… ist eine inter­es­sa­ne Lek­tü­re für alle, die sich für Spra­che und Spra­chen­ler­nen inter­es­sie­ren. (Tipp von Lutz Szem­kus)

Beson­ders wich­tig für den Unter­richts­all­tag sind sei­ne Gedan­ken über die Rol­le der Muttersprache: 

[…] I crin­ge at the anti­cs you have to live with in order to avoid using your know­ledge of other lan­guages, inclu­ding your own. The idea of let­ting new­bees guess the idea of drawings or situa­tions and (pres­um­a­b­ly) lear­ning for­eign words and idi­oms while sol­ving ridd­les is based on a fal­se pre­mi­se, name­ly that the lear­ner does­n’t invol­ve his/her own lan­guage in the gues­sing pro­cess. Is the brain of a new­bee a vacu­um with just a few for­eign words floa­ting around in the pitchblack emp­ti­ness? Of cour­se not, it is full of expres­si­ons from your nati­ve and other lan­guages, and you can’t avoid that the­se are used as models for your guess­work. So the who­le cir­cus of try­ing to make a pure­ly ‚for­eign‘ expe­ri­ence for a new­bee is sil­ly. In fact giving the new­bee a trans­la­ti­on may invol­ve a shor­ter invol­ve­ment with his/her nati­ve lan­guage than let­ting him/her pon­der for a long time in his own lan­guage over a pro­blem – and may­be even gues­sing wrong.


Das sind natür­lich kei­ne neue Erkennt­nis­se, Prof. Butz­kamm sagt schon seit Jahr­zehn­ten das­sel­be.