Stud.IP Uni Oldenburg
University of Oldenburg
16.08.2022 21:40:25
ang702 - English Language Teaching (Course overview)
Institute of English and American Studies 9 KP
Module components Semester courses Sommersemester 2022 Examination
  • Limited access 3.02.400 - Ü English for Educational Purposes: Teacher Talk in ELT Show lecturers
    • Johanna Hasanen

    Thursday: 10:15 - 11:45, weekly (from 21/04/22)

  • Limited access 3.02.401 - Ü English for Educational Purposes: Designing Reading Materials Show lecturers
    • Johanna Hasanen

    Thursday: 12:15 - 13:45, weekly (from 21/04/22)

  • Limited access 3.02.402 - Ü English for Educational Purposes: Working with Grammar and Vocabulary Show lecturers
    • Lauren Freede

    Monday: 14:15 - 15:45, weekly (from 25/04/22)
    Dates on Monday. 06.06.22 14:14 - 15:45

    Please note that this course is currently only open to enrolled MEd students. If you want to take this course as a BA student, please email the lecturer directly, but you can only be added to the course if space becomes available.

  • Limited access 3.02.403 - Ü English for Educational Purposes: Error Correction Show lecturers
    • Lauren Freede

    Wednesday: 12:15 - 13:45, weekly (from 20/04/22)

    Please note that this course is currently only open to enrolled MEd students. If you want to take this course as a BA student, please email the lecturer directly, but you can only be added to the course if space becomes available.

  • Limited access 3.02.404 - Ü English for Educational Purposes: Content and Language Integrated Learning Show lecturers
    • Dr. Rachel Ramsay

    Thursday: 12:15 - 13:45, weekly (from 21/04/22)

    Teaching content and knowledge of English simultaneously is becoming increasingly common in German schools. This course will introduce students to various strategies, techniques and resources for teaching other subjects in English, examining issues you are likely to face as a CLIL teacher. The course will provide both practice at and language feedback on Content and Language Integrated Learning, including task and lesson planning and implementation, and resource development (using translated German-language and English-language materials). It will also look at ways of teaching English literature and culture to students at various levels. As part of the assessment, each student will develop linguistic and topic-based materials for a group mini-lesson of their own design and teach it to the rest of the group, to be followed by a discussion of relevant didactic and linguistic issues. This course is assessed via a portfolio comprising peer and tutor review of your lesson and materials, a 500-600 word reflection on the lesson as taught, and a short essay. Any student not yet enrolled in the MEd programme who has a case to be allowed into the course should contact the lecturer directly to be added to the waiting list manually.

  • Limited access 3.02.410 - Ü Academic Discourse: Practical Translation - Great Cities Show lecturers
    • Dr. Rachel Ramsay

    Tuesday: 10:15 - 11:45, weekly (from 19/04/22)

    “Practical translation” aims to heighten your awareness of the differences between German and English, and to enable you to circumnavigate common translation problems. We will begin by looking at common problems such as translating complex noun phrases, relative clauses, false friends, progressive / simple / perfective aspects as part of a topic-based unit on Great Cities. You will then be given the opportunity, in small groups, to select your own text to translate; political, a film review, tourism, education, news report, which will be presented in class for peer review. Practical translation thus focusses on fine-tuning your accuracy and use of idiomatic English as well as equipping you with the tools to edit and translate a variety of genres of text. The assessment consists of a mid-term test (ca. 150 words), a group translation, which should be edited and resubmitted after peer and lecturer feedback (500-600 words), and a commentary on your group translation (500-600 words). All coursework should be submitted by the end of July. Any student not yet enrolled in the MEd programme who has a case to be allowed into the course should contact the lecturer directly to be added to the waiting list manually.

  • Limited access 3.02.480 - S Current Issues in ELT Show lecturers
    • Prof. Dr. Wolfgang Gehring

    Monday: 16:15 - 17:45, weekly (from 25/04/22)

  • Limited access 3.02.481 - S Methodology in ELT Show lecturers
    • Prof. Dr. Wolfgang Gehring

    Tuesday: 08:15 - 09:45, weekly (from 19/04/22)

  • Limited access 3.02.482 - S Teaching Advanced EFL Students Show lecturers
    • Dr. Sylke Bakker

