126233 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2023S)
Digital, transcultural, global, and more - how to work towards multiple goals in contemporary ELT
Continuous assessment of course work
Labels
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 Mo 13.02.2023 00:00 to Tu 21.02.2023 12:00
- Registration is open from We 01.03.2023 12:00 to Mo 13.03.2023 12:00
- Deregistration possible until Fr 31.03.2023 23:59
Details
max. 17 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
There will be one workshop day for material exploration and development on April 1st at the university that needs to be attended. In addition there will be one individual coaching session in small groups (will be arranged via Termino according to your availabilities). You will also have the time to implement your teaching project in practice at our own school if you teach on contract or one of our partner schools.
Thursday
09.03.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Thursday
16.03.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Thursday
23.03.
12:00 - 14:00
Digital
Saturday
01.04.
09:15 - 14:45
Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Thursday
20.04.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Thursday
27.04.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Thursday
04.05.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Thursday
01.06.
12:00 - 14:00
Digital
Thursday
22.06.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Thursday
29.06.
12:00 - 14:00
Seminarraum 6 Anglistik UniCampus Hof 8 3E-O1-22.A
Information
Aims, contents and method of the course
Assessment and permitted materials
Portfolio with individual reflection tasks, reading tasks and research tasks (teaching resources) (lecturer assessment) (25%)
Description of the self-designed teaching unit/sequence (self-assessment and lecturer assessment) (25%)
Presentation of the designed teaching sequence (after implementation in school) (learner, peer and lecturer assessment) (25%)
Reflective essay of 1,000 words and self-assessment (grid) about professional development within course (self-assessment and lecturer assessment) (25%)There is no oral or written exam. All materials provided on Moodle or in class, as well as material researched individually can be used for all tasks.
Description of the self-designed teaching unit/sequence (self-assessment and lecturer assessment) (25%)
Presentation of the designed teaching sequence (after implementation in school) (learner, peer and lecturer assessment) (25%)
Reflective essay of 1,000 words and self-assessment (grid) about professional development within course (self-assessment and lecturer assessment) (25%)There is no oral or written exam. All materials provided on Moodle or in class, as well as material researched individually can be used for all tasks.
Minimum requirements and assessment criteria
Attendance (max. 2 absences)
Three of the four components as well as the overall score must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Three of the four components as well as the overall score must be positive.
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Examination topics
There is no oral or written exam. For assessment see above.
Reading list
Literature
Note: The literature can be provided in an e-mail. To receive all articles in advance to the course, please, either refer to Moodle or contact the lecturer via mail.Compulsory literature (will be read together within course)
BMBWF. Austrian Curricula for EFL, and other educational goals (e.g. digital education, transdisciplinary competence, cultural education, peace education etc.).
Klafki, W. (2007). Didaktik analysis as the core of the preparation of instruction. In I. Westbury & G. Milburn (Eds.), Rethinking Schooling (pp. 114–132).
Ellis, R., & Shintani, N. (2014). Instructed language learning. In Exploring language pedagogy through second language acquisition research (pp. 5–28). Routledge/Taylor & Francis Group. (known from course: Principles of ELT)
Rauschert, P. (2022). Intercultural Service Learning Reframed: A Comprehensive Model and Its Practical Implementation in the Foreign Language Classroom. In C. Lütge, T. Merse, & P. Rauschert (Eds.), Global citizenship in foreign language education: Concepts, practices, connections (pp. 109–127). Routledge.
Redecker, C., Punie, Y., European Commission, & Joint Research Centre. (2017). European framework for the digital competence of educators DigCompEdu. Publications Office of the European Union, Luxembourg, doi:10.2760/178382.
Note: The literature can be provided in an e-mail. To receive all articles in advance to the course, please, either refer to Moodle or contact the lecturer via mail.Compulsory literature (will be read together within course)
BMBWF. Austrian Curricula for EFL, and other educational goals (e.g. digital education, transdisciplinary competence, cultural education, peace education etc.).
Klafki, W. (2007). Didaktik analysis as the core of the preparation of instruction. In I. Westbury & G. Milburn (Eds.), Rethinking Schooling (pp. 114–132).
Ellis, R., & Shintani, N. (2014). Instructed language learning. In Exploring language pedagogy through second language acquisition research (pp. 5–28). Routledge/Taylor & Francis Group. (known from course: Principles of ELT)
Rauschert, P. (2022). Intercultural Service Learning Reframed: A Comprehensive Model and Its Practical Implementation in the Foreign Language Classroom. In C. Lütge, T. Merse, & P. Rauschert (Eds.), Global citizenship in foreign language education: Concepts, practices, connections (pp. 109–127). Routledge.
Redecker, C., Punie, Y., European Commission, & Joint Research Centre. (2017). European framework for the digital competence of educators DigCompEdu. Publications Office of the European Union, Luxembourg, doi:10.2760/178382.
Association in the course directory
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: Th 11.05.2023 11:27
This course gives space to reflect and explore on a transdisciplinary and holistic approach to ELT practice and to design and implement an exemplary teaching sequence in the area of digital, peace, global or transcultural learning within a workshop day (April 1st 2023).This course provides space for
1) reflecting on personal resources, interests, and values within ELT practice
2) exploring existing material, methods and teaching resources for digital, transcultural, global or peace education in ELT (according to own interest)
3) the supervised design of a teaching sequence that combines English language learning and one further educational goal in the area of digital, transcultural, global or peace education (individually or collaboratively) and implementing it in practice together with an ELT practitioner
4) one session dedicated to the exchange with experts and ELT practitioners about issues of peace education and transcultural learning in ELTThis course aims at furthering the participants’ professional ELT teaching competences in the following areas:
- integration of professional knowledge from different previously acquired sources (ELT Methodology, Media & Cultural Studies, Literary Studies, Learning Psychology, Pedagogy and of course other personal resources)
- design and implementation of an exemplary teaching sequence in the area of digital, peace, global or transcultural learning within ELT
- researching and organizing a range of teaching resources within a personal portfolio
- understanding one’s professional responsibility, identity as well as the potential of collegial collaboration in a more integrated, holistic and positive way