The text as an interrogative
Overview: This issue of Babylonia explores the theme “The Text as Question”, focusing on how working with texts in second language (L2) education can foster interpretative thinking, intercultural understanding, and learner autonomy. It centers particularly on the experience of South Tyrol and the i...
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| Format: | Article |
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| Language: | deu |
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Association Babylonia Switzerland
2005-04-01
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| Series: | Babylonia |
| Subjects: | |
| Online Access: | https://babylonia.online/index.php/babylonia/article/view/667 |
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| Summary: | Overview:
This issue of Babylonia explores the theme “The Text as Question”, focusing on how working with texts in second language (L2) education can foster interpretative thinking, intercultural understanding, and learner autonomy. It centers particularly on the experience of South Tyrol and the implementation of the skeptical hermeneutic approach developed by Hans Hunfeld.
Key Contributions:
The editorial outlines the shift from prescriptive grammar-focused teaching to text-centered pedagogy. Most contributions come from South Tyrol, where a comprehensive reform has implemented hermeneutic principles in German L2 instruction across all levels of schooling—from kindergarten to upper secondary.
Articles by Cristofoletti and Weber trace the history of curriculum reform in South Tyrol, explaining how the new “developmental guidelines” embed hermeneutics and promote intercultural learning. Debiasi, Pranter, and Girotto describe how these methods are applied in teacher training, primary schools, and kindergartens.
Carola Ernst presents the approach as used with adult learners in Switzerland. Henning Wode considers its implications for psycholinguistic research. Enrica Piccardo and Francis Yaiche provide additional perspectives on using literary texts and online forums as spaces for exploratory language work.
The issue concludes with an interview with Hans Hunfeld, highlighting the ethical dimensions of hermeneutic teaching—particularly the emphasis on openness, tolerance, and embracing the “foreign other” as part of learning.
Conclusion:
Babylonia 1/2005 presents a compelling case for rethinking language education through the lens of hermeneutics. By treating texts as dialogic and learners as interpreters, it offers a pathway to more human, inclusive, and reflective L2 instruction—particularly relevant in multicultural contexts like South Tyrol and Switzerland.
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| ISSN: | 1420-0007 2673-6454 |