DeepL, ChatGPT & Co – Fluch oder Segen für Lerngruppen, Lehrkräfte und die fachdidaktische Lehre an der Universität im Kontext des (Französisch-)Unterrichts?

Abstract

This article aims to provide some initial answers to the question of how AI can support the acquisition and teaching of foreign languages by providing a learner-centred focus and taking specific learning difficulties into account.

In the context of language acquisition, we present on the one hand an 11th grade pilot project, Gymnasium (secondary school/secondary school, Lower Saxony, 13 school years up to the baccalaureate), for language mediation in the teaching of French. The advantages of DeepL are analyzed in the context of internal differentiation, either from the point of view of 'dropping out of French after grade 11' or in preparation for the performance course/high level of demand and language learning competence. During the course, mediation from the mother tongue or vehicular language (German) to the target language (French) took place.

On the other hand, from a teaching perspective, ChatGPT for planning foreign language teaching and the 'prompt' in the context of language mediation are to be highlighted. Prospects for teacher training at universities and 'Studienseminare' (centers for the second phase of teacher training in Germany), are presented with regard to impulse strategies in the various teaching phases, as well as for future professional practice.