ABI - Language and identity in the United States
aiMOOCABI - Language and identity in the United States
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ABI - Language and identity in the United States
Language is never only a tool. It can signal belonging, place, generation, situation, power and personal choice. In this aiMOOC, you investigate multilingualism, varieties of English and language attitudes in the United States. You work mainly in English and use German only as a final support step. The course is designed for the Baden-Württemberg upper-secondary English course, with a shared route for Basisfach (BF) and Leistungsfach (LF).
Mini-description: Explore how languages, accents, dialects, registers and attitudes toward them can shape social and personal identity in the United States. You will listen, view, read, analyse, discuss, write and, where useful, mediate.
Media entry – look before you read: Study the image for 45 seconds. List every visible language cue: scripts, signs, shop names, place names and implied audiences. Then answer in English: Whose identities become visible in this linguistic landscape? Whose may remain invisible? Do not guess a person's ethnicity from language use.
First viewing: In Jamila Lyiscott's TED talk 3 ways to speak English, note when the speaker changes style, rhythm or register. Do not transcribe the talk. After viewing, formulate one claim about the connection between language choice and identity and support it with one precise observation from the video.
Einleitung
This course treats language as a form of social action. It does not rank accents or dialects from “good” to “bad”. Instead, you ask what linguistic forms do in a context, who uses them, how listeners react, and which institutions give some forms more prestige than others.
English first: Try context, word formation, an English explanation and a learner's dictionary before requesting German help. Your goal is clear, precise English at roughly B2, with selected C1 strategies as an orientation—not artificial complexity.
BF/LF shared course: BF students work with fewer, shorter materials and more scaffolds. LF students connect a wider range of sources, analyse more complex material independently and spend more time on AFB II/III. The core concepts remain shared.
Current Baden-Württemberg Abitur alignment – checked 3 October 2026
For the 2027 English Abitur, the official Baden-Württemberg Facherlass 2027 names On the Move: Migration and Cross-Cultural Encounters as the Schwerpunktthema and also requires sociocultural work on the United States under Politics, culture, society – between tradition and change, including American ideals and realities as well as current questions of identity and social development. This aiMOOC uses language and identity as a focused practice field within that broader USA context; it is not presented as a separate official Schwerpunktthema.
For the 2027 examination cohort, the Facherlass explicitly refers to the Bildungsplan 2016. The official framework distinguishes BF and LF by complexity, abstraction, breadth, depth and differentiation. In LF, regular assessment places stronger weight on AFB II/III; BF uses a more limited scope and more structure while still working across the relevant competences. The end-of-upper-secondary orientation is B2, partly C1.
Official check points:
- Baden-Württemberg: Termine und Informationen zum Abitur – always check the Facherlass for your own examination year.
- Facherlass für die Abiturprüfung 2027, Englisch, Stand 09.09.2025.
- Bildungsplan: Basisfach und Leistungsfach in der Oberstufe.
Copyright note: This course does not reproduce complete compulsory texts or unauthorized film scenes. It links to official or openly licensed material and asks you to work with short, legally provided source excerpts.
I-can goals
By the end of the course, you can say:
- I can explain multilingualism, accent, dialect, register, sociolect, code-switching/style-shifting, linguistic landscape, prestige and stigma in clear English.
- I can distinguish a linguistic feature from an attitude about that feature.
- I can analyse how language choices construct identity in spoken, written and visual material.
- I can evaluate claims about language using source quality, evidence, date and context.
- I can discuss language attitudes without stereotyping speakers or treating one variety as inherently inferior.
- I can write an Abitur-style analytical or argumentative response with a focused thesis, evidence and explanation.
- I can adapt my depth: BF uses a smaller evidence set with scaffolds; LF synthesises several sources and develops more independent AFB II/III reasoning.
Vorwissen
Quick activation – 6 minutes: Complete the three prompts without looking anything up.
- Language and identity: Name two situations in which the same person may speak differently without “becoming a different person”.
- Multilingualism: What counts as multilingual practice in everyday life? Include spoken, written or signed communication.
- Language attitudes: Think of one accent or register that is treated as “professional”, “friendly”, “rural”, “urban” or “educated”. Is that property in the sounds themselves, or an interpretation made by listeners?
Then mark each statement as knowledge, assumption or question. Return to the list after the course.
Help ladder: English before German
- Context: Re-read the sentence and identify contrast, example, cause or definition signals.
- Word formation: Split the word: multi-lingual-ism, standard-ize-ation, stigmat-ize-ation, ident-ity / ident-ify.
- English explanation: Paraphrase the idea with simpler English.
- Dictionary: Use a reliable English learner's dictionary and compare examples.
- German help last: Use a bilingual dictionary only if the English route is not enough. Record the English collocation, not only a German equivalent.
Mini word-building lab:
| Base | Useful forms | Context clue |
|---|---|---|
| identity | identify, identification, identity marker | who someone is / how belonging is expressed |
| variety | variation, variable, vary | systematic difference in language use |
| standard | standardize, standardized, standardization | institutional norm, not a measure of human worth |
| stigma | stigmatize, stigmatized, stigmatization | negative social judgement |
| prestige | prestigious, overt prestige, covert prestige | positive social value attached to a form |
Core input: language, variation and identity
Multilingual United States
The United States is linguistically diverse. The U.S. Census Bureau's 2023 American Community Survey one-year estimate reports that about 22.5% of people aged five and over spoke a language other than English at home; about 13.7% spoke Spanish at home. These figures describe reported home-language use, not a person's full repertoire, proficiency or identity.
U.S. Census Bureau, ACS 2023, table S1601
Source literacy task: The map above visualises older data and uses broad county categories. Compare it with the 2023 ACS table. Write two sentences beginning The map can show… and The map cannot show…. A map of “most spoken languages” can hide multilingual individuals and smaller communities.
Multilingualism may involve English and Spanish, Chinese languages, Tagalog/Filipino, French, Haitian Creole, Indigenous languages, Arabic, Vietnamese, Korean and many more. American Sign Language (ASL) is a language in its own right, not “signed English”. Repertoires can include different literacy levels, heritage-language knowledge, receptive skills and mixed practices.
Viewing inquiry – PBS Otherwords, “Is Bilingualism a Superpower?” Separate three things: a claim, the evidence presented for it, and any limitation or qualification. The title is a hook, not a scientific conclusion. Do not repeat a claim as fact unless the evidence supports it.
Varieties of English: no single “American English”
An accent mainly concerns pronunciation. A dialect or language variety can involve pronunciation, grammar and vocabulary. A register varies with situation and purpose. A sociolect is associated with a social group. These categories overlap, and speakers have repertoires rather than one fixed “way of speaking”.
Read the map critically: Dialect maps model tendencies; they do not draw hard linguistic borders around people. Mobility, age, ethnicity, class, media, local networks and individual biography can all complicate a regional map.
The pin–pen merger is one example of a regional phonological pattern. A useful analytical question is not “Which pronunciation is correct?” but “Where does this feature occur, how stable is it, and what social meanings may listeners attach to it?”
Listening/Viewing – Crash Course Linguistics, Sociolinguistics: Build a four-column note grid: feature – speaker/context – possible social meaning – evidence. BF: fill in four rows. LF: add two rows and a short note on why correlation is not the same as causation.
African American English and linguistic stereotyping
African American English (AAE) is a well-studied, systematic set of varieties associated historically and culturally with many African American communities. Not every African American speaks AAE, AAE is not identical everywhere, and people who use AAE may also use other varieties. It is inaccurate to describe AAE as “broken English”.
Viewing – PBS Otherwords, “What People Get Wrong About African-American English”: Note one phonological, one grammatical and one sociolinguistic point. Then identify one stereotype the video challenges. Verify one claim using a second source such as the Smithsonian record for Lisa J. Green's African American English: A Linguistic Introduction or a linguistics publication.
Smithsonian Libraries: Lisa J. Green, African American English: A Linguistic Introduction
Terminology note: AAE, African American Language and AAVE are used in scholarship with partly overlapping scopes. Use the term used by your source and define it once. Avoid imitating a variety for entertainment.
Gullah Geechee: contact, history and identity
Gullah is commonly described as an English-lexifier creole language associated with Gullah Geechee communities in the coastal Southeast. It is useful here because it shows that U.S. language history includes contact, forced migration, cultural continuity and community identity. Do not collapse Gullah into AAE or treat it as a “strong accent”.
Map question: What does a historical language-region map help you see? What does it risk freezing in time? Write a two-sentence source caveat.
Language attitudes, prestige and stigma
A language attitude is an evaluation of a language, variety, accent, feature or speaker. Attitudes can be positive, negative or mixed. They are social judgements, not linguistic measurements of intelligence or worth.
A standardized variety is a variety whose spelling, grammar and usage have been codified and institutionally privileged in settings such as formal education and administration. Learning standardized academic English can expand access to contexts where it is expected; this does not make other varieties structurally inferior.
