A Decolonial Intercultural Teaching Approach in the Intermediate German Language Classroom

Abstract

This research project explores the calls for decolonizing second language and culture curricula, while also exploring the challenges and impact of decolonial-informed intercultural teaching. Through the design and implementation of a series of pedagogical interventions in an intermediate level German language course, this study demonstrates a central tenet of decolonial work that is needed in intercultural teaching in a colonial language; the possibilities of decolonial-intercultural work within set structures in a German language classroom in the U.S; and the effect decolonial-informed intercultural teachings can have on students’ attitudes and perspectives. It also highlights the potential of multiple perspective-taking as a framework in decolonial endeavors.Three dimensions of the dissertation are reflected across the interconnecting projects, each presented in an article. Theoretical and conceptual frameworks for a decolonizing approach to second/foreign language education are explored in the first article chapter. Here, by examining decolonial discourse and initiatives in two contexts—Africa and North America, tenets of decolonial efforts are analyzed. These tenets are the foundational concepts of decolonial-informed teaching interventions designed and implemented in this project. The second article is an autoethnographic exploration of the author’s experience designing these teaching interventions. This chapter offer insights into the practical design of these decolonial interventions and detail the possibilities and tensions of doing decolonial work—a personal and emotional task—within a set program structure in a higher institution in the U.S. The final article draws on students’ comments and reflections to analyze the impact of decolonial teaching designs on students’ engagement and intercultural learning. This research has direct implications for teacher training and student learning by equipping language instructors with tools for implementing critical approaches and methodologies in their instructional practice. It also informs broader theoretical discussions on diversity and decolonization, teacher experience, and curriculum development in language education. By incorporating marginalized pedagogical texts, students’ perspectives, and a multiple perspective-taking framework as access points to decolonial conversations in an intermediate German language course, this dissertation research fosters a recognition of the possibilities of decolonial work within set structures. Specifically, this research project contributes to curriculum design and teaching methodologies in language studies by bridging theoretical discourse with classroom practice and offering empirical evidence for inclusive pedagogy in teaching interculturality.