Kamishibai im universitären DaF-Unterricht

Abstract

In an era shaped by artificial intelligence and a broader narrative crisis, the Japanese paper‑theatre form Kamishibai is experiencing a renaissance. Although it is traditionally associated with younger children, adults, too, are captivated by its unique aesthetic and performative qualities. Natalia Zalipyatskikh demonstrates the medium’s potential for university‑level foreign‑language teaching. Her focus lies on implementing an action‑oriented approach in German‑as‑a‑Foreign‑Language (DaF) instruction, with particular emphasis on process‑oriented competences. The results of her empirical study point to a multidimensional construct within narrative didactics that supports action‑oriented discursive practices. Using Kamishibai in the classroom is inherently multimodal, fostering an active, process‑oriented culture of reflection and biographical engagement. By connecting to learners’ personal experiences and imaginations, the medium unfolds strong social, emotional, narrative, and aesthetic effects. The resulting motivation for learners’ own linguistic production is a significant gain for both students and teachers.