Prestige is positive social value. Stigma is negative social value. Both can shift by audience and situation. A form that has low overt prestige in one institution may carry solidarity or covert prestige in another group.
Code-switching can describe alternation between languages or varieties; style-shifting is often a more precise term for changing style within a language. These practices can express audience design, belonging, stance, safety, humour or professional expectations. Do not assume that every shift is voluntary or effortless.
EEOC: Enforcement Guidance on National Origin Discrimination – useful for an institutional perspective on accent and language-related discrimination.
Listening and Viewing
Choose at least two of the embedded videos. Do not create a full transcript.
Three-pass method:
- Pass 1 – gist: State the central claim in one sentence.
- Pass 2 – evidence: Note three specific examples, terms or contrasts.
- Pass 3 – analysis: Explain how voice, framing, examples, editing or humour shape the message.
BF scaffold: Use the frame The speaker suggests that… This is illustrated by… The example matters because…
LF extension: Compare two videos. Analyse where they use different definitions, evidence types or rhetorical strategies. End with a qualified judgement about what each source can and cannot establish.
Reading
Use short extracts selected by your teacher or the linked public pages. Do not copy whole protected texts into your notes.
Reading A – demographic data: U.S. Census Bureau: Why We Ask About Language Spoken at Home and ACS S1601.
Reading B – institutional language attitudes: EEOC guidance on national-origin discrimination.
Reading C – research extension: Linguistic Society of America proceedings: linguistic discrimination and student writing.
Task: For each text, record author/institution – date – purpose – evidence – key limitation. BF works with A + B. LF adds C and compares methods.
Reading strategy: claim–evidence–qualification
For every paragraph you use in an analysis, ask:
- Claim: What exactly is being asserted?
- Evidence: Data, example, expert explanation, law/guidance, anecdote or quotation?
- Qualification: What population, time period, context or limitation narrows the claim?
A strong Abitur response does not turn a limited finding into a universal statement about “Americans”.
Context vocabulary
| Term | English explanation | Useful analytical collocation |
|---|---|---|
| multilingualism | use or presence of more than one language | multilingual repertoire / multilingual community |
| linguistic landscape | visible language in public space, for example signs and notices | analyse a linguistic landscape |
| accent | pronunciation patterns associated with a speaker or group | perceive an accent |
| dialect / variety | systematic language patterns that may include grammar, lexis and pronunciation | regional / social variety |
| register | language choices shaped by situation, purpose and audience | formal / informal register |
| sociolect | variety associated with a social group | socially marked feature |
| code-switching | alternation between languages or varieties | switch according to audience |
| style-shifting | changing linguistic style across contexts | shift toward a formal style |
| prestige | positive social value attached to a linguistic form | overt / covert prestige |
| stigma | negative social judgement attached to a form or group | stigmatized feature |
| linguistic discrimination | unequal treatment connected to language use or perceived language background | challenge linguistic discrimination |
| standard language ideology | belief that one standardized variety is naturally superior or uniquely correct | question standard language ideology |
Do not memorise the table as isolated definitions. Use each term in a claim about a concrete source.
Analysis toolkit
From feature to identity claim
Use the chain:
linguistic feature → context → audience → social meaning → identity effect → evidence → limitation
Example structure without a ready-made essay: The shift from X to Y occurs when the audience changes. This may index… The interpretation is supported by… However, the material cannot prove…
Avoid these errors:
- Feature = person: A linguistic feature does not reveal a person's full identity.
- Difference = deficit: Difference from standardized English is not proof of poor grammar.
- Map = border: Dialect maps show patterns, not walls.
- Correlation = cause: An association between accent and judgement does not by itself explain why the judgement occurs.
- Anecdote = population: One speaker's experience cannot represent all speakers.
Visual analysis
For a sign, map or chart, analyse selection, scale, categories, labels, colour coding, absence and source date. Ask what the visual makes easy to see and what it hides.
BF: analyse one Commons image plus one data source.
LF: compare two visuals created for different purposes and explain how design choices affect interpretation.
Speaking
Micro-discussion: one claim, one challenge, one revision
In pairs, choose one statement:
People should adapt their language to every formal setting.
A dialect map mainly represents geography.
Code-switching is always a free personal choice.
Speaker A gives a 60-second position. Speaker B asks for evidence or a qualification. Speaker A revises one sentence. Then switch roles.
Useful language: I would distinguish between… / The evidence suggests… rather than proves… / That claim depends on… / A counterexample would be…
BF/LF oral task
BF: Prepare a structured 3-minute mini-talk using one visual and one source. Follow: definition → observation → explanation → limitation.
LF: Prepare a 5-minute argument linking one visual, one listening/viewing source and one written source. Include one counter-position and respond to it. Follow with an unscripted partner discussion.
Recording is optional. If you record for self-feedback, keep the file private unless you explicitly choose to share it. No public upload is required.
Writing
Choose one task.
Task A – analysis: Analyse how a selected video or short non-fiction extract presents the relationship between language and identity.
Task B – comment: Schools should teach students to analyse language variation rather than simply label forms as correct or incorrect. Comment with evidence.
Task C – visual + text synthesis: Use the dialect map and one research/institutional source to discuss what language variation can and cannot tell us about identity.
BF target: one clear thesis, two developed evidence paragraphs, one limitation, concise conclusion.
LF target: a more differentiated thesis, synthesis across at least three sources, explicit source evaluation, counterargument and more independent AFB II/III reasoning.
No replacement essays: You produce the argument yourself. A tool may help you check a word, a citation or a grammar pattern if your learning setting allows it, but it must not replace your own analysis or final text.
Feedback loop
After drafting, use the sequence claim → evidence → explanation → link → qualification.
- Underline every analytical claim.
- Circle the concrete evidence attached to it.
- Mark the sentence that explains why the evidence matters.
- Add a qualification where you overgeneralise.
- Check whether you analyse language and context rather than stereotype speakers.
Peer feedback should name one precise strength, one question, one revision priority. Do not rewrite your partner's paragraph for them.
Error analysis
Create a personal error log with only recurring patterns.
| My sentence | Error type | Corrected pattern | New example |
|---|---|---|---|
| … | article / tense / word choice / sentence link / register | … | … |
Priority rule: Fix errors that block meaning first, then patterns that recur, then stylistic refinement. C1-oriented vocabulary is useful only when it improves precision.
Mediation – optional
Scenario: A German school podcast plans an English-language episode on U.S. language diversity. Your team has a short German information note about language learning and a U.S. Census graphic. Mediate the relevant points into English for an international guest.
Do not translate sentence by sentence. Select information for purpose and audience, explain Germany-specific school terms only where needed, and separate source information from your own comment.
BF: 120–160 words with a relevance checklist.
LF: 180–220 words plus one sentence evaluating a source limitation.
Safe and responsible inquiry
- Fictional data first: For classroom survey practice, use the fictional dataset below. Do not collect classmates' home languages, ethnicity or migration history unless participation is genuinely voluntary and your teacher has an appropriate data-protection plan.
- Private recordings: Speaking recordings are optional and may remain on your own device. No unsolicited upload.
- No external AI requirement: The course works without external AI services. Do not upload personal recordings, names or classmates' work to external AI tools without explicit permission and a lawful school process.
- AI verification: If AI is permitted and used, label its role, verify factual claims against reliable sources, open the cited source yourself, and check that a cited publication actually exists.
- Independent performance: Do not submit an AI-generated substitute essay. Your assessment must show your own selection, analysis, reasoning and language decisions.
Fictional data lab
The following classroom dataset is invented for practice.
| Profile | Reported repertoire | Context shift | Self-description |
|---|---|---|---|
| Alex | English, Spanish | more Spanish with grandparents; mixed use with siblings | “Both languages connect different parts of my week.” |
| Jordan | English | regional pronunciation stronger with family | “I notice it most after travelling.” |
| Sam | English, ASL | chooses modality according to setting and communication partner | “Access matters as much as identity.” |
| Taylor | English, Vietnamese | understands more Vietnamese than they speak | “My receptive skills are part of my repertoire.” |
Task: Write three careful observations and one question the data cannot answer. Do not infer race, citizenship, intelligence or social class.
Hilfen und Differenzierung
| Dimension | Basisfach | Leistungsfach |
|---|---|---|
| Material | 2 core sources, shorter extracts, one main visual | 3–5 sources, wider genre range, more complex extracts and data |
| Vocabulary | glossary + sentence frames + dictionary ladder | glossary as launch point; independent paraphrase and terminology checking |
| Analysis | one feature → one effect → one limitation | several features; interaction of language, context, power and source design |
| Synthesis | compare two sources with a guided table | connect sources independently and resolve tensions or different scopes |
| Speaking | 3-minute structured mini-talk | 5-minute source-linked argument + extended discussion |
| Writing | two developed evidence paragraphs | multi-source argument with counterargument and source evaluation |
| AFB | clear AFB I base, strong AFB II, selected AFB III | reduced reproduction; more sustained AFB II/III |
| Pace | pause after each medium; optional transcript/captions where provided | longer independent phases; selective note-taking without full transcript |
Teacher choice: Reduce quantity before reducing intellectual quality. A shorter text can still support demanding analysis.
Abi-Check
Before an Abitur-style task, check whether you can do the following without a model answer:
- Listening/Viewing: identify gist, specific information, speaker stance and supporting detail.
- Reading: write an aspect-oriented summary instead of retelling the whole text.
- Analysis: connect linguistic/formal choices to intention, audience and effect with precise evidence.
- Visual material: explain what a map/chart/image selects, highlights and leaves out.
- Writing: answer the operator, build a thesis, organise evidence and qualify generalisations.
- Mediation: select for purpose and audience instead of translating mechanically.
- Source literacy: identify institution/author, date, data population, purpose and limitation.
- Language: write clearly at B2 with selected C1 precision, not inflated wording.
LF extra check: Can you synthesise unfamiliar material independently, compare competing interpretations and sustain AFB II/III reasoning?
BF extra check: Can you use the scaffold without turning it into a formula, and can you explain one well-chosen example in depth?
Transfer
Apply the same toolkit to a different setting: youth language in Germany, multilingual public signs in your town, workplace registers, gaming communities, British English varieties or online identity.
Transfer rule: Keep the analytical method, change the evidence. Never assume that a U.S. pattern automatically applies to another society.
Folgekurs
Continue with one of these linked learning routes:
- Migration and cross-cultural encounters: connect language to migration narratives and belonging.
- American ideals and realities: connect linguistic inclusion/exclusion to equality and participation.
- Sociolinguistics: deepen variation, speech communities, social meaning and language change.
- Media literacy: evaluate charts, short-form videos, expert claims and source framing.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
What does multilingualism describe most accurately? (The use or presence of more than one language) (!The use of one correct national accent) (!The replacement of all home languages by English) (!The ability to write without any errors)
What is the clearest difference between an accent and a dialect? (An accent mainly concerns pronunciation while a dialect can also include grammar and vocabulary) (!An accent is written while a dialect is only spoken) (!An accent is always regional while a dialect is always individual) (!An accent is correct while a dialect is incorrect)
According to the 2023 ACS one-year estimate used in this course, about what share of people aged five and over spoke a language other than English at home? (About 22.5 percent) (!About 2.5 percent) (!About 50 percent) (!About 90 percent)
What is a linguistic landscape? (The visible use of language in public space) (!A map that proves where every dialect ends) (!A list of grammar mistakes in a region) (!A private dictionary used by one person)
Which statement about African American English is supported by linguistic research? (It is systematic and rule-governed) (!It is simply careless Standard English) (!Every African American speaks it in the same way) (!It has no grammatical patterns)
What does style-shifting refer to? (Changing linguistic style according to context or audience) (!Forgetting a language after moving) (!Changing the topic of an essay) (!Translating every sentence word for word)
What is linguistic stigma? (A negative social judgement attached to a linguistic form or speaker) (!A neutral description of vowel position) (!A measure of intelligence) (!A dictionary definition of a dialect)
What does the pin-pen merger illustrate? (A regional phonological pattern) (!A federal spelling rule) (!A bilingual writing system) (!A method of translating signs)
Which source is most direct for current U.S. home-language estimates in this course? (The U.S. Census Bureau American Community Survey) (!A fictional classroom survey) (!An anonymous social-media comment) (!A movie character)
How should BF and LF work differ in this shared course? (BF uses more scaffolding while LF links broader and more complex material independently) (!BF studies facts while LF is the only course that analyses) (!LF should use difficult words even when they reduce clarity) (!BF does not need listening or speaking)
Memory
| Multilingualism | More than one language in a repertoire or community |
| Accent | Pronunciation pattern |
| Register | Language shaped by situation and purpose |
| Prestige | Positive social value |
| Stigma | Negative social judgement |
| Linguistic landscape | Visible language in public space |
| Style-shifting | Context-sensitive change in linguistic style |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Context | Identify audience and situation |
| Evidence | Point to a precise feature or source detail |
| Meaning | Explain the possible social significance |
| Limitation | State what the material cannot prove |
| Synthesis | Connect findings from more than one source |
...
Kreuzworträtsel
| Register | Which term describes language choices shaped by situation and purpose? |
| Dialect | Which term can include systematic differences in grammar vocabulary and pronunciation? |
| Accent | Which term mainly refers to pronunciation patterns? |
| Prestige | Which term means positive social value attached to a linguistic form? |
| Identity | Which concept concerns how people understand and present who they are? |
| Multilingualism | Which term describes the use or presence of more than one language? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Linguistic landscape snapshot: Choose one Commons image from this course and annotate five language or design cues without making claims about people's ethnicity.
- Word-family map: Build a visual word family for identity, variation, prestige and stigma and add one original example sentence for each family.
- Source check card: Create a one-page source card for the Census data with institution, date, population, measure and one limitation.
- One-minute explanation: Explain the difference between accent, dialect and register to a younger student using one invented example.
Standard
- Video evidence grid: Compare the TED talk and one PBS/Crash Course video using claim, evidence, rhetorical choice and limitation.
- Old map, new data: Compare the 2015 Commons language map with the 2023 ACS table and explain two reasons the visual should not be treated as a current complete picture.
- Attitude audit: Collect five fictional comments about accents, classify the attitudes they express and rewrite each comment as a linguistically precise observation.
- Mini commentary: Write 350–450 words on whether schools should teach explicit knowledge about language variation. Use two course sources and one counterargument.
Schwer
- Mini research design: Design an ethical study of language attitudes using fictional participants. Define a research question, variables, sampling limit and consent rule without collecting real personal data.
- AAE source synthesis: Compare the PBS video with one linguistics source and explain where popular explanation and academic framing overlap or differ.
- Multi-source Abitur response: Develop an LF-style outline that integrates one visual, one video and two written sources around the claim that language attitudes can affect social participation.
- Cross-context transfer: Apply the analytical toolkit to a German or British linguistic context and write a reflection on which U.S. concepts transfer well and which require adaptation.
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Lernkontrolle
- Synthesis task: Given a Census chart, a short interview excerpt and a dialect map, develop one thesis about language and identity and explain how each source supports or limits it.
- Bias and evidence: Analyse a fictional hiring comment about an accent. Distinguish observable linguistic information from social evaluation and propose a fairer evidence-based wording.
- Map critique: Explain how category choice and map boundaries could change a reader's impression of language diversity. Propose one complementary visual.
- Transfer argument: Apply the concept of prestige to a non-U.S. context and explain one similarity and one important difference.
- Purposeful mediation: Select information from a short German school note for an English-speaking audience. Justify two details you include and one you omit.
- Error-to-strategy: Use three recurring errors from your own writing to design a revision routine, then demonstrate the routine on a new paragraph.
Lernnachweis
A strong learning record should show that you can:
- define core sociolinguistic terms in your own English and apply them correctly;
- distinguish linguistic description from social judgement;
- analyse one listening/viewing source, one written source and one visual source;
- use evidence with source, date, population and limitation;
- write an independent analytical or argumentative text suited to BF or LF expectations;
- participate in a source-based discussion and revise a claim after a challenge;
- show at least one documented revision based on feedback or error analysis;
- explain responsible media and AI use, including verification and privacy choices;
- transfer the method to a new linguistic context without stereotyping.
The Lernnachweis itself contains no required external embed. Use teacher-provided or previously studied material as instructed.
OERs zum Thema
Open and reliable starting points:
- Wikimedia Commons: linguistic maps of American English
- Wikimedia Commons: bilingual signs in the United States
- U.S. Census Bureau: Language Spoken at Home
- PBS Otherwords: African-American English
Media-use rule: For Commons files, check the individual file page for author and licence when reusing or adapting. For YouTube, stream or embed from the official upload; do not download and redistribute a video unless its licence explicitly permits that use.
Verknüpfte Lernbereiche
Quellen und Aktualitätscheck
Last checked: 3 October 2026. For the examination year, use the current official Baden-Württemberg Facherlass rather than an older MOOC version. The demographic figures in this course are explicitly dated because language-use estimates change.
- Ministerium für Kultus, Jugend und Sport Baden-Württemberg – Abitur information
- Facherlass 2027 – English
- Bildungsplan 2016 – upper-secondary BF/LF framework
- U.S. Census Bureau – ACS 2023 S1601
- EEOC – national-origin discrimination guidance
- Smithsonian Libraries – Lisa J. Green
- Proceedings of the Linguistic Society of America – linguistic discrimination and student writing