Communication is an integral part of our everyday life. In learning a new a language, there are a series of different skills that need to be mastered by a student to be efficient in the language. One of these skills is listening comprehension. Listening comprehension is the skill that students found the hardest to master and be confident in. Therefore, it was of importance to see how students are exposed to listening comprehension in the textbooks that they use in German. In the study, 4 textbooks in the series Alles Deutsch were analysed. The books were analysed according to types of exercises, authenticity in theme and language as well as instruction type. The study found that meaningful exercises were the most common in the material while communicative were the least common. It could be analysed that the themes in the textbooks were authentic to the student’s prior knowledge and that themes reappeared throughout the language learning process. However, there was relatively little authenticity in the language in the exercises, but the difficulty progressed over time. Conventional approach-instructions were the most common which means that students are not exposed to strategy building and awareness in the exercises. Lastly, the results were interpreted from a hermeneutic perspective and the hermeneutic cycle

Excerpt: Yanan Song and Stephen Andrews address the topic of teachers’ use of the first language (L1) in the classroom by describing a case study of four tertiary-level teachers in China who share an L1 with their students.

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