126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2022S)

Diversity in the EFL Classroom

3.00 ECTS (2.00 SWS), SPL 12 - Anglistik

Continuous assessment of course work

Moodle

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 Tu 15.02.2022 00:00 to Th 24.02.2022 11:59
Deregistration possible until Th 31.03.2022 23:59

Details

max. 23 participants

Language: English

Lecturers

Classes (iCal) - next class is marked with N

    
    Thursday
    10.03.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    17.03.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    24.03.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    31.03.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    07.04.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    28.04.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    05.05.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    12.05.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    19.05.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    02.06.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    09.06.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    23.06.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
    
    Thursday
    30.06.
    14:15 - 15:45
    Raum 5 Anglistik UniCampus Hof 8 3E-O1-17

Information

Aims, contents and method of the course

The general pedagogic guidelines in Austrian curricula embrace inclusion as a pedagogic aim, in educating pupils towards solidarity, and pedagogic practice, in creating a supportive learning environment for all. This course will engage with these principles through a focus on diversity in English language education. Diversity is here conceptualised broadly, and embraces learners with a variety of national and cultural backgrounds as well as those with specific learning differences, including being neurodiverse (e.g., learners with AD(H)D, dyslexia or autism). This course addresses a twofold aim with regard to diversity: firstly, increasing learners’ awareness of the need to select and create teaching materials that are mindful of representing individuals and groups in an appropriate and respectful manner and, secondly, enabling students to fruitfully engage with the existing, complex diversity in an ELT classroom practice through understanding and applying inclusive ELT materials and practices.
In this course, we will explore the theory and practice of diversity in an ELT context by focussing on
• questions of representation in teaching materials, including means of analysing such representation
• inclusive classroom practices particularly suited for ELT
• diversity as a topical issue for classroom discussion
Students will be able to…
• better understand diversity in Austrian English language classrooms
• incorporate principles of inclusion into their classrooms
• critically analyse course materials with regard to representation
• design inclusive tasks and materials
• critically discuss the theory-reality divide of inclusion in ELT
Pair or group work activities as well as interactive and creative formats will enable students to participate frequently in class discussions and are meant to provide for a motivating and stimulating atmosphere in class.

Assessment and permitted materials

1. Class Participation (engagement in class and group discussions, including on presentations by fellow students, short tasks and reading assignments,)
2. Teaching-related Presentation: i.e. adaptation or creation of a teaching sequence plus relevant materials with regard to EITHER the representation of diversity in Austrian ELT classrooms OR in order to better cater for student diversity in class
3. Written Assignments:
a. TASK A: Development of a research-based checklist for Austrian ELT textbooks with regard to diversity
b. TASK B: Multimodal analysis of material used for/usable for ELT

Minimum requirements and assessment criteria

Minimum requirements and assessment criteria:
Regular attendance is obligatory, and students must not miss more than 2 classes in the course of the semester. If you cannot come to class, please let us know beforehand. In case of absence, contact your colleagues for notes and information on the class you missed.

Examination topics

Course evaluation is based on:
(A) class participation and preparation of reading/other course materials (max 10 pts)
(B) teaching-related presentation and management of related discussion (max. 20 pts)
(C) TASK A (Checklist): written assignment, 1500 -2000words (35pts)
(D) TASK B (Multimodal Analysis): written assignment, 1500-2000 words (35 pts)

Reading list

Gray, John. (ed.). 2013. Critical perspectives on language teaching materials. London: Palgrave Macmillan
McGrath, Ian. 2016. Materials evaluation and design for language teaching (2nd edition). Edinburgh: Edinburgh University Press.
Stadler-Heer, Sandra.2019. Inclusion. ELTJ 73/2, 219-221

Association in the course directory

Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811

Last modified: Fr 04.03.2022 00:06