ang805 Vertiefte Fachdidaktische Basisqualifikationen für das Fach Englisch (Veranstaltungsübersicht)

Institut für Anglistik/Amerikanistik

6 KP

Modulteile

Semesterveranstaltungen Sommersemester 2025

Prüfungsleistung

Vorlesung

3.02.001 - V Principles of Language Teaching and Learning Part 2
- Prof. Dr. Wolfgang Gehring
- Dr. Christian Kramer, he/him
- Dr. Sylke Bakker
- Mittwoch, 08:00 - 10:00, Wöchentlich (ab dem 09.04.25)

Seminar

3.02.192 - S Digital EFL Learning
- Dr. Christian Kramer, he/him
- Donnerstag, 08:00 - 10:00, Wöchentlich (ab dem 10.04.25)
- Donnerstag, 17.07.25, 08:00 - 10:00 Uhr
- Dienstag, 30.09.25, 08:00 - 10:00 Uhr
Digitalization and digitization have become ever-present features of our daily life. As such, digital and social media as well as the processes and possibilities they enable – immediate and ever-ready access to a seemingly infinite (yet not always reliable) stream of; simplified modes of communication and mobility; instantaneous availability of numerous tools, apps and services within a finger tap or swipe – are also an integral part of educational contexts that focus on foreign language learning and teaching. On the end of foreign language learners digital media and the competence(s) and skills to efficiently, appropriately – and critically – use them form a relevant asset for their (professional) future lives in and of themselves. They also pose the potential to support and facilitate the learning of English as both foreign language and multilingua franca. On the end of foreign language teachers digital media and AI offer means to enhance and transform pretty much every stage of lesson planning and conduction: from mere substitution and augmentation of established forms of teaching to the modification and ultimately redefinition of task designs and classroom activities. Theoretically, this seminar offers insights into approaches that integrate communicative foreign language teaching/learning and blended/digital learning as well as relevant competence models as defined by educational policy documents from the European (e.g. Common European Framework of Reference + Companion Volume; European Framework for the Digital Competence of Educators) and national (KMK Bildungsstandards; Strategiepaper ‘Bildung in der digitalen Welt’) down to the federal (curricula for lower saxony for English as a foreign language) level. Practically, it offers the opportunity to work with various digital tools in the context of lesson planning and foreign language learning (e.g. courseware, ChatGPT, Kahoot, ONCOO, Quizzlet, etc.). The seminar will profit from combining theoretically and practically informed perspectives on the topic and will include a workshop during which students will form groups to develop and present school form specific blended learning units with the outlook of those units being incorporated into future seminars. This course’s assessment requirements and formats will be explained in the first session. They can also be accessed on Stud.IP in the section course information. Key Words: digital competence, (critical) digital literacy, teaching & learning English as a foreign language, digital media, digitalization, tasked-based language learning, flipped classrooms, blended learning, gamification, artificial intelligence
3.02.003 - Review: Principles of Language Teaching and Learning Part 2
- Dr. Sylke Bakker
- Mittwoch, 12:00 - 14:00, Wöchentlich (ab dem 09.04.25)
3.02.191 - S Dimensions of Diversity
- Dr. Sylke Bakker
- Montag, 08:00 - 10:00, Wöchentlich (ab dem 07.04.25)
- Mittwoch, 30.07.25, 08:00 - 10:00 Uhr
Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur)
3.02.004 - Review: Principles of Language Teaching and Learning Part 2
- Dr. Sylke Bakker
- Mittwoch, 14:00 - 16:00, Wöchentlich (ab dem 09.04.25)
3.02.002 - Review: Principles of Language Teaching and Learning Part 2
- Dr. Christian Kramer, he/him
- Mittwoch, 12:00 - 14:00, Wöchentlich (ab dem 09.04.25)

Hinweise zum Modul

Teilnahmevoraussetzungen	Studierende, die Deutsch und Mathematik als Unterrichtsfächer gewählt haben. Erfolgreiche Belegung von ang801
Hinweise	Das Modul wird nur im Sommersemester angeboten.
Prüfungsleistung Modul	↵ ↵⇥ 1 Klausur (max. 90 Min.) ↵ ↵Die Klausur wird im Rahmen des fachdidaktischen Seminars abgeleistet. ↵ ↵Hinweis zur Liste der Lehrenden: Bitte beachten Sie, dass jeweils die im Semester Lehrenden prüfungsberechtigt sind.
Kompetenzziele	Grundschulbezogene Planungsprinzipien kritisch erläutern Entwicklung von Fähigkeiten theoriegeleitet erläutern Lernarrangements zur Entwicklung grundschulbezogener Fähigkeiten analysieren Lernarrangements zur Entwicklung grundschulbezogener Fähigkeiten entwerfen