Academic literacy of German

Hannah Eves & Diana Feick

Studying a German at university does not only entail developing communicative competencies up to an advanced level but should also contribute to the development of academic literacy (e.g. source-based writing) in the target language. Content and language integrated learning (CLIL) is a promising pedagogical approach for further developing academic literacy in tertiary education, for instance, German as an academic language in New Zealand. Teaching academic content using German in language acquisition courses as well as in content courses is expected to foster both the learning of academic content, and the development of academic literacy in German. However, the simple adoption of CLIL programs that have been successful elsewhere does not guarantee the same results.

In this paper we will report on a study that investigates the development of academic literacy for UoA German courses using the CLIL approach. The study focuses on two cases: a stage 3 German language acquisition course project on documenting and analysing linguistic landscapes in a German and a New Zealand city, and a bilingual content course on German language teaching and learning pedagogy. The presentation concludes with some recommendations of measures to develop academic literacy and foster CLIL at university level in New Zealand.