124092 VK BEd 09.2: VK Linguistics for Language Teachers (2020W)
Multilingualism and Language Education
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Di 08.09.2020 12:00 bis Di 15.09.2020 23:59
- Abmeldung bis Sa 31.10.2020 23:59
Details
max. 19 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
All classes will be on Fridays from 10.15-11.45. All sessions will now be online.
Freitag
09.10.
10:15 - 11:45
Digital
Freitag
16.10.
10:15 - 11:45
Digital
Freitag
23.10.
10:15 - 11:45
Hybride Lehre
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Freitag
30.10.
10:15 - 11:45
Digital
Freitag
06.11.
10:15 - 11:45
Digital
Freitag
13.11.
10:15 - 11:45
Digital
Freitag
20.11.
10:15 - 11:45
Digital
Freitag
27.11.
10:15 - 11:45
Digital
Freitag
04.12.
10:15 - 11:45
Digital
Freitag
11.12.
10:15 - 11:45
Digital
Freitag
18.12.
10:15 - 11:45
Digital
Freitag
08.01.
10:15 - 11:45
Digital
Freitag
15.01.
10:15 - 11:45
Digital
Freitag
22.01.
10:15 - 11:45
Digital
Freitag
29.01.
10:15 - 11:45
Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
Art der Leistungskontrolle und erlaubte Hilfsmittel
Continuous assessment
on- and off-line assignments
individual research
presentation
final written paper (either term paper or BA-thesis)
on- and off-line assignments
individual research
presentation
final written paper (either term paper or BA-thesis)
Mindestanforderungen und Beurteilungsmaßstab
Course evaluation is based on:
(A) class participation, assignments and presentation (cut off point 60%)
(B) project report or research paper (cut-off point 60%)The minimum requirements for passing the course are:
(a) regular class attendance (max. 2 missed sessions)
(b) preparing weekly exercises and submitting all assignments (on time)
(c) active engagement in project work and presentation
(d) handing in the project report or research paper (on time)
(d) attaining pass levels on both A and B (see above)
(A) class participation, assignments and presentation (cut off point 60%)
(B) project report or research paper (cut-off point 60%)The minimum requirements for passing the course are:
(a) regular class attendance (max. 2 missed sessions)
(b) preparing weekly exercises and submitting all assignments (on time)
(c) active engagement in project work and presentation
(d) handing in the project report or research paper (on time)
(d) attaining pass levels on both A and B (see above)
Prüfungsstoff
n.a.
Literatur
Some examples:Anderson, J. (2018). Reimagining English language learners from a translingual perspective, 72(1), 26–37. https://doi.org/10.1093/elt/ccx029
Cenoz, J. (2019). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 52(1), 71–85. https://doi.org/10.1017/s0261444817000246
Duarte, J., & Günther-van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43.
García, O., & Wei, L. (2013). Translanguaging: Language, bilingualism and education. Translanguaging: Language, Bilingualism and Education. London: Palgrave. https://doi.org/10.1057/9781137385765
Herzog-Punzenberger, B., Le Pichon-Vorstman, E., & Siarova, H. (2017). Multilingual Education in the Light of Diversity: Lessons Learned. Luxembourg: Publications Office of the European Union. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/404b34d1-ef63-11e6-8a35-01aa75ed71a1
Jessner, U. (2012). Multilingualism with English. Linguistic Awareness in Multilinguals, 1–12. https://doi.org/10.3366/edinburgh/9780748619139.003.0001
Krumm, H.-J., & Reich, H. H. (2011). Curriculum Mehrsprachigkeit. Retrieved from http://oesz.at/download/cm/CurriculumMehrsprachigkeit2011.pdf
Seidlhofer, B. (2017). English as a lingua franca and multilingualism. In J. Cenoz, D. Gorter, & S. May (Eds.), Language Awareness and Multilingualism: Encyclopedia of Language and Education (pp. 391–404). Berlin.
Cenoz, J. (2019). Translanguaging pedagogies and English as a lingua franca. Language Teaching, 52(1), 71–85. https://doi.org/10.1017/s0261444817000246
Duarte, J., & Günther-van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24–43.
García, O., & Wei, L. (2013). Translanguaging: Language, bilingualism and education. Translanguaging: Language, Bilingualism and Education. London: Palgrave. https://doi.org/10.1057/9781137385765
Herzog-Punzenberger, B., Le Pichon-Vorstman, E., & Siarova, H. (2017). Multilingual Education in the Light of Diversity: Lessons Learned. Luxembourg: Publications Office of the European Union. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/404b34d1-ef63-11e6-8a35-01aa75ed71a1
Jessner, U. (2012). Multilingualism with English. Linguistic Awareness in Multilinguals, 1–12. https://doi.org/10.3366/edinburgh/9780748619139.003.0001
Krumm, H.-J., & Reich, H. H. (2011). Curriculum Mehrsprachigkeit. Retrieved from http://oesz.at/download/cm/CurriculumMehrsprachigkeit2011.pdf
Seidlhofer, B. (2017). English as a lingua franca and multilingualism. In J. Cenoz, D. Gorter, & S. May (Eds.), Language Awareness and Multilingualism: Encyclopedia of Language and Education (pp. 391–404). Berlin.
Zuordnung im Vorlesungsverzeichnis
Studium: BEd 046/407
Code/Modul: BEd 09.2
Lehrinhalt: 12-4692
Code/Modul: BEd 09.2
Lehrinhalt: 12-4692
Letzte Änderung: Fr 12.05.2023 00:16
The course combines mini-lectures, on- and off-line assignments, reading-based group work and discussion, and individual research work leading to a presentation and final written paper (either term paper or BA-thesis).Course objectives:
By the end of this course participants will be able to:
explain some contemporary theories of multilingualism
identify the influence of these theories on language teaching
develop teaching ideas based on this understanding