Course description
In this course, we will be focusing on the spoken language used by teachers in the EFL classroom. We will be discussing topics such as teachers' use of L1 in the classroom, teacher talk time (TTT), non-native language use and corrective feedback and we will examine how to use teacher talk effectively and efficiently, including how to give spoken instructions.
The main aim of this course is for students to practice selecting effective, level‐appropriate reading materials for the English language classroom and to design tasks to accompany them. In order to achieve this, students will be expected to design their own reading worksheets based on both an authentic and simplified text.
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.
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!
Hinweise zum Modul
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.
Examination times
Ende der Vorlesungszeit/Beginn der vorlesungsfreien Zeit
Module examination
PF
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
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-authentische Unterrichtskontexte (Micro-Teaching) integrieren
Prozesse der Didaktisierung erörtern und auf Aspekte der Unterrichtsplanung sowie - durchführung anwenden
