ang702 - English Language Teaching (Veranstaltungsübersicht)

ang702 - English Language Teaching (Veranstaltungsübersicht)

Institut für Anglistik/Amerikanistik 9 KP
Modulteile Semesterveranstaltungen Sommersemester 2019 Prüfungsleistung
Übung
  • Kein Zugang 3.02.401 - Ü English for Educational Purposes: Structuring Lessons around Vocabulary/Grammar Lehrende anzeigen
    • Dana Strakova

    Montag: 14:00 - 16:00, wöchentlich (ab 01.04.2019)

  • Kein Zugang 3.02.402 - Ü Academic Discourse: Media Translation Lehrende anzeigen
    • Lauren Freede

    Montag: 16:00 - 18:00, wöchentlich (ab 01.04.2019)

  • Kein Zugang 3.02.403 - Ü English for Educational Purposes: Error Correction Lehrende anzeigen
    • Lauren Freede

    Dienstag: 12:00 - 14:00, wöchentlich (ab 02.04.2019)

  • Kein Zugang 3.02.404 - Ü English for Educational Purposes: Designing Speaking Activities Lehrende anzeigen
    • Johanna Hasanen

    Dienstag: 14:00 - 16:00, wöchentlich (ab 02.04.2019)

    In this course, we will be focusing on teaching speaking through activities such as role plays and discussions. The main goal is for students to learn how to create effective speaking activities and materials that can be used in the classroom. Assessment: Students will be assessed via a portfolio, which will include designing two speaking activities: one to be submitted in written form (a role play) and the second to be presented in an oral test (a discussion activity). Additionally, students will be expected to participate actively in class, including taking part in workshops. Note: For students studying MEd (Gym) and MA (English Studies), this course forms half of the compulsory module ang900: Language Skills for Proficiency, and is graded. For students studying MEd (WiPäd), the course is part of ang702 and is assessed on a pass-fail basis.

  • Kein Zugang 3.02.405 - Ü English for Educational Purposes: Designing Reading Materials Lehrende anzeigen
    • Johanna Hasanen

    Donnerstag: 12:00 - 14:00, wöchentlich (ab 04.04.2019)

    What kinds of written materials should English language teachers use in class? Are authentic written texts more appropriate for classroom use than simplified texts? Should teachers provide students with German translations of all the difficult English vocabulary in a text? How can I create a reading comprehension task? How do I write instructions? These are some of the questions we will discuss and find answers to in this course. The main aim of this course is for students to practice selecting effective, level‐appropriate reading materials for the English language classroom and to design tasks to accompany them. In order to achieve this, students will be expected to design their own reading worksheets based on both authentic and simplified texts. Assessment: Students will be assessed via a portfolio, which will include designing two reading worksheets. Additionally, students will be expected to participate actively in class, including taking part in workshops. Note: For students studying MEd (Gym) and MA (English Studies), this course forms half of the compulsory module ang900: Language Skills for Proficiency, and is graded. For students studying Med (GHR) and MEd (WiPäd), the course is part of ang702 and is assessed on a pass-fail basis.

Seminar
  • Kein Zugang 3.02.480 - S Current Issues in ELT Lehrende anzeigen
    • Prof. Dr. Wolfgang Gehring

    Dienstag: 08:00 - 10:00, wöchentlich (ab 02.04.2019)

  • Kein Zugang 3.02.481 - S Methodology in ELT Lehrende anzeigen
    • Prof. Dr. Wolfgang Gehring

    Mittwoch: 08:00 - 10:00, wöchentlich (ab 03.04.2019)

  • Kein Zugang 3.02.482 - Teaching Literature Lehrende anzeigen
    • Dr. Sylke Bakker

    Montag: 18:00 - 20:00, wöchentlich (ab 01.04.2019)

    Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks.

Hinweise zum Modul
Teilnahmevoraussetzungen
abgeschlossenes Bachelor Studium (vgl. PO M.Ed. Gym §2)
aktive Teilnahme (vgl. fachspezifische Anlage §2)
Hinweise
Das Modul sollte besucht werden im 1. oder 2. Studienjahr.
Das Modul soll innerhalb eines Semesters abgeschlossen werden.
Prüfungszeiten
Ende der Vorlesungszeit/Beginn der vorlesungsfreien Zeit
Prüfungsleistung Modul
1 Prüfungsleistung:
1 Hausarbeit oder
1 Referat/Präsentation mit schriftlicher Ausarbeitung oder
1 Portfolio oder
1 Poster-Session mit schriftlicher Ausarbeitung

Für Studierende mit Studienbeginn ab WS 2022/23:
2 Prüfungsleistungen:
1 Hausarbeit oder
1 Referat/Präsentation mit schriftlicher Ausarbeitung oder
1 Portfolio oder
1 Poster-Session mit schriftlicher Ausarbeitung
(6 KP)
und
1 Portfolio (3 KP)
Hinweis:
Die von den Lehrenden festgelegte aktive Teilnahme in den Übungen wird mit bestanden / nicht bestanden gewertet.
Hinweis zur Liste der Lehrenden: Bitte beachten Sie, dass jeweils die im Semester Lehrenden prüfungsberechtigt sind.
Kompetenzziele
Studierende können didaktische und methodische Problemstellungen beim Aufbau von fremdsprachlichen Kompetenzen reflektiert darstellen und auf Aspekte der Unterrichtsgestaltung übertragen und insbesondere
  •  Hypothesen und Theorien zum Fremdsprachenerwerb anwendungsorientiert beschreiben und erläutern
  • Ansätze und Verfahren kommunikativen Unterrichtens erläutern
  • Entwicklungen von fremdsprachlichen Fähigkeiten theoriegeleitet beschreiben
  • Didaktische Konzepte fremdsprachlichen Lehrens und Lernens einordnen und erläutern
  • Kriterien für die Evaluation von Unterrichtsmodellen theoriegeleitet entwickeln und benennen
  • Unterrichtsmodelle entwerfen und begründen
  • Unterrichtsmaterial lerner_innen- und kompetenzorientiert erstellen und in semi-authentische Unterrichtskontexte (Micro-Teaching) integrieren
  • Prozesse der Didaktisierung erörtern und auf Aspekte der Unterrichtsplanung sowie - durchführung anwenden