Zur Neuausrichtung von Deutsch lehren lernen (DLL)

Die Wahrnehmung der Tutorinnen und Tutoren

Abstract

This paper documents the research that accompanied the redesign of the Goethe-Institut's continuing professional development program, Deutsch Lehren Lernen (DLL). The redesign includes an expanded set of classroom documents, exploration tasks linked to reflection tasks, modified assessment practices, and greater participant autonomy. The study focuses on tutor perceptions, collected via a questionnaire (n = 111) and semi-structured interviews. The findings suggest that, while tutors perceive exploration tasks as relevant and motivating, they are also associated with increased time demands and a need for orientation. Tutors' roles have grown in complexity. They now oscillate between process facilitation and subject-didactic advisory functions. The redesign offers opportunities for the professional development of all participants but requires targeted support structures. The paper concludes with suggestions for further research