ang702 English Language Teaching (Course overview)

ang702 English Language Teaching (Course overview)

Institute of English and American Studies 9 KP
Module components Semester courses Sommersemester 2026 Examination
Seminar
  • Unlimited access 3.02.485 - Information zur Prüfungsverwaltung: Module ang702 und ang713 im Fach Englisch Lehrende anzeigen
    • Dr. Christian Kramer, he/him

    Diese Stud.IP Veranstaltung wird für die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule) verwendet. Studierende der entsprechenden Masterstudiengänge müssen sich in dem Semester eintragen, in dem Sie das Modul belegen. Die Anmeldung zur Prüfung ist nur über diese Veranstaltung möglich!
  • Limited access 3.02.482 - S Teaching Literature in the Inclusive EFL Classroom Lehrende anzeigen
    • Dr. Sylke Bakker
    Termine anzeigen
    • Tuesday, 08:00 - 10:00, Weekly (from 07.04.26)

    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.
  • Limited access 3.02.483 - S Teaching Advanced EFL Students Lehrende anzeigen
    • Dr. Sylke Bakker
    Termine anzeigen
    • Tuesday, 10:00 - 12:00, Weekly (from 07.04.26)

    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.
  • Limited access 3.02.484 - S From analysis to practice: Theory informed ELT lesson planning Lehrende anzeigen
    • Dr. Christian Kramer, he/him
    Termine anzeigen
    • Thursday, 08:00 - 10:00, Weekly (from 09.04.26)

    This seminar investigates the relationship between theory and practice of lesson planning in English Language Teaching (ELT). Participants will use current ELT theories and approaches (such as task-supported language teaching, learner orientation, top down/bottom up processing, differentiation, etc.) as well as relevant phase models to preprare criterion-based lesson plan analyses in order to critically examine a variety of lesson plans (focussing on varying competence areas such as lexis, grammar, reading comprehenion and speaking) to uncover underlying pedagogical choices, teaching strategies and rationale. Insights gained from these lesson plan analyses will directly inform participants’ own lesson plan design practices, fostering a reflective, evidence-based approach to planning theoretically sound English lesson. Emphasis is placed on bridging theory and practice, enabling students to develop coherent, competence-centered lessons. Assessment will take form of a two-part portfolio for 6KP: one part is going to be an open-book in-class assessment focusing on lesson plan analysis; the other part is going to be a written lesson plan report focusing on lesson planning. For students in module ang713 it is possible to obtain additional 3 KP by submitting a project, details of which will be discussed in the first session. Please note that due to the current vacancy of the professorship the possibility to prepone master courses in modules ang701, ang702 and ang713 is subject to availabilty in the summer term 2026, i.e. students who already have a bachelor`s degree receive priority, undergraduate students may only be considered if there are enough places left.
Exercises
Hinweise zum Modul
Prerequisites

abgeschlossenes Bachelor Studium (vgl. PO M.Ed. Gym §2)
aktive Teilnahme (vgl. fachspezifische Anlage §2)
Further information

Module Capacity:
unrestricted
Method of assesment
PF
Exam dates

Ende der Vorlesungszeit/Beginn der vorlesungsfreien Zeit
Learning outcomes/competencies

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
  • Neuere didaktische Konzepte auch digitalisierten 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
  • Dimensionen von Heterogenität, Diversität und Inklusion fachspezifisch aus fremdsprachendidaktischer Sicht für die Unterrichtspraxis erläutern und einordnen