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Introduction to the Teaching of EnglishKlausurzusammenfassung
1. Language teacher competences and educational standards
Educational standards for modern languages
What are the purposes and aims of educational standards?
Measurability of outcomes
Comparability of different schools, pupils, federal states, with other
countries etc.
Responsibilities of schools and teachers
Equality of opportunity in school systems
more freedom for schools
From the CEFR1 to local standards
2. From communicative competence to intercultural
communicative competence
1
CEFR – Common European Framework of Reference for Languages
,Communicative Competence
Canale/Swain 1980 combined with Byram 1997
Strategic competence in classroom
Conversation between a native speaker and a Swedish student
Deficits: missing vocabulary, grammatical competences
Student describes the thing that he/she means after the teacher asked for
it
using non-verbal aspects to describes it
Discourse competence in the classroom
Teacher asking her English class about a text on a natural disaster
all answers are grammatically right, but option D is the best answer to the
question
,Competence as problem-solving
“Kompetenzen sind die bei Individuen verfügbaren oder durch sie erlernbaren
kognitiven Fähigkeiten und Fertigkeiten, um bestimmte Probleme zu
lösen, sowie die damit verbundenen motivationalen, volitionalen und sozialen
Bereitschaften und Fähigkeiten, um die Problemlösungen in variablen Situationen
erfolgreich und verantwortungsvoll nutzen zu können“ (Weinert 2001:27).
Problem-solving in English class
In TEFL we can agree on the definition of problem-solving as planning, performing
and evaluating a task in English.
Our students can perform the following tasks:
1. Make a fruit salat on the basis of an English recipe
2. Write a report for the school paper in English
3. Make a film or a podcast about their home town/school/class/favourite
animal
4. Produce a photo story about a sport/an emergency/a school trip/a story
they read
5. Make plans for a party/an upcycling project
6. Produce a leaflet on healthy/international food in their town
Competences as starting point for lesson planning
Kompetenzorientierte Definition von Lernzielen auf den Ebenen
Verhalten
Thema oder Inhalt
Kontext (mit oder ohne Hilfestellung durch Promts)
Kompetenzniveau (Anforderungsbereich)
Beispiele:
5. Klasse interaktives 10. Klasse Schreiben 12. Klasse
Sprechen interkulturelles
Lernen anhand eines
lit. Textes
Die SuS können über Die SuS können einen Die SuS können die sich
ihren eigenen Online-Kommentar (200 verändernde Weltsicht
Geburtstag und den Wörter) zu einem Artikel des Sprechers im
anderer unter Hilfe von über Menschen, die Gedicht „As I Grew
Bildprompts mit vier Turnschuhe sammeln, Older“ von Langston
Themