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Es folgen die Kursbeschreibungen für fünf Seminare, aus denen Sie bitte auswählen:
Gruppe 1-Zydatiß: “The Curricular Diversification of the CLIL Concept (Bilingualer Sachfachunterricht als CLIL)”
Increasingly, new curricular knowledge, competences and study skills are acquired in a foreign language to equip school learners for the tertiary level and professional / vocational contexts where a demanding academic proficiency is required in a second / foreign language. Note that this is related to the ′pragmatic educational theory′ started by Dewey, supported – among others – by PISA: school learning is meant to prepare students for the life after school, incl. the communicative participation in society. Thus educational systems in Europe have begun to implement curricular concepts centred around content and language integrated learning (short, CLIL), eg.:
- „EMILE & classes européennes“ in France or „bilingualer Sachfachunterricht“ (= mehrjähriger Bildungsgang: Sek I & II); surely the most common and most successful curricular concept in German CLIL contexts (= 1,500 bilingual tracks / wings in the general school system, including a bridging support in grades 5+6),
- two-way or dual immersion classes at both the primary and the secondary school level; in Berlin notably the „State Europe-School“ which has adopted its own curricular planning tools (topic web & leporello),
- „bilingual modules“ at the lower and/or upper secondary level in a large variety of subjects and/or curricular domains of general schooling, but also temporary enrichment / CLIL courses at vocational schools (eg. business studies & economics, ICT, English for tourism & hotels, technology & design or home economics / Arbeitslehre ),
- „Englisch als Arbeitssprache“; ie. the use of the foreign language in specific subjects for the length of a school year changing the CLIL subject on a yearly basis (= a cumulative system introducing different curricular areas),
- „Kompetenz-, Projekt- & Seminarkurse“ at the upper secondary school level in Germany bringing in both subject matter topics & ethics / practical philosophy or a social dimension into the curriculum if students specialize, eg., in the science subjects (= in the UK: Advanced Supplementary Courses) and
- courses combining different foreign languages (= „intercomprehension“) showing links among the Germanic, Romance and Slavonic languages (incl. a ′mixed language′ like English and/or the Greek & Latin roots in modern languages, esp. in academic contexts).
In the course of this seminar the major aims, structural patterns and theoretical aspects of the different approaches will be presented and discussed. Students will be encouraged to develop their own curricular unit related to some identified topic from a specific bilingual subject (especially geography, history, civic education / politics, biology), or for a bilingual module (eg. in PE, IT, maths, music, business / home studies or philosophy / ethics) or for a cross-curricular project (involving several languages or several curricular areas). Special emphasis will have to be put on making the match between subject requirements and (limited) foreign language proficiency (ie. task-based / generic learning, use of discontinuous texts, study skills, scaffolding & a ′language-sensitive′ attitude towards content teaching in general: ie. Leisen’s term).
Recommended pre-reading:
- Manfred Wildhage / Edgar Otten (Hrsg.) (2003): Praxis des bilingualen Unterrichts. Cornelsen / Scriptor.
- Peeter Mehisto / David Marsh & J.M. Frigols (2008): Uncovering CLIL. Oxford: Macmillan.
- Do Coyle / Philip Hood & David Marsh (2010): CLIL. Cambridge Univ. Press (= CUP).
- Ana Llinares / Tom Morton & Rachel Whittaker (2012): The Roles of Language in CLIL. CUP.
You are expected to attend regularly, use English in class, prepare an oral presentation, upload your slides on the Moodle platform and hand in (if you decide to do it in this course) a written assignment, preferably by mid-August 2019. Please register with Agnes / Sekretariat Frau Schlösser, UdL 6, room 3011. First session: April 08, 2019. – Once you have handed in your term paper (in the mail-box in room 2007, next to the copying machine), write me an e-mail that it is available there. Do NOT send the assignment by e-mail, please. Later deadlines will have to be negotiated with me in the course of the seminar.
