Exploring H24.001
| Nummer: | PLU.EN01.03-PS.H24.001 |
|---|---|
| Veranstalter: | PLU.Fach und Unterricht |
| Leitung: | Olena Marina |
| ECTS-Punkte: | 2 |
| Datum: | 13.09.2024 - 13.12.2024 |
| Raum: | UP 2.A05 / UP 2.B01 |
| Unterrichtssprache: | Englisch |
| Weitere Informationen: |
Ziele und Inhalte
This module allows the students to explore and elaborate their practical experiences in the light of underlying theories. Referring to the competence area of Lehrplan 21, students reflect on their experiences with anglophone cultures and deepen their teaching competence related to focus on culture. Furthermore, they explore and critically examine current foreign language teaching approaches such as Task-Based Learning (TBL) and Content and Language Integrated Learning (CLIL) and storytelling. Gained theoretical insights are applied to practical teaching situations.
The following learning objectives reflect the requirements of this module:
The students …
•can apply several techniques for storytelling to foster communicative language competences.
•can use stories as springboards to implement other teaching methods and approaches.
•reflect on their intercultural experiences gained during their stay abroad.
•develop concepts for teaching important aspects of anglophone cultures according to the objectives of the curriculum.
•understand the concepts of Task-Based Learning (TBL) and Content and Language Integrated Learning (CLIL) and can discuss the rationale of these two approaches.
•can critically analyze and modify course book content and activities in terms of relevance and cognitive demands.
•understand the relevance of the concept of language support and can apply it in the context of TBL and CLIL.
•can plan a teaching sequence based on TBL, CLIL or/and referring to cultural aims to be carried out during the January teaching practice.
With regard to PHLU framework of reference, activities throughout the semester are geared towards establishing of basic professional competences:
-02 Kompetenz zur Gestaltung eines kompetenzorientierten, verstehensorientierten und motivierenden Unterrichts
Handlungsbereiche
-D Bereitstellen von Lerngelegenheiten
-E Begleiten und Beurteilen der Lernprozesse der Schülerinnen und Schüler
Lehr- und Lernformen
The module combines attendance with independent self-study time. The learning process involves the following activities: reflections, theoretical inputs, sharing knowledge gained from in-depth studying of literature, films, planning of practical material for the subsequent teaching practice, peer feedback
Form des Leistungsnachweises
Leistungsnachweis 1: Students produce a log book (learning documentation) consisting of four entries of each on the following topics: storytelling, culture, CLIL, TBL. For each entry/topic they choose a different assignment.
Leistungsnachweis 2: Students invent a story which includes new content (CLIL) and/or aspects of the anglophone culture(s). Students use the tool “Book Creator” to design a learning sequence which allows primary English learners to work with the story independently or/and in groups. The learning sequence should include interactive activities and 1-2 tasks related to clear learning objectives of the curriculum (English, content-related subject, general competences, education for sustainable development).
Modalitäten der Repetition
Amendments to the module assignments can be handed in before the start of semester 6. Last chance to adapt the assignment is either at the end of semester 6 or after the repetition of the module in the following semester.
Obligatorische Literatur bzw. Medien
Bentley, K. (2010). The TKT Course. Cambridge: Cambridge University Press, 5-27
Coyle, D., Hood, Ph. & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press, 27-45
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and principles in Language Teaching. Oxford: Oxford University Press, 131-147
Stotz, D. & Massler, U. (2018). Learning a Language Through other Subjects. Babylonia 2/2018
Kolb A. & Schocker M. (2021). Teaching English in the Primary School. Chapter 8 Supporting cultural learning Teaching in the Primary School. Klett/Kallmeyer: Hannover
Freitag-Hild, B. (2018). Teaching Culture-Intercultural Competence, Transcultural Learning, Global Education. In C. Surkamp & B. Viebrock (Eds.). Teaching English as a Foreign Language. J.B. Metzler Verlag
Voraussetzungen für die Teilnahme
The stay abroad has to be completed and the according documentation handed in to the Kanzlei one week before semester 5 starts (See: Art. 33 der Ausführungsbestimmungen zum Studienreglement).
Präsenzpflicht
Attendance regulation: at least 7 out of 8 compulsory lessons (marked with*) have to be attended,
plus presentation of Leistungsnachweis 2 in session A or B.