaching is presented in a combination, still has to be that of facilitator, in order to create a positive learning environment. This area still needs a lot of research. It presupposes that the lecturer will strive to create a context which will promote learning and which has an interwoven didactic and facilitative touch. According to Siaciwena (1990:70-73) distance teaching is taught in many African countries in a combination with contact teaching as a cost-effective alternative, for the extension of the educational system and as a means of national development. In South Africa it has also become a popular option and therefore the importance of undertaking this study, should not be underestimated. The aim of this study is to research guidelines which will assist the higher education lecturer involved in the combination of contact /distance teaching (mixed mode approach) so that his/her facilitative role can be described. The most important conclusions drawn at the completion of this study were were as follows: *University/tertiary lecturers are not trained sufficiently for the demands of heterogeneous students in a combined contact/distance teaching milieu. *Invitational teaching/learning contracts can assist to facilitate the learning of heterogeneous learners in a combined contact/distance teaching mode. *There are positive implications for the use of proposed guidelines to facilitate learning in a mixed mode teaching environment, provided that the lecturer has an invitational personality (approach) and can act spontaneously in his/her teaching. Lecturers will experience that their students learn easier, and that they become more creative. Personal relationships with students will develop more easily, because students had an imput in the planning of the content and the evaluation procedures. Important aspects of the study which will need further research include the following: *The design of criteria for a (combined) mixed mode university/tertiary educational programme, keeping in mind the guidelines as set out in this study. *The design of a teaching development programme to develop specific teaching strategies of lecturers in a mixed mode teaching programme. *The development of a programme to screen/test students who aspire to become teachers/lectures in higher education, keeping in mind the guidelines for the development of teaching/lecturing abilities.

Orientador: João Roberto Gomes de Faria / Resumo: Apesar de grandes avanços da pesquisa científica quanto à inclusão dos conceitos e procedimentos referentes ao conforto ambiental no contexto do processo projetual, é ainda perceptível sua dificuldade de apropriação nas práticas de disciplinas projetuais de cursos de graduação em Arquitetura e Urbanismo, tanto por parte dos alunos, quanto por parte dos professores de projeto. Essa dificuldade se dá, principalmente, pela defasagem de aprendizagem nas disciplinas de Conforto Ambiental no que se refere ao desenvolvimento de habilidades práticas nos alunos, para que sejam capazes de utilizar, de forma autônoma, o conhecimento adquirido na resolução de problemas arquitetônicos diversos. Com base nessa problemática, esta pesquisa teve por objetivo investigar a aplicabilidade da Sala de Aula Invertida como metodologia de ensino da arquitetura bioclimática no contexto do processo projetual, em cursos de Arquitetura e Urbanismo. A pesquisa, de caráter exploratório e correlacional, consistiu no desenvolvimento, aplicação e avaliação de uma estratégia de ensino, baseada na metodologia acima mencionada, para uma turma do 6º semestre de um curso de graduação em Arquitetura e Urbanismo, na disciplina “Conforto Ambiental”, transformando a sala de aula em um ateliê de projeto. A avaliação dos alunos foi feita por meio de prova individual e dos projetos elaborados em grupo durante as atividades propostas em sala de aula. Como variáveis dependentes, os resultados de aprendizagem foram identifi... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Despite the great advancements of scientific research on the inclusion of concepts and procedures related to environmental comfort in the context of the design process, it’s still noticeable its difficulty of appropriation in the practices of design disciplines in Architecture and Urbanism courses, both by students, as by teachers. This difficulty is mainly due to the lack on learning process in the Environmental Comfort disciplines regarding the development of practical skills in the students, so that they are able to use, autonomously, the knowledge acquired in solving several architectural problems. Based on this problem, this research aimed to investigate the Flipped Classroom’s applicability as a teaching method of bioclimatic architecture in the context of the design process, in Architecture and Urbanism courses. The exploratory and correlational research consisted of the development, application and evaluation of a teaching strategy, based on the above-mentioned methodology, for a 6th semester class of an Architecture and Urbanism course, in the discipline “Environmental Comfort”, turning the classroom into a design studio. The evaluation of the students was done through an individual test and through the evaluation of groups’ projects, elaborated during the activities proposed in the classroom. As dependent variables, learning outcomes were identified by quantitative evaluation (grades) and qualitative evaluation (cognitive levels of Bloom’s Taxonomy). As independent ... (Complete abstract click electronic access below) / Mestre

This dissertation qualitatively explores 55 Thai 4th grade students, a teacher, and 7 community members from a low-income public school in Bangkok, Thailand in order to develop a design framework for creating school-based maker experiences that are culturally relevant to lower income Thai students. Co-teaching and co designing a two-year design-based research project named, “Little Builders,” I worked with a local science teacher to engage the students in a constructionist learning experience that involved designing and building social innovations to solve problems in their community. I propose the Culturally Relevant Constructionist Design framework as a way to (1) create constructionist learning experiences that align with students’ values and goals, and (2) engage important people in the students’ lives, such as teachers and community members, in the process of making. Designing the learning experience for Thai students from 2017-2019, I draw from the life and work of the late King Bhumibol of Thailand. For 70 years, King Bhumibol was a unifying figure in Thailand and widely admired as “The Developer King” (Nicholas & Dominic, 2011) as he dedicated his life to creating inventions for the good of the country. Students “followed in the King’s footsteps” by making inventions to better their community in the midst of a nation-wide mourning period after the King’s death in 2016. This dissertation builds upon the literature from constructionism, sociocultural views of learning and identity development, community-centered making, and culturally relevant pedagogy. Little Builders provided opportunities for students, teachers, and community members to build projects and relationships. They learned about making while also learning more about each other and about how to support one another. During the Little Builders project, teachers and community members explicitly expressed new appreciation and awareness of students’ skills and strengths, gradually moving away from deficit narratives. Similarly, the students saw themselves as someone who could create and invent while helping others.

