ang801 - Basic Qualifications in Teaching English Language and Literature (Course overview)

ang801 - Basic Qualifications in Teaching English Language and Literature (Course overview)

Institute of English and American Studies 6 KP
Module components Semester courses Winter semester 2024/2025 Examination
Lecture
Seminar
  • Limited access 3.02.002 - Review: Principles of Language Teaching and Learning Part I Show lecturers
    • Dr. Christian Kramer, he/him

    Wednesday: 12:00 - 14:00, weekly (from 16/10/24)
  • Limited access 3.02.003 - Review: Principles of Language Teaching and Learning Part I Show lecturers
    • Dr. Sylke Bakker

    Thursday: 12:00 - 14:00, weekly (from 17/10/24)
    This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too.
  • Limited access 3.02.191 - S Dimensions of Diversity Show lecturers
    • Dr. Sylke Bakker

    Monday: 08:00 - 10:00, weekly (from 14/10/24), Location: A01 0-010 b
    Dates on Monday, 20.01.2025 08:00 - 10:00, Location: A10 1-121 (Hörsaal F)
    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)
Notes on the module
Prerequisites
Studierende, die Deutsch und Mathematik als Unterrichtsfächer gewählt haben.
Reference text
Das Modul wird nur im Wintersemester angeboten.
Module examination
  • 1 Klausur (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
Skills to be acquired in this module
  • Curriculare und methodische Entwicklungen erläutern
  • Spracherwerbsprozesse theoriegeleitet erläutern
  • Curriculare Planungsverfahren beschreiben und erläutern
  • Merkmale kompetenzorientierter Unterrichtsplanung benennen
  • Fremdsprachendidaktisch fundierte Strategien der Leistungsbewertung undder Differenzierung erläutern