Sprachkompetenz und Sprachvermittlung im digitalen Zeitalter
This domain examines how digital media change communicative competence and how English teaching can use digital tools purposefully for language learning. It tests your ability to connect digital text types, language awareness and production tasks without letting the tool replace the language work.
Core concepts
- Digital communicative competence: learners interact in chats, forums, blogs, podcasts and video calls; they need register awareness, audience awareness and multimodal literacy.
- Digital language awareness: corpora and concordancers, online dictionaries, subtitles and transcripts help learners notice patterns and compare language use.
- Productive digital tasks: collaborative writing, e-portfolios, podcasting, short video projects and telecollaboration give learners an audience and a reason to revise.
- TPACK: technological, pedagogical and content knowledge must intersect; SAMR is a reflection tool, not a ladder where more technology is always better.
- Legal and ethical框架: data protection (DSGVO), copyright and image rights shape what tools and materials you may use.
Worked example
A class creates a three-minute podcast episode, “Our school in 2030”. Phase 1: learners analyse a model podcast for structure, signposting and pronunciation. Phase 2: they script and rehearse in pairs. Phase 3: they record, peer-feedback using a checklist, and revise. Phase 4: the class publishes selected episodes. The task develops Sprechen and Hören, plus digital production and revision. Reasoning: the technology serves language production; the model makes conventions explicit; peer feedback creates a revision loop. A tool that only converts text to speech would not develop the target competence.
Traps that cost marks
- Technology for its own sake: a tool is used, but no language gain is visible.
- Substitution without added value: a digital worksheet that does the same as paper and adds no interaction or audience.
- Ignoring data protection, copyright or image rights when publishing learner products.
- Letting translation tools produce the final text, so the learner’s own language work disappears.
- Failing to model digital text conventions such as subject lines, thread etiquette, hashtags or podcast signposting.