Dear Heiner Boettger,

In answer to your question:

What are aesthetic aspects of language learning for you/in your academic field?

I would first attempt to define the word, "aesthetic."

Defining aesthetic

Per Merriam-Webster, the meaning of aesthetic can mean both:

1.       Dealing with or relating to artistic work with aesthetic value, beautiful aesthetic theories, also per Mark Mehler - attractive or pleasing in appearance, such as clear graphics, and easy-to-use keyboards, as well as ergonomic features

2.       Aesthetic sensibility – what is responsive to or pleasurable or appreciative to one’s senses, i.e., zealous about the beautiful

Reference

"Aesthetic." Merriam-Webster.com. Merriam-Webster, n.d. Web. 30 Aug. 2017.

Next, some of the answers to cultural questions I have asked may be of use if you will review them.

I may add something later, however, can you add something to the definition of aesthetic as it pertains to language learning?

Dear Dr Boettger,

I am not entirely sure whether I understood the question about aesthetic aspects of language learning in my field (medicine).

I think the aesthetic aspects of being fluent in a language can be important in medicine. If you communicate with a patient in his or her native language fluently, s/he may be able to understand your explanations better. I do think, however, that the practical aspects are more important than the aesthetic aspects. You won't have to create the most beautiful phrases as long as your communication is clear and avoids misunderstandings. As long as the patient understands you clearly, it is of course fine if you make a few grammar mistakes. This is of course much better than to avoid speaking to the patient because you fear of making mistakes.

best wishes and kind regards,

Rainer

Some books that I think contain activities that engage learners' 'aesthetic sensibilities' are Caring and sharing in the language classroom by Moskowitz, Challenge to think by Frank, Rinvolucri and Berer (CUP), and Once upon a time by Morgan and Rinvolucri (CUP). Stevick's Images and options in the language classroom (CUP) is also a good source of ways to adapt teaching materials to engage aesthetic sensibilities. Note that these books are from the 1970/80s when 'humanistic' ideas and the notional functional approach to language teaching were becoming popular. 

Thank you very much, dear colleagues!

Very best Heiner Boettger

Dear Dr Boettger,

of course, you are very welcome. Thank you for posting this interesting question.

Best wishes and kind regards,

Rainer

Dear Dr Boettger,

Generally speaking,the concept of aesthetics has been  an important parameter throughout the pedagogical and didactic issues related to education both in teaching and learning.in the empirical investigation of aesthetic aspects of learning, the first priority is to define and operationalize the concept in clear terms because there are many sides to the conceptualization of  aesthetic recognition. According to Rasmussen (1990), the concept is characterized by the "   a qualitative world view, which denotes  the  symbolic language  teachers  use in actual practice relying on such pedagogical techniques as role playing, games, teaching rituals and/or other kinds of  everyday aesthetics. Under such conceptualization,therefore,  aesthetics is the  inherent nature of teachers' communication with the learners making use of  their  prior experiences involving  their emotional sensitivities attuned with their personal interpretation of who they are and of the context they are engaged in. In this sense, aesthetics means teachers' artistic mastery of communicating emotions with their respective audience. On this basis, you need to carefully design an observation checklist based on the nuances of the targeted construct and observe the prospective teachers in actual practice.

Best of luck,

R. Biria

Dear Reza Biria,

Thank you very much, very helpful!

Very best,

Heiner Böttger

Hallo Herr Böttger,

Momentan erforsche ich auch die ästhetischen Aspekte des Sprachenlernens. Ich folge Claire Kramschs Modell der schriftlichen Erzählungen. Ich hoffe, ästhetische Erfahrungen als subjektive Erfahrungen zu analysieren. Was machen Sie in dieser Linie?

BG

Erin Altman

Guten Morgen Herr Altman, (ich weiß aber, dass Ihr Vorname auch weiblich sein kann, und hoffe richtig zu liegen)

bis Ende Januar werden wir ein erstes Übersichtsposter zur Thematik erstellen dazu, das ich dann hier hochlade. Im Überblick versuchen wir zu identifizieren, welche Teilaspekte der "Wissenschaft der sinnlichen Wahrnehmung" sich auf die sprachendidaktische Unterrichtsgestaltung auswirken können - neben dem etwas einfachen Prinzip des multisensorischen Lernens. Dabei spielen Visuelle Kunst, Lernraumarchitektur, Erzählkunst, Medienkunst, Musik, Bewegung und Tanz, Drama und Sequentielle Kunst eine Rolle.

Auch die Synästhesie berücksichtigen wir. Die von Ihnen angesprochenen subjektiven Erfahrungen weisen übrigens auf eine noch viel zu wenig berücksichtigte Individualisierung und Differnzierung beim Sprachenlernen hin.

Im September 2018 werde ich übrigens in Ihrer "Nähe" in San Francisco sein - vielleicht können wir uns ja bei einem Kaffee austauschen?

Viele Grüße und viel Erfolg bei Ihren Studien!