Embodied pedagogy is a way of facilitating lessons which use the body as a locos of learning. Through a practice of storytelling, reflection, and imagination, embodied pedagogy evokes enactment and a release of emotions. This qualitative narrative study created multimodal portraits of embodied educators in the Newark Board of Education using the lens of Native Science and Ubuntu as epistemological frameworks. Using portraiture methodology, the lives of embodied educators were documented and reported in multimodal ways. The study is divided into three phases representing Ubuntu’s ontotriadic structure. The African philosophy of Ubuntu (“I am because you are”) centers community and recognizes the harmonious flow of life through three stages of existence (living dead—ancestors, living, yet to be born) and sees life as continuous motion. The three primary participants mirrored these three phases. The living dead was an ancestor, a deceased educator, and a dancer. The living is a current Newark teacher, and the yet-to-be-born is a preservice teacher (to be licensed). Their portraits were supported by interviews with secondary participants (colleagues, administrators, former students, cooperating teachers, family, and friends). Data were collected through interviews and observations. Portraiture methodology combines art and science to blend empiricism and aestheticism; the audience responds by being pulled into the narrative to experience the story as it unfolds. The portraits in this study function as art by exploring the physical context of the setting and illuminating the relationship between the researcher and participants. Each portrait is a beautiful, evocative, deep, compelling story of what is good and shines light on those aspects rather than on what is wrong and trying to right those wrongs. To actualize a full embodied experience, data analysis, and reporting included letter writing, poetry, visual art, movement phrases, song composition, and spoken word. The findings revealed the power of these collective stories, revealed through six themes and lessons learned that inform urban teacher preparation programs. The narratives demonstrate the importance of supporting students in their journey of becoming and recognizing the humanity in teachers and students.

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This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : Between Languages – Exploring the potential of exophonic literature for the implementation of didactics of literariness in German foreign language teaching at tertiary level in South Africa This thesis aims to make a contribution to the field of literature study in foreign language teaching in South Africa. It investigates the practical implications of Claire Kramsch’s theory of “symbolic competence” of the multilingual subject, Michael Dobstadt’s and Renate Riedner’s theory of a “Didaktik der Literarizität” as well as theories of multilingualism and exophony. Specifically this thesis looks at how these approaches can be combined and then implemented at advanced levels in foreign language teaching (B1 and B2), namely German modules at Stellenbosch and other South African universities where a multilingual background of language learners is the norm. The thesis thus explores how exophonic literature as an educational tool can help students to improve their language learning and shows the range of possibilities that exophonic literature offers in the field of foreign language learning. On the basis of the theories and a survey amongst the students studying German in their third year in Stellenbosch, two sets of lesson plans are developed for university students with B1/B2 level in Stellenbosch. The literature used was Maja Haderlap‘s poem “Als mir die Sprache abhanden kam” as well as Yoko Tawada’s Essay “Bioskoop der Nacht”. These lesson plans shall serve as examples on how Dobstadt/Riedner’s and Kramsch’s theories can be implemented in practise using exophonic literature in a multilingual environment. / AFRIKAANSE OPSOMMING : Hierdie tesis beoog om ‘n bydra tot die gebied van literatuurstudie in vreemde taal-onderrig in Suid-Afrika te lewer. Dit bestudeer die praktiese implikasies van Claire Kramsch se teorie “simboliese kompetensie” van veeltaligheid, Michael Dobstadt en Renate Riedner se teorie van ‘n “didaktiek van letterkundigheid” asook ander teorieë van veeltaligheid en “eksofonie”. Daar word veral gefokus op hoe hierdie benaderinge gekombineer kan word en dan toegepas moet word op hoër vlakke van vreemde taal-onderrig (B1 en B2); naamlik by die Duitse modules van Stellenbosch en ander Suid-Afrikaanse universiteite, waar studente met ‘n veeltalige agtergrond die norm is. Die tesis ondersoek dus hoe “eksofoniese” literatuur as onderrigmiddel studente met verbetering van taalvaardighede kan help. Verder stel dit die omvang van moontlikhede ten toon wat “eksofoniese” literatuur in die gebied van vreemde taal-onderrig kan bied. Gebaseer op die bogenoemde teorieë en ‘n opname onder studente wat in hul derdejaar Duits aan die Universiteit van Stellenbosch studeer, word twee lesplanne vir Stellenbosch studente op B1/B2 vlak ontwikkel. Die literatuur wat gebruik is, is Maja Haderlap se gedig “Als mir die Sprache abhanden kam” sowel as Yoko Tawada se essay “Bioskoop der Nacht”. Hierdie lesplanne sal dien as voorbeelde van hoe Dobstadt/Riedner en Kramsch se teorieë prakties toegepas kan word deur die gebruik van “eksofoniese” literatuur in ʼn veeltalige omgewing.