Gruppe 2-Breidbach: „Explainity Clips – Erklärvideos im Fremdsprachenunterricht“
Erklärvideos zum Fremdsprachenlernen finden sich in beliebiger Zahl (oft frei im Internet zugänglich) und für (fast) jede Zielgruppe. In diesem Seminar analysieren wir Erklärvideos zunächst aus linguistischer, lerntheoretischer und erzähl- sowie medientheoretischer Sicht.
Anschließend werden in Kleingruppen eigene Erklärvideos erstellt, handhabbare Forschungskonzepte zur Arbeit mit Erklärvideos entwickelt und diese in Mini-Forschungsprojekten erprobt. Mögliche Forschungsthemen sind die didaktische Verwendung von Erklärvideos im Unterricht, Rezeption von Erklärvideos durch Lernende oder didaktische Kompetenzen von Lehrer*innen für den Einsatz von Erklärvideos.
Die Teilnahme an diesem Seminar erfordert engagierte Mitarbeit, insbesondere in Gruppen. Vor- bzw. nachbereitende Lektüre der Seminarliteratur wird erwartet, ebenso die Erstellung eines Forschungsdesigns und dessen Durchführung als Seminarprojekt.
Die Form der Modulabschlussprüfung wird in der ersten Sitzung bekannt gegeben.
Gruppe 3-Mihan: “Issues of Race & Racism in the EFL Classroom”
How do the categories of race and racial difference concern us and you as (future) teachers of English as a Foreign Language (EFL)? How are we individually positioned in a racialized society, and how does this position us with regard to our students? How can we communicate about race issues in a non-violent, non-discriminatory and self-reflective way? Are EFL theory and research in Germany concerned with issues of race and racisms, and if they are, what are their contributions to the field as well as to the teaching of EFL?
We will tackle these and other questions that are likely to arise by bringing together theoretical approaches to race (Critical Race Theory and Critical Whiteness Studies/Kritische Weißseinsstudien) and approaches to teaching EFL as antiracist, emancipatory education (Critical race literacy, Rassismuskritische Bildungsarbeit, Inter-/Trans-/Kulturelles Lernen). You will be introduced to and apply research methodology that is innovative in the German speaking context such as (community) autoethnography, co-constructive writing (Schreibkonferenz) and working with a process portfolio to reflect on and theorize your own situatedness in an inherently racist society as individuals of various backgrounds and as student teachers of English.
This course will be co-taught by a white teacher and a teacher of color.
Options for the Modulabschlussprüfung will be presented during the first session.
Gruppe 4-Derince: “Rereading ELT from the Perspective of Critical Applied Linguistics”
What is the role and place of such issues as ethnicity, race, gender, class, power, identity, and social change in the curricula of English language education departments? How can we approach and handle these issues in English Language Teaching (ELT)? What is the status of English locally and globally and how is it reflected on the language education theory and practice? How can teaching methods in ELT be challenged from more critical perspectives? What can ELT theory learn from the larger discussions of the social sciences? This seminar attempts to reexamine and reead the backbone courses of ELT from Critical Applied Linguistics Framework (CALx) perspective in order to scrutinize these questions and more.
CALx deals with the relationships between language and society by raising critical questions related to the role of language in access to resources; seeking social justice; scrutinizing oppressive power relations; understanding disparities, and giving voice to resistance (Canagarajah, 2008; Crookes, 2013; Pennycook, 2001). In other words, CALx aims at making language teaching theory more socially and politically accountable by problematizing "normative assumptions of applied linguistics" (Pennycook, 2001, p. 9). In this sense, this seminar aims at creating opportunities for prospective English language teachers to give ear to Brazilian educator and philosopher Paulo Freire's revolutionary work, which suggests to read not ony the word but the world.
Participants will be expected to cover extensive reading material in preparation for weekly classes and to accept responsibility for occasional in-class presentations and for prompting and leading discussions.
There will be an oral exam as a Modulabschlussprüfung if required.
A reading list will be provided.
