ang713 - English Language Teaching (Course overview)

ang713 - English Language Teaching (Course overview)

Institute of English and American Studies 12 KP
Module components Semester courses Winter semester 2024/2025 Examination
Seminar (Fachdidaktik)
  • Limited access 3.02.480 - S Current Issues in ELT Show lecturers
    • Prof. Dr. Wolfgang Gehring

    Tuesday: 16:00 - 18:00, weekly (from 15/10/24)
  • Limited access 3.02.481 - S Teaching Advanced EFL Students Show lecturers
    • Dr. Sylke Bakker

    Thursday: 08:00 - 10:00, weekly (from 17/10/24), Location: A05 1-159, A06 0-009, A05 1-160
    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 dvelopments since 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!!!) assessments and the essay comprise said portfolio so that participants will receive their grade by the end of term.
  • Limited access 3.02.482 - S Teaching Literature in the Inclusive EFL Classroom Show lecturers
    • Dr. Sylke Bakker

    Tuesday: 12:00 - 14:00, weekly (from 15/10/24), Location: A15 1-113, V03 0-C001
    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 Planning and evaluating English language teaching between competences and content Show lecturers
    • Dr. Tim Giesler

    Friday: 14:00 - 18:00, fortnightly (from 25/10/24)
    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 3.02.485 - Prüfungsverwaltung: Module ang702 und ang713 im Fach Englisch Show lecturers
    • Dr. Christian Kramer, he/him

    The course times are not decided yet.
    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!
Project (Fachdidaktik oder Fachwissenschaften)
(
Das Projekt kann einerseits im Rahmen des "Fachdidaktik"-Seminars oder andererseits im Rahmen eines weiteren Seminars "Fachwissenschaften" absolviert werden.
)
  • Limited access 3.02.930 - S Advanced Empirical Methods in English Linguistics Show lecturers
    • Prof. Dr. Marcel Schlechtweg

    Wednesday: 08:00 - 10:00, weekly (from 16/10/24)
  • Limited access 3.02.950 - S The impact of typological difference on bilingual grammars Show lecturers
    • Dr. phil. Dobrinka Genevska-Hanke

    Thursday: 12:00 - 14:00, weekly (from 17/10/24)
    Speakers of more than one language face what linguists call cross-linguistic influence since the languages of an individual are in constant interaction and do impact one another. This course focuses on typological differences in the domain of grammar that give rise to distinct error patterns in bilinguals. By the end of the term students will be able to elaborate on diverse grammatical phenomena that have been researched in the field but also develop related research questions.
  • Limited access 3.02.951 - S Heritage Bilingualism Show lecturers
    • Dr. phil. Dobrinka Genevska-Hanke

    Friday: 10:00 - 12:00, weekly (from 18/10/24)
    Heritage speakers are a distinct group of bilinguals since they acquire at least one native language abroad in early childhood. This course deals with fundamental questions that arise in the case of heritage bilingualism, concerning the quality of such native languages, language attrition and related factors of influence. By the end of the term students will be able to elaborate on bilingualism in general and develop research questions on diverse topics in the field.
  • Limited access 3.02.970 - S Body and Biology in Queer and Postcolonial Theory Show lecturers
    • Prof. Dr. Julia Wurr
    • Prof. Dr. Friederike Nastold

    Wednesday: 18:00 - 20:00, weekly (from 16/10/24), Location: A08 0-001 (Seminarraum), A09 0-018
    Ausgehend von Valie Exports Drehbuch „Der Virtuelle Körper. Vom Prothesenkörper zum postbiologischen Körper“ und Manjula Padmanabhans Theaterstück „Harvest“ steht im Seminar das Spannungsfeld zwischen (Ver)Körper(ungen), Biologie, Natur, Kultur und Technologie im Zentrum. Die Künstlerin Valie Export beschäftigt sich seit jeher in ihrer Arbeit mit dem Körper als Entität – ein Körper, der von technologischen und gesellschaftlichen Paradigmen markiert, bestimmt und verändert wird. Manjula Padmanabhan fokussiert in ihrem Theaterstück wichtige, doch oft in Debatten um Biotechnologie und Transhumanismus unterreflektierte Ausbeutungsverhältnisse. Anhand der Analyse von ausgewählten literarischen und künstlerischen Positionen wollen wir uns diesem Themenkomplex im Seminar nähern. Schwerpunktthemen sind u.a. virtuelle Körper, (digitale) Reproduktion und NaturKulturen sowie Exploitation, Biotechnologie, Transhumanismus und digitaler Kapitalismus. Das Seminar ist ein Kooperationsprojekt zwischen der Anglistik und der Kunst. Daher ist die Bereitschaft zur deutsch- sowie englischsprachigen Lektüre vorausgesetzt wie auch das Mitwirken an zu Teilen zweisprachigen Diskussionen (dt./engl.). Ziel des Seminars ist es, queertheoretische und postkoloniale Ansätze in ihrem Spannungsfeld zu diskutieren und Gemeinsamkeiten, aber auch ihre Differenzen herauszuarbeiten.
  • Limited access 3.02.980 - S Future Narratives Show lecturers
    • Prof. Dr. Martin Butler

