Pädagogische Hochschule Bern (Schweiz)
DOI: https://doi.org/10.63661/BDV-Magazin.2025.6-19
Abstract: The article discusses how scenario-based methodology and differentiated instruction can create individualized learning pathways in heterogeneous, multilingual classrooms. Using the project DaZ-Online in multilingual classes at the University of Teacher Education Bern as an example, it illustrates how language acquisition and communicative competence can be fostered through authentic, interactive, and learner-centered digital environments. The combination of scenario-based tasks and differentiation strategies allows teachers to support students’ linguistic and cognitive development at their individual levels. The study also highlights co-constructive learning processes and the role of linguistic diversity as a pedagogical resource for inclusion and motivation in digital and face-to-face DaZ teaching. Practical examples demonstrate how individualization can be realized through task variation, flexible grouping, and language awarenessactivities that integrate both dialect and standard German.
Key words: internal differentiation; scenario-based learning method; multilingualism; language development; German as a Second Language Online
Binnendifferenzierung im Fremdsprachenunterricht
Janka Koeva
Hll. Kyrill-und-Method-Universität zu Veliko Tarnovo (Bulgarien)
DOI: https://doi.org/10.63661/BDV-Magazin.2025.20-26
Abstract: Each student is a unique individual who enters the classroom with their own qualities, experiences, skills, interests, and learning styles. Educators must take these differences into account to ensure equal opportunities, fairness, and motivation for all learners. Applying appropriate teaching methods allows internal differentiation within the group to support this goal. This article defines the concept of “internal differentiation,” outlines the criteria necessary for its implementation, and examines its types and practical applications.
Key words: foreign language learning; internal differentiation; teaching methods
Sofioter Universität „St. Kliment Ohridski“ (Bulgarien)
DOI: https://doi.org/10.63661/BDV-Magazin.2025.27-42
Abstract: Autonomous learning plays a central role in higher education, particularly in foreign language instruction. Gamification can effectively enhance students’ motivation and self- regulation, but it also presents certain challenges. This paper examines theoretical foundations and empirical findings and derives pedagogical recommendations for designing effective learning environments.
Key words: autonomous learning; gamification; motivation
Süd-West-Universität „Neofit Rilski“, Blagoevgrad (Bulgarien)
Berufsgymnasium für Bauwesen, Architektur und Informatik, Montana (Bulgarien)
DOI: https://doi.org/10.63661/BDV-Magazin.2025.43-49
Abstract: This article examines tasks for creative writing in the German as a foreign language textbooks Berliner Platz 3 NEU and Berliner Platz 4 NEU (CEFR levels B1 and B2). The focus is on the didactic integration of creative writing into a communicative, action-oriented approach and on the systematic progression of task complexity. Using representative examples, the article demonstrates how preparatory phases, task design and project-based work support the development of writing competence while fostering learner autonomy and intercultural awareness. The analysis shows that creative writing in these textbooks is not treated as an isolated skill, but as the outcome of an integrated learning process combining reading, listening, speaking and writing, thereby preparing learners for authentic communicative situations in everyday and professional contexts.
Key words: creative writing; GFL/GSL; Berliner Platz; task-based learning; intercultural competence
Kulturvermittlung im DaF-Unterricht anhand von digitaler Städtewerbung
Milena Ivanova
Hll.-Kyrill-und-Method-Universität zu Veliko Tarnovo (Bulgarien)
DOI: https://doi.org/10.63661/BDV-Magazin.2025.50-60
Abstract: The aim of this article is to illustrate how German city homepages could function as an instrument for cultural communication in teaching German as a foreign language. The starting point is lesson 6 “Experience cities” from German language textbook from Hueber Verlag “Sicher! B2.1.” Using the Ingolstadt website as an example, a teaching suggestion is given that turns learners into active observers and self-researchers of cultural practices.
Key words: cultural education; German as a foreign language lessons; digital city advertising; city homepages
Der differenzierte Unterricht und das autonome Lernen
Lyudmila Wolf
Hll.-Kyrill-und-Method-Universität zu Veliko Tarnovo (Bulgarien)
DOI: https://doi.org/10.63661/BDV-Magazin.2025.63-67
Abstract: Differentiated instruction enables teachers to address the diverse needs of learners in heterogeneous classrooms. By selecting appropriate teaching methods, social arrangements, and materials, educators can tailor instruction to the specific characteristics and needs of each group or individual learner. Students returning from abroad contribute to this heterogeneity, as they often demonstrate an expanded vocabulary and instinctive, fluent grammatical usage. For these learners, individualized tasks are recommended following a careful analysis of their linguistic shortcomings. Autonomous learning, in turn, depends on learners’ ability to effectively apply instructional techniques, strategies, and methods to manage their continued learning independently.
Key words: differentiation; heterogeneity; autonomous learning