Natasha Engelbrecht

A reflection on the ‘non-place’ character of German foreign language (GFL) courses and coursebooks in South African higher education

Introduction

A reflection on the ‘non-place’ character of german foreign language (gfl) courses and coursebooks in south african higher education. Explore how German foreign language coursebooks in South African higher education create ‘non-places’, alienating learners. Advocates for curriculum adaptation and localization to foster belonging.

Abstract

This paper argues that the reductionist, and increasingly trivial, nature of foreign-language textbooks has an adverse impact on how German language, culture and society are represented and perceived by foreign-language learners in South Africa reframing German-speaking countries as ‘non-places’. Reflecting on a coursebook prescribed at a South African university, this paper posits further that coursebook users, especially learners, are decontextualised and perceived to be homogenous by publishers who are guided by a construct of the average learner. This paper maintains that teaching coursebooks without adaptation to incorporate students’ epistemologies and ontologies endorse a ‘non-place’ classroom. Such practice perpetuates alienating conditions lamented in discourses common to higher education (HE) institutions which are facing calls for transformation. The paper examines the non-place representation of German-speaking contexts in German Foreign Language (GFL) coursebooks and its creation of a non-place classroom. Following a consideration of the disciplinary aims of German courses in South African HE, the paper advocates a curriculum which fosters a critical engagement with coursebook content. Finally, it argues that by cultivating learner-responsiveness in language courses, and by localising content, one can withstand a foreign language classroom which is devoid of place and belonging.

Review

This paper offers a compelling critique of German Foreign Language (GFL) courses and coursebooks in South African higher education, arguing that their reductionist nature inadvertently portrays German-speaking countries as ‘non-places’. The author posits that this approach negatively impacts how learners perceive German language, culture, and society. A key contention is that publishers’ assumption of a homogeneous 'average learner' decontextualizes coursebook users, leading to a 'non-place classroom' when textbooks are implemented without adaptation. This practice, the paper argues, reinforces alienating conditions, mirroring broader challenges faced by higher education institutions undergoing calls for transformation. The analysis thoroughly examines the 'non-place' representation within GFL coursebooks and its role in creating a classroom environment that lacks authenticity and relevance. By reflecting on a specific coursebook prescribed at a South African university, the paper highlights the critical need to incorporate students' unique epistemologies and ontologies into teaching practices. Following a consideration of the disciplinary aims of German courses, the paper strongly advocates for a curriculum that actively promotes critical engagement with coursebook content. It proposes that cultivating learner-responsiveness and localizing content are essential strategies to resist the creation of a foreign language classroom devoid of place and belonging. Overall, this paper presents a highly relevant and insightful contribution to the discourse on foreign language pedagogy, especially within diverse and post-colonial educational landscapes. Its critical examination of textbook design and classroom practices, coupled with practical recommendations for a more learner-centered, localized, and critically engaged curriculum, offers valuable guidance for educators, curriculum developers, and publishers. The arguments presented carry significant implications for enhancing the effectiveness and cultural resonance of language education, ensuring that learning environments foster genuine understanding, cultural connection, and a strong sense of belonging for all learners.

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