Zeitschrift für Romanische Sprachen und ihre Didaktik

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Elissa Pustka & Linda Bäumler explore regional varieties and pluricentricity in Spanish education through an online survey of first-semester students in Bavaria and Austria. Corinna Deppner discusses intercultural learning in Spanish classes, using Pablo Picasso's "Les Demoiselles d'Avignon" to enhance intercultural competence via visual arts. Melanie Koch-Fröhlich addresses the promotion of literary engagement through profession-oriented approaches in literary studies, focusing on autobiographical narratives. Georgia Gödecke examines the use of bande dessinée to support genre-specific learning in French instruction. Daniel Reimann analyzes pronunciation in Spanish and Italian teaching, highlighting linguistic and curricular specifics, as well as teachers' beliefs and reported practices in secondary education. Lukas Eibensteiner and Claudia Schlaak investigate the potential of digitalization in multilingual didactics, transitioning from analog to digital frameworks, and offer research perspectives from Romance language didactics. The publication also includes reviews of linguistic and didactic works and a survey of recent developments in the didactics of Romance languages. The profile features Prof. Dr. Marcus Bär from Bergische Universität Wuppertal, detailing his courses on the didactics of Romance languages.