• The internationalization of the world provides challenges as well as opportunities for our students and following generations of students. This affects what we teach and how we teach to prepare them for today's and tomorrow's society; this holds true particularly for teaching a foreign language. Clearly teaching approaches are needed that stress multilingualism and multiculturalism to allow students to become able to speak, understand and write functionally in English as a lingua franca in various areas within an increasingly interconnected and interdependent world. Research has proven that content and language integrated learning (CLIL) is an effective teaching and learning vehicle as it puts emphasis on learning by construction and not by instruction. One cannot learn a language without content and vice versa. However, if subject specific contents are thought in English, ultimately a more meaningful and authentic learning environment is generated, which may enhance foreign language learning.

    This course familiarizes students with the principles and procedures of teaching a subject other than a language in two languages. Students following this course will both explore theoretical concepts and develop and discuss learning activities on concrete topics. The subject History will serve as a model for our studies, which implies that a scientific background is desirable, but not necessary.
  • (2 HS Fachdidaktik/ 2. Studienabschnitt BA)
    Terms like "new media", "information technology" or "web 2.0" are
    difficult to define. What is more, they are permanently under the pressure to innovate and evolve as they cover a field of knowledge and application that changes rapidly.
    In this seminar, we will we attempt to critically examine the potential of new media with regard to the EFL classroom. At the same time, we will collaborate with peers from the British and American Studies Department at Martin-Luther-Universität Halle-Wittenberg. Participants in this course will actively work with new media and, thereby, foster their own proficiency in e-learning as well as their didactic background knowledge. Hands-on projects will allow participants to become e-literate: They may involve, but are not restricted to, applications such as wiki, blogs,
    multimedia portals, social networks, instant messaging and video conferencing, podcasting and collaborative workspaces.
    • What are the linguistic, psychological or pedagogic foundations for media literacy?
    • How can media and language competences be trained in the EFL classroom?
    • What are appropriate electronic tools to learn foreign languages awareness and consciousness?
    In our analysis, we will include theoretical as well as empirical research showing the efficacy of innovative communication technologies (ICT) and the use of new media in education. As of the end of March 2009, this workspace will be made available for this class, which will provide information on course requirements and reading materials (there will only be an online reader for this class). Please register for this workspace before coming to our first session. Ask your instructor about the necessary access code. Our schedule will include a combination of real and virtual meetings.

    The course is limited to 30 participants.
  • Teacher Education in Germany and the US (2 HS Fachdidaktik/ 2. Studienabschnitt BA)

    To study the field of teacher education in two countries is challenging, yet revealing. Some recent developments in the US may soon enter the German discourse as it is the case with the emergence of alternative teacher education programs like Teach First Germany.

    In this class, we attempt to critically examine the systems of teacher education from a socio-cultural and political perspective. Moreover, we will have a closer look at new developments in teacher education in Germany and the US such as a new call for accountability. Students’ prior experiences with internships will serve as framework for discussion and reflection. In our analysis, we will also include empirical research showing the efficacy of teacher education programs.