    Tuesday: 14:00 - 16:00, weekly (from 15/10/24)
  • Limited access 3.02.981 - S Literary Revisions of the Salem Witch Trials Show lecturers
    • Priv.-Doz. Dr. Michaela Keck

    Tuesday: 14:00 - 16:00, weekly (from 15/10/24), Location: A15 1-113, V03 0-C001
    This seminar will introduce students to Muslim American histories and cultures through diverse visual representations of Muslim Americans. Selected pieces of photography and visual art as well as film scenes will raise awareness for stereotypical representations of Muslim Americans, while cultural artifacts produced by Muslim artists will illustrate how those stereotypes can be disrupted. Additionally, this seminar will cover graphic novels by Muslim American writers: Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Toufic El Rassi’s graphic memoir "Arab in America" addresses his struggles of growing up as a Lebanese immigrant in the United States and his experiences with post-9/11 islamophobia. In contrast to the more realist mode of representation in El Rassi’s work, G. Willow Wilson’s "Ms. Marvel: No Normal" is the first volume of a superhero comic series that features Muslim Pakistani American teenage protagonist Kamala Khan whose secret superhero identity is shaped by her religious orientation and whose desire to fit into Anglo-American mainstream society is thwarted by her classmates’ xenophobic and islamophobic prejudices. We will pay special attention to the graphic novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. Students will be asked to purchase their own copy of Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Other reading material (including secondary literature) will be made available through Stud.IP.
  • Limited access 3.02.990 - S Sozialfiguren: Theorien, Methoden, Fallstudien Show lecturers
    • Prof. Dr. Martin Butler
    • Dr.phil. Nikolaus Buschmann

    Thursday: 14:00 - 16:00, weekly (from 17/10/24)
  • Limited access 3.02.991 - S Popular Song in New York Show lecturers
    • Dr. Risto Lenz

    Dates on Tuesday, 04.02.2025 12:00 - 14:00, Tuesday, 11.02.2025 16:00 - 20:00, Wednesday, 12.02.2025 - Thursday, 13.02.2025 10:00 - 18:00
    This seminar explores the dynamic musical history of New York City in the 20th century, focusing on how genres and musical styles were shaped and co-shaped by institutions, record labels, academic and publishing networks, media landscapes, and the city's diverse ethnic and migrant communities. When people move from one place to another, they transform the spaces they enter while being changed by their new surroundings. Using New York as a case study, this course examines how the city became a central force in the development of modern popular music, with geography playing a key role in this cultural evolution. From Jazz to Disco, Girl Group Pop to Folk, New Wave to Hip-Hop, we will investigate the urban spaces and cultural exchanges that defined the city's music scenes.
Exercises (Sprachpraxis)
Notes on the module
Prerequisites

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.
Das Modul soll innerhalb eines Semesters abgeschlossen werden.
Die Belegung eines fachdidaktischen Seminars sowie einer sprachpraktischen Übung ist vorgegeben. Die Belegung eines Projektes kann entweder in der Fachdidaktik oder in einer der ausgewählten Fachwissenschaften (Sprachwissenschaft/Linguistik/Literatur-/Kulturwissenschaft) erfolgen.
Module examination

Für Studierende mit Studienbeginn ab WS 2023/24:
3 Prüfungsleistungen:
1 Hausarbeit oder
1 Referat/Präsentation mit schriftlicher Ausarbeitung oder
1 Portfolio oder
1 Poster-Session mit schriftlicher Ausarbeitung
(Fachdidaktik 50%)
und
1 Projekt (25%; Fachdidaktik oder andere anglistische Fachwissenschaft)
und
1 Portfolio Sprachpraxis (25%)

Für Studierende mit Studienbeginn vor WS 2023/24:
2 Prüfungsleistungen:
1 Hausarbeit oder
1 Referat/Präsentation mit schriftlicher Ausarbeitung oder
1 Portfolio oder
1 Poster-Session mit schriftlicher Ausarbeitung
(9 KP)
und
1 Portfolio (3 KP)

Für Studierende mit Studienbeginn vor WS 2022/23: 
Ein bereits nach den bisherigen Bestimmungen absolviertes Modul ang702 behält seine Gültigkeit und wird als Teilleistung mit 9 KP für das Modul ang713 anerkannt. 3 KP sind noch zu absolvieren. Für ein bereits begonnenes, jedoch noch nicht vollständig abgeschlossenes Modul ang702 gilt S. 1 unter Berücksichtigung der jeweiligen bisherigen Prüfungsleistungen entsprechend.

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
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 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 theoriegeleitet 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
  • Fachwissenschaftlich akzentuierte Problemstellungen aufgabengeleitet didaktisieren 
  • Dimensionen von Heterogenität, Diversität und Inklusion fachspezifisch aus fremdsprachendidaktischer Sicht für die Unterrichtspraxis erläutern und einordnen.