Überlegungen zum pädagogischen Fachbegriff „Literacy“ für das Deutschlernen in Taiwan1
This project aims at exploring the concept of “literacy” in the context of German learning in Taiwan in order to clarify the significance of how the competence of critical cross-cultural communication to be embedded in the curriculum. Literacy is a term derives from the American context. The German context tends to regard it as a pedagogic term for reading, narrating and writing culture. In the context of traditional four-skill language training (reading, listening, writing and speaking), “literacy” implies not only the necessity of acquiring various contents including political, economic, social issues or the advance in science, but also the ability of conveying abstract ideas. In this sense, literacy refers to what Gee (1991) defines as secondary discourses, for which a socio-cultural perspective can be employed in a content-oriented and genre-based curriculum where social practice is emphasized. This curriculum leads to the possibility that language could be treated as culture (Kramsch 1995) and a third place (Kramsch 2009) could hence be critically created between the self and the other with the redefined concep