Sprach- und kulturreflexives Lernen mit Linguistic Landscapes im DaF-Unterricht

The aim of this article is to make a strong case for Linguistic Landscaping in German as a Foreign Language (GFL) lessons and to demonstrate the great po- tential of this approach. It is shown that this method is not only in line with the basic principles of modern foreign language didactics, but also that it supports the pursuit of essential teaching/learning goals in the long term. This theoretical introduction to the discourse leads to a lesson outline designed for learners of German from level A2 and serves as an example of how language and culturally reflective learning can be stimulated through Linguistic Landscapes. The aim of this approach is to create awareness among learners so that they may perceive their environment as a linguistic landscape which offers them a variety of stimuli for incidental, autonomous language learning.