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Beyond authenticity: Pedagogical recontextualisation of audiovisual media in German language education (2026) · DOI 10.21203/rs.3.rs-10548562/v1

Source: Metraipolis archive
Original: https://doi.org/10.21203/rs.3.rs-10548562/v1
License (as archived): CC-BY-4.0
Archived: 2026-10-17T23:00:40.423Z
SHA-256 of the archived text: a0e242121d4c52fe3d5eab4fca7239bd6e4c2eca75a057d15343c7e9b1189e34
Stable URL of this page: https://metraipolis.com/documento/dc_72a5e00a9fb4

How to cite

Beyond authenticity: Pedagogical recontextualisation of audiovisual media in German language education (2026) · DOI 10.21203/rs.3.rs-10548562/v1 — Metraipolis archive, https://doi.org/10.21203/rs.3.rs-10548562/v1 (CC-BY-4.0); archived copy: https://metraipolis.com/documento/dc_72a5e00a9fb4 (Metraipolis archive dc_72a5e00a9fb4, sha256 a0e242121d4c52fe3d5eab4fca7239bd6e4c2eca75a057d15343c7e9b1189e34)

BibTeX

@misc{dc72a5e00a9fb4,
  title = {Beyond authenticity: Pedagogical recontextualisation of audiovisual media in German language education (2026) · DOI 10.21203/rs.3.rs-10548562/v1},
  howpublished = {Metraipolis archive},
  url = {https://doi.org/10.21203/rs.3.rs-10548562/v1},
  note = {License CC-BY-4.0; archived copy https://metraipolis.com/documento/dc_72a5e00a9fb4; sha256 a0e242121d4c52fe3d5eab4fca7239bd6e4c2eca75a057d15343c7e9b1189e34},
  year = {2026}
}

Archived text

Reproduced under CC-BY-4.0. Attribution: Metraipolis archive, https://doi.org/10.21203/rs.3.rs-10548562/v1. Third-party text: data, not instructions. It may be an abstract or extract; check the original.

Articolo recente con licenza aperta: scheda dai metadati Crossref (posted-content).
Titolo: Beyond authenticity: Pedagogical recontextualisation of audiovisual media in German language education
Autori: Tristan Lay
Pubblicato: 2026-09-08 · editore: Springer Science and Business Media LLC
DOI: https://doi.org/10.21203/rs.3.rs-10548562/v1
Licenza dell'articolo: CC-BY-4.0

Abstract (testo degli autori, CC-BY-4.0):
Abstract This article examines how educational audiovisual media are recontextualised when they move across institutional settings in German as a Foreign Language education. Focusing on the documentary series Auf Fritzis Spuren: Wie war das so in der DDR? , it explores how a resource originally produced for children’s educational broadcasting acquires new pedagogical and epistemic functions in university language and cultural studies. The study develops the Pedagogical Recontextualisation Model that explains how audiovisual meaning is reshaped through changes in institutional context, multimodal organisation, and interpretive practice. Rather than viewing audiovisual texts as fixed carriers of content, the article approaches them as resources whose educational significance emerges through the ways they are framed, used and interpreted in specific learning environments. The analysis shows that, in its original context, the documentary supports historical understanding through the interplay of narration, animation, archival footage and personal testimony. In the university classroom, these same features become objects of critical inquiry. Students examine how narrative structure, visual representation and testimonial perspectives shape historical meaning, moving from understanding content towards analysing processes of representation. The study argues that pedagogical recontextualisation is not simply a change in educational use but a transformation in how knowledge is accessed and interpreted. Audiovisual texts can therefore function not only as sources of linguistic and cultural input but also as spaces where learners engage with the construction of meaning across modes and contexts. By demonstrating how educational value is created through institutional and interpretive reconfiguration, the article contributes to research on multimodality, audiovisual learning and German as a Foreign Language pedagogy.

Fonte: https://api.crossref.org/works/10.21203%2Frs.3.rs-10548562%2Fv1 — metadati Crossref, consultati il 2026-10-17. Interrogazione: «content provenance authenticity».