Deutsch im Blick
This textbook describes itself as a “language program for beginning and early intermediate students of German.” With the wealth of materials contained within its 10 chapters, the curriculum could certainly be used over the course of 2 or 3 semesters, depending on how the instructor selects and tailors it to suit a given program’s needs. Its content is mostly expected for such courses, covering the typical cultural topics for first-year German programs. There is almost TOO much to choose from: video interviews with Americans in Germany and Germans, video segments filmed on site in Germany, webquests, vocabulary, audio files for pronunciation, and in-class activities targeting all four competencies. The chapters are online in pdf format and can be easily printed out for a hard copy.
In terms of grammar, the curriculum's sequencing does containing some eye-brow-raising choices not normally encountered in German textbooks. Some of the more advanced structures are Konjunktiv II im Pr?sens, Infinitivs?tze, Subordinierende Konjunktionen, das Imperfekt, and das Perfekt. Notable absences include: der Genitiv, das Passiv (understandable for the level), a more targeted handling of dative and accusative prepositions (appear as side notes), and adjective endings. Should an instructor wish to include a structure not covered in the lesson material, the text provides links to its accompanying grammar website, “Grimm Grammar,” a separate platform quite comprehensive in scope. It provides explanations and examples in English, as well as online exercises for students. Not all grammar topics presented on the site appear on “Deutsch im Blick.” As a result, the grammar is not as integrated into the lessons and cultural topics as the vocabulary is, despite the self-described focus on communication and learning language in and through use. While certain grammatical structures are targeted through writing and speaking opportunities relevant to each chapter’s specific cultural content, the grammar (explanations and online exercises) is largely imparted to students through a fairy-tale framework. This is certainly creative and humorous, but presents practical obstacles due to a completely separate vocabulary.
Returning to "Deutsch im Blick," the TOC for each chapter is clear and fairly detailed, although no clear visual overview of all chapters and their content on one page is to be found. The site index comes the closest, yet does not provide a single-page overview of what grammar is covered in each chapter. If there is a glossary or verb charts such as one often finds at the end of basic language texts, I have yet to find it.
Sorely missing is an online “lab manual,” i.e. a workbook or manual of activities expected with language textbooks that are integrated into the textbook and are easily gradable as homework. A model for such a lab manual would be something like MyGermanLab, which can be easily linked up to an instructor’s gradebook while also providing students a multitude of language-learning resources and practice.
Overall, I did not notice any inaccuracy. I noticed a few small typos / formatting oddities, but these were very few and far between. In terms of bias, the text as it stands is very much tailored to UT Austin and its specific program in Würzburg. Most of its videos are shot in Würzburg, although the last chapter deals with Berlin. The text does address Austria and Switzerland, but they are short detours, as Germany is the real focus. An audience of American university students is assumed.
The text is several years old and many links are out-of-date (not functioning). As a result, current issues/debates in German-speaking Europe (refugee crisis, the problems facing the EU, latest World Cup, immigration/migration, etc) are not included. Instructors should be sure to test all links before implementation in the classroom. Generally speaking, though, the broadness of the cultural topics as well as their fundamental relevance to learning the language allow the text to be practical for instructors and stand the test of time, at least for a few more years. That being said, a clear effort is made to formulate writing and discussion prompts dealing with topics of interest and relevance to contemporary college students (music, sports, movies).
“Deutsch im Blick” instructs and explains in English in the first few chapters before segueing to German in the last half. More complicated tasks or complex topics (dialects, historical development of the language) remain in English even in later chapters and/or are nicely scaffolded to walk students through their completion. The margins are full with extra information over culture and grammar, which can lead the text to appear visually crowded and overwhelming.
“Grimm Grammar” describes grammatical concepts and structures in English, and keeps most explanations brief. My concern is the specificity of the vocabulary in its examples and online activities; the fairy-tale framework is certainly cute, but it impedes easy implementation, as students must first familiarize themselves with vocabulary specific to this topic. Moreover, the activities and examples themselves are at a language level a bit too high for beginning students. Students would be more likely to devote more time to deciphering the meaning of unfamiliar German words, rather than concentrating on the grammatical structure itself.
The text is consistent and consistently organized. Each chapter contains the same sections, which helps instructors organize lessons. It does a good job at recycling material from previous chapters as well.
The site index for each specific chapter allows for easy use of the different components of “Deutsch im Blick.” The pdf-chapters would seem to make more sense as a hard-copy course packet, as they become cumbersome in electronic format when one must continually scroll through the abundance of activities filling each chapter. There are many sections in each chapter of the book, which allows for easy use of it once instructors are used to the basic template. Links are embedded in the pdfs to refer students to pertinent grammar reviews and explanations (from “Grimm Grammar”). The amount of material in “Deutsch im Blick” does require instructors to pick and choose what can feasibly be covered and thus put extra effort into (re-)organizing chapter content for their classes. At the same time, it is preferable to have too much material from which to draw rather than too little.
“Deutsch im Blick” presents a clear organizational structure, and flows from one chapter to the next by building upon the earlier chapters. Later chapters point students to reviews from previous chapters and do make an effort to recycle grammar. Students and instructors should have no difficulties accustoming themselves to the layout and will be able to predict the organization of each chapter – both in online navigation and in the pdfs. I do find some of the grammar sequencing and omissions surprising, but I also do not know how UT's German Department structures their course designed to follow "Deutsch im Blick," so perhaps it makes more sense in the organization of their overall program.
The links embedded within the PDF versions of the text make it easy to move throughout the book, and also outside of the book to supplementary materials online. As noted above, a visual overview of the chapters and their content on one page would be beneficial. For instance, it is not so simple to pick a specific grammatical concept and then backtrack its introduction to a specific chapter in the curriculum.
I did not encounter any grammatical errors.
The text is not very inclusive of various races and ethnic/cultural backgrounds. Since the videos were recorded using then-real UT students, the authors were subject to understandable limitations. However, topic areas dealing with current issues with migration, citizenship, and immigration are not thematized.
As an instructor, I very much appreciate the sheer amount of material provided by “Deutsch im Blick.” With activities and exercises designed to target all four competencies, short oral presentations, webquests, scaffolded writing assignments, peer-review activities, and countless videos encourage students to focus on communicative interaction and pursue their interests in German culture through multimedia. Effort is made to encourage students to focus on their pronunciation, explore German websites, and learn how to talk in German about topics of interest to university students. Pronunciation is both described in the pdf-chapters and modelled through audio and video recordings. Vocabulary help is offered through already-made Quizlet flashcards and study tools (linked to the website).
Drawbacks to adopting “Deutsch im Blick” include the lack of a “lab manual” or gradable / self-correcting “online workbook,” the lack of a test bank, and its specificity to UT’s German program. While “Grimm Grammar” is certainly a good resource, it would seem more trouble than it is worth to try to use it as an educative tool in class, given its higher-level examples, genre-specific vocabulary, and lack of integration with the topics presented in “Deutsch im Blick.” Overall, I have a favorable impression of this text and could imagine myself adopting and adapting it under the right circumstances. Kudos to UT-Austin!