126228 UE Specific Issues in EFL Teaching (2011W)
Beyond postmethod
Continuous assessment of course work
Labels
Keine Kurse in den Wochen 17.-21. sowie 24.-28. Oktober. Die Lehrveranstaltungen werden nachgeholt. Bitte halten Sie die folgenden Termine frei: 4./5. Nov., 11./12. Nov., 18./19. Nov.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Fr 16.09.2011 00:00 to Su 25.09.2011 23:59
- Registration is open from Th 29.09.2011 14:00 to Tu 04.10.2011 23:59
- Deregistration possible until Mo 31.10.2011 23:59
Details
max. 24 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Wednesday 12.10. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 19.10. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 09.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 16.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 23.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 30.11. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 07.12. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 14.12. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 11.01. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 18.01. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
- Wednesday 25.01. 08:30 - 10:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Information
Aims, contents and method of the course
In a series of publications from 1992 onwards culminating in his book Beyond Methods (2003), Kumaravadivelu argues that there is no best teaching method and that language teaching in the postmethod era should be based on a set of macrostrategies 'particular' to a local context, 'practical' in the sense that they reflect the teacher's own preferred practice and pedagogic beliefs, and 'possible' in that their goal is to enable learners to fulfil their potential. Whilst there is wide acceptance of the postmethod hypothesis, Kumaravadivelu's macrostrategies do not specify what a teacher needs to do at the level of classroom practice. One consequence of the particularity/practicality aspects of the postmethod hypothesis has frequently been an endorsement of eclectic practices which may be internally incoherent. In this course, we will go beyond an acceptance of the postmethod condition and (1) try to establish a set of methodologically coherent principles to which Kumaravadivelu's macrostrategies and like theorizing can be related, and (2) consider how to translate these principles into effective classroom practice.
Assessment and permitted materials
Contribution to online discussion (15%); contribution to a class glossary of terms related to the postmethod condition (15%); creation of a personal methodology statement in the form of a web-page or part of a letter of application for a job (500 words; 20%); essay on one of the major methodological issues facing teachers (2,500 words; 50%).
Minimum requirements and assessment criteria
At the end of this course, you will be able to
- talk informatively about the postmethod condition
- assess the relevance of particular macrostrategies to your own future professional practice and teaching context
- construct a pedagogical position that reflects a principled view of what is 'practical' for the teacher and 'possible' for the learner
- turn your own methodological beliefs into effective classroom practice.
The wider aim of the course is to help you to see how to make decisions which enable you to teach in a way which is self-congruent and at the same time satisfies the demands of the institutional context in which you work.
- talk informatively about the postmethod condition
- assess the relevance of particular macrostrategies to your own future professional practice and teaching context
- construct a pedagogical position that reflects a principled view of what is 'practical' for the teacher and 'possible' for the learner
- turn your own methodological beliefs into effective classroom practice.
The wider aim of the course is to help you to see how to make decisions which enable you to teach in a way which is self-congruent and at the same time satisfies the demands of the institutional context in which you work.
Examination topics
Tutor-fronted sessions, student-led seminars, discussions, debates, workshops and experiential activities. There will be advance reading for some classes and follow-up reading for others. As well as engaging actively with the reading, you will be expected to formulate positions and argue over them in class.
Reading list
Readings will be made available. (It isn't necessary to buy Kumaravadivelu's book.)
Association in the course directory
Studium: Diplom 343, UF 344, ME 812;
Code/Modul: Diplom 625/626, UF 4.2.1-623, ME3, ME5;
Lehrinhalt: 12-6230
Code/Modul: Diplom 625/626, UF 4.2.1-623, ME3, ME5;
Lehrinhalt: 12-6230
Last modified: Mo 07.09.2020 15:33