References
- Canagarajah, A. S. (2008). The politics of English language teaching. In S. May & N. Hornberger (Eds.), Encyclopedia of language and education: Language policy and political issues in education (Vol. 1, pp. 213-227). New York: Springer.
- Crookes, G. (2013). Critical ELT in action: Foundations, promises, praxis. New York: Routledge.
- Pennycook, A. (2001). Critical applied linguistics: A critical introduction. New Jersey: Lawrence Erlbaum Associates Inc.
Gruppe 5-Zydatiß: “Children’s, Teenage and Young Adults’ Literature Across the EFL Curriculum”
A university TEFL-course on „Kinder- und Jugendliteratur” – why, there are textbooks galore?!? Well, the narrative mode of thinking is (according to Jerome Bruner, one of the most prolific and influential scholars in psychology, language acquisition and educational theory) the primary mode of cognition, by which the human mind processes language – (or discourse-) bound social experience and interaction. Verbal thought is a species-specific endowment no other ′animal′ has got. Telling stories to children (and vice versa, listening to tales and other fictional genres as a child) entails pre-forms of literacy, by which both first language acquisition of pre-school kids and primary school learners’ mastery of literate techniques are given a significant boost. ′Good′ first language learners tend to be successful second or foreign language learners. Thus it stands to reason that EFL teachers should exploit the huge potential of children’s, teenage and young adult learners’ literature written in English (each year about 5,000 new works get published in English alone and new genres develop: eg. Graphic or multimodal novels) – suitable both for regular primary schools and for the junior or senior secondary school level as well as in bilingual / immersion and/or CLIL classes. After all, these texts do not only appeal to the child’s or adolescent’s general interests in life, but they attract their imagination, their sense of verbal humour and creativity too. They also enhance intercultural learning. And not to forget: Usually they are carefully com-posed; that is, in linguistic and visual terms they are scripted (and drawn) in a way which holds the children’s attention (′noticing′ being a pre-requisite for learning) and promotes the acquisition of the language at all its systemic levels. Fictional texts of this kind offer the EFL classroom a valuable blend of interesting authentic material and of carefully graded linguistic-discursive input (esp. a rich vocabulary and contextualized syntax plus natural, idiomatic language use). There is a vast generic range of fictional texts: think of humour and comic relief, ads and commercials, satire and crime – plus, of course, the works of „the Bard“ himself (ie. William Shakespeare, who was ever so fond of puns: a third of the language he used he invented himself).
Recommended pre-reading:
- Andrew Wright (1995): Storytelling with Children. Oxford Univ. Press.
- Ders. (1997): Creating Stories with Children. Oxford Univ. Press.
- Morgan / Mario Rinvolucri (1983): Once upon a Time: Using Stories in the Language Classroom. Cambridge Univ. Press.
- Bland / Chr. Lütge (Hg.) (2013): Children’s Literature in Second Language Education. Bloomsbury.
- Heide Niemann (2002): Mit Bilderbüchern Englisch lernen. Seelze: Klett-Kallmeyer.
- Tierney / P. Dobson (1995): Are you sitting comfortably? Telling Stories to Young Language Learners. London: CILT [Young Pathfinder 3].
- „Telling Stories“ = Themenheft Der Fremdsprachliche Unterricht: Englisch 47 (2013), Heft 121/122.
- Hallet (2016): Genres im fremdsprachlichen und bilingualen Unterricht. Seelze: Klett-Kallmeyer.
You are expected to attend regularly, use English in class, prepare an oral presentation, upload your slides on the Moodle platform and hand in a written assignment by, preferably, mid-August 2019 (if you decide to write it in this area). Please, register with „Agnes,“ and with Frau Schlösser, Sekretariat Fachdidaktik Englisch, UdL 6, Raum 3011. – Once you have handed in your term paper (in the mail-box in room 2007, next to the copying machine), write me an e-mail that it is available there. Do NOT send the assignment by e-mail, please. Later deadlines will have to be negotiated with me in the course of the seminar. |