    Tuesday: 12:15 - 13:45, weekly (from 19/04/22), Location: A14 1-113, V02 0-003

    This class aims at providing an overview of what teaching advanced EFL classes (B1-B2+) actually involves in terms of lesson preparation and assessment strategies. Using standardised tests as a starting point to sharpen one`s diagnostic skills, we shall then turn to different types of tasks designed to foster language learning and thus help pupils to reach a higher level on the CEFR scale. Due to the sheer scope of the various skills that need to be fostered in an average EFL classroom, we shall focus our attention on different learning and teaching materials in order to critically assess whether they are actually fit for purpose. Consequently, designing adequate worksheets, tests and online resources will be the next step in an effort to improve teaching skills and to develop proper units of work (rather than "spur of the moment" teaching). Criteria of successful EFL teaching - both from Germany and the UK - will be applied to all the products designed in class in order to enhance lesson planning expertise. As EFL teachers in Germany are expected to deliver the national (KMK standards) and the regional curriculum (KC Niedersachsen), a rigorous study of the documents in question is required. Against the backdrop of the Pandemic, opportunities and limits of digital EFL teaching will be examined. Relevant reference needs to be studied in order to work on an expert view on the issue. By the end of term participants are expected to -sit two in-class assessments in the course of the term -compose a 1500 word essay based on relevant literature -take part in classroom discourse by providing comments and results from academic reading -be able to critically examine lesson plans against the backdrop of the competence-based approach All these skills shall be demonstrated and displayed in a portfolio which will be awarded a final grade. The two in-class (and ON CAMPUS!!!) tests and the essay comprise said portfolio so that participants will receive their grade by the end of term.

  • Limited access 3.02.483 - S Teaching Literature in the EFL Classroom Show lecturers
    • Dr. Sylke Bakker

    Tuesday: 10:15 - 11:45, weekly (from 19/04/22), Location: A14 1-113, V02 0-003

    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 two parts of a portfolio, thus showing their ability to plan and reflect on lessons and schemes of work or tasks. The first assessment is scheduled to take place ON CAMPUS on 14th June 2022. Make sure to be available!

  • Limited access 3.02.484 - S Plurilingual and Pluricultural Education in Foreign Language Teaching – Seminar with Conference Tie-in Show lecturers
    • Christian Kramer, M.A.

    Dates on Friday. 29.07.22 10:15 - 11:45, Monday. 12.09.22 08:15 - 13:45, Tuesday. 13.09.22 - Thursday. 15.09.22 10:15 - 15:45, Friday. 16.09.22 10:15 - 11:45, Location: A05 0-056, A07 0-025
    Plurilingual and pluricultural competences are defined by the Education Policy Division of the Council of Europe (2018) as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages in order to successfully manage intercultural communication as well as life-long (language) learning. Foreign language teaching and thus foreign language teachers play a pivotal role in fostering plurilingual and pluricultural education. In this seminar we are going to operationalize plurilingual and pluricultural competence for foreign language learning contexts and discuss way of implementation in foreign language classrooms. This seminar is tied-in with an international conference on plurilingual and pluricultural education which forms the final event of the Erasmus+ Programme Teacher,Culture,Pluri (TEACUP), taking place in Bremen (13th to 15th of September 2022). Participation and registration in the conference is obligatory and completely free for enrolled students. The conference includes key notes by Michael Byram, Ofelia Garcia, Anthony Liddicoat and Ricardo Otheguy. It will also include talks by researchers from all over the world, e.g. Michel Candelier (co-author of the Framework of Reference for Pluralistic Approaches to Languages and Cultures), as well as best practice workshops providing examples of how plurilingual and pluricultural can be fostered in foreign language classrooms. This course’s assessment requirement and formats will be discussed in the first session.

Notes for the module
  • abgeschlossenes Bachelor Studium (vgl. PO M.Ed. Gym §2)
  • aktive Teilnahme (vgl. fachspezifische Anlage §2)
Reference text
Das Modul sollte besucht werden im 1. oder 2. Studienjahr.
Time of examination
Ende der Vorlesungszeit/Beginn der vorlesungsfreien Zeit
Module examination
Skills to be acquired in this module
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 problemorientiert beschreiben und erläutern
  • Ansätze und Verfahren kommunikativen Unterrichtens erläutern
  • Entwicklungen von fremdsprachlichen Fähigkeiten lerntheoretisch beschreiben
  • Neuere 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-authentischen Unterrichtskontexten (Micro-Teaching) ausprobieren
  • Prozesse der Didaktisierung erörtern und auf Aspekte der Unterrichtsplanung sowei - durchführung anwenden