Intangible cultural heritage as an object of didactic authenticity in German language teaching (a comparison of Germany and Uzbekistan)

Abstract

This article examines intangible cultural heritage as a source of authentic materials for teaching German as a foreign language. Its purpose is to identify the didactic potential of texts associated with cultural practices in Germany and Uzbekistan and to outline their use in communicatively oriented instruction. Drawing on language teaching scholarship and UNESCO documents, the study compares heritage domains and distinguishes institutional descriptions, accounts produced by tradition bearers, and public discussions. It argues for adapting task demands to learners’ proficiency while preserving the original communicative character of source materials. Three classroom formats are proposed: reconstructing an informational text, interpreting video testimony from different perspectives, and preparing a classroom nomination of a local cultural practice. Comparing familiar and unfamiliar traditions is presented as an opportunity to practise description, argumentation, and intercultural communication. The proposed framework is intended for lesson planning at B1–B2 levels rather than as evidence of measured instructional effectiveness.