Beachten Sie bitte, dass lt. Studienordnung dieses Modul nur studiert werden kann, wenn das Praxissemester absolviert und das Aufbaumodul (Mod. 6) wenigstens anteiligt absolviert wurde (Zugangsvoraussetzungen). Normalerweise belegen Sie Modul 7-Seminare im 4. Fachsemester.
Melden Sie sich zu allen Kursen an, die Sie zeitlich einrichten könnten, und priorisieren Sie die Kurse für sich. Sie benötigen zwei Kurse, um das Modul abzuschließen (bzw. einen, falls Sie das Masterkolloquium im Fach Englisch besuchen). Die Zuordnung zu den Kursen nehmen wir auf Grundlage Ihrer Priorisierung händisch vor, kurz nach Ende der AGNES-Anmeldefrist. Wir informieren Sie per AGNES-Benachrichtung, zu welchen Kursen Sie zugelassen wurden.
Gruppe 1: Ecologies of World Englishes
English has been a dominant language across the globe for many decades; however, neither does it have a linear spread nor uniform. Rather, it is shaped by a history of colonization, globalization and neoliberalization while shaping cultures, languages, identities and beyond. This seminar seeks to understand the positioning of the English language with its pluralities within the complex relations, processes and structures of the countries and their languages. It specifically focuses on the dynamics of interaction and (co)existence of English languages and the languages interacted across time and space where English becomes more mobile and dominant. To this extent, the seminar looks into how the English language has transformed into Englishes through such conceptual frameworks as World Englishes, Colonial Englishes and Global Englishes and how it contributes to significant social, political, and economic inequalities within and between countries during the colonial and postcolonial eras. Also, Kachru’s model of ‘World Englishes’ and its implications for ELT concepts of standardization, such concepts as English as a Lingua Franca, native speakerism, native and nonnative speakers will be critically analyzed. Participants will be responsible for answering the questions, following the discussions and commenting on the theoretical framework outlined in the articles. Group work and presentations will be expected from the participants. The language of the seminar is English.
Gruppe 2: Revisiting English Course Books with Critical Literacies
ELT course books has long history of emphasizing neutrality and avoiding controversial topics and presenting tasks around topics such as food, environment, technology, sports, travel, and hobbies. This leads to a reinforcement of a certain image of English-speaking communities, a dominantly idealized image of British and American culture. Correspondingly, mostly ELT books utilize critical thinking as a marketing strategy to promote skill progress and it center upon problem solving whereas critical theories are interested in problem posing. What is the stance of the issues of power, reflection, voice, and social justice in English language course books? How and why are these issues made visible or invisibilized in English course books? The need to embody criticality, the confirmation of critical literacy as a life epistemology is vital in order to understand how and why these issues are made visible or invisible in English course books. This seminar expects learners to be active participants and question, examine, or dispute the power relations prevailing in various contexts and domains of English language education with a special focus on texts, discourses, and identities that exist between the lines, the readers and the authors. This seminar will also enthuse the participants to reflect, transform, act and possibly reshape their class course books and materials through alternative and critical projects and tasks. Group work and presentations will be expected from the participants. The language of the seminar is English.
Gruppe 3: Language Classroom Research (Kos)
This course is designed to enable students (a) to gain basic knowledge and understanding of some approaches to language classroom research and (b) to gain practical experience associated with language classroom research. Topics will include:
- Philosophical and theoretical stances (e.g., objectivity subjectivity)
- Formulating research questions for language classrooms
- Data collection (what?): language use, non-verbal behavior, perceptions
- Data collection (how?): fieldnotes, interview, questionnaire, audio-, and video-recording
- Data analysis and interpretation
- Classroom research ethics
- Researching textbook use in the classroom
The course will also provide guidance on the student’s term papers, for which they are asked to conduct classroom data analysis to be done individually. The course will be taught in English.
Gruppe 4: Critical Race Literacy in Textbook Analysis (Mihan)
Textbooks belong to the most important and frequently used learning and teaching materials in the EFL (English as a Foreign Language) classroom; they have been termed “guardians” (‘Hüter’) of cultural meaning (Grawan 2014: 4). In this seminar, we will investigate what kind of racial – and racist – cultural meaning is transported in EFL textbooks that are currently used in Berlin schools, and how this is accomplished.
We will establish a common, theory-based ground of what we mean by “race”, racism and an anti-racist perspective. Core texts from Critical Race Theory, Critical Whiteness Studies and Rassismuskritik will be our background readings for this. Furthermore, we will look into various approaches to and methods of textbook analysis, including existing examples from this research field. Insights as to the potential and possible shortcomings of these methods will be systematized in order to allow you to make an informed decision on which method you will use for your own small-scale textbook analysis to be presented in class. You will use the results of your analysis as a stepping stone for designing alternative textbook tasks and materials that are critical of racist structures and knowledges, and allow users of the textbooks to reveal and reflect on racisms in the public sphere as well as their own everyday experiences.
The MAP (Modulabschlussprüfung) for this seminar will be an oral exam.
Sources:
Grawan, Florian (2014). Impliziter Rassismus und kulturelle Hegemonie im Schulbuch? Rassismuskritische Analyse und objektivhermeneutische Rekonstruktion. Eckert.Working Papers 2014/2. Web.
Gruppe 5: Picturebooks as vehicles for visual literacy in the EFL classroom (Schultze)
In this seminar, we are going to explore the potential of picturebooks with regard to fostering visual literacy. In the more theoretical part, we will make ourselves familiar with the notion of (critical) visual literacy as well as with picturebooks as a genre. We will get to know different ways of analysing picturebooks, in particular their dual code of text and images, and assemble empirical findings as to their applicability in the foreign language classroom. In the methods and tools section of the seminar, we will learn how to find and select suitable picturebooks for varying groups of learners. Besides, storytelling will be introduced as a method to make picturebooks accessible and fruitful for foreign language learners. In the final phase of the seminar, participants will be expected to develop teaching ideas for a picturebook of their choice, based on the theoretical and methodological insights gained so far (group work).
The type of MAP for this seminar will be an oral exam.
Gruppe 6: Plurilingual & Pluricultural Competence
The notion of ‚plurilingualism‘ has had a very strong influence on language policy-making in Europe for quite some time now. In the Common European Framework of Reference for Languages (Council of Europe 2001: section 1.3), plurilingualism is defined as “a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact”. The aim of plurilingual education consists in the acquisition and the expansion of a plurilinguistic repertoire which also has a cultural component, thus forming plurilingual and pluricultural competence.
This seminar explores the different components of this competence by drawing on educational approaches such as intercomprehension, language awareness and symbolic competence (Kramsch 2009). We will get to know different ways of connecting and fostering plurilingual and pluricultural competence in foreign language education, such as working with literature and film as well as with tasks that promote language awareness and mediation skills. Special emphasis will be put on the methods that help integrate learners’ heritage languages (Herkunftssprachen) in the foreign language classroom.
Group work and presentations will be expected from the participants. The MAP (Modulabschlussprüfung) for this seminar will be a term paper (Hausarbeit).
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Web.
Kramsch, Claire (2009). The Multilingual Subject. Oxford: Oxford University Press.
Gruppe 7: Content and Language Integrated Learning – Theorie und Planung des englischsprachigen Sachfachunterrichts (Erdenebat)
Der Bilinguale Unterricht (BU) findet seinen Anfang im Nachklang des deutsch-französischen Vertrags von 1963, der die Aussöhnung der beiden ehemals verfeindeten Staaten intendiert. Inzwischen hat sich das Englische als die meistverwendete Sprache des BU etabliert, und in der aktuellen Fachliteratur wird der BU mit dem europäischen Konzept Content and Language Integrated Learning (CLIL) in Verbindung gesetzt.
Mittlerweile ist der bilinguale Sachfachunterricht bzw. CLIL weit mehr, als nur die Sprache des „Nachbarn“ verstehen und anwenden zu können. Mit der Internationalisierung rückt der Bedarf sowie die Notwendigkeit Fachwissen selbstwirksam in einer Zweit-/Fremdsprache verstehen und ausdrücken zu können in den Vordergrund. Diese Anforderungen betreffen sowohl unmittelbar die Bildung der Schülerinnen und Schüler als auch die Ausbildung der angehenden Lehrerinnen und Lehrer.
Das CLIL-Seminar unterteilt sich in zwei Abschnitte: Im ersten Teil werden Sie die Fundamente der CLIL-Didaktik, wie Ziele, Prinzipien und Leitlinien, ergründet und erarbeitet. Im zweiten Teil werden Sie in Kleingruppen und unter Anleitung eine konzeptionelle CLIL Unterrichtsreihe (in Bezug zu Ihrem Haupt-/Nebenfach wie Mathematik, Physik, Geschichte, Erdkunde etc.) erstellen und präsentieren. Ziel des Seminars ist es, dass Sie eine theoretische Grundbildung zum CLIL erhalten sowie mit den erlangten Grundfertigkeiten in der Lage sind, eine CLIL Unterrichtsreihe didaktisch fundiert planen zu können. Diese Fertigkeiten sollen Ihnen u. a. ermöglichen, eine (zweit-/fremd)sprachsensible Perspektive zur Didaktik Ihres Haupt-/Nebenfaches einnehmen zu können.
Die Prüfungsleistung in diesem Seminar ist eine 7-8seitige wissenschaftliche Hausarbeit, die benotet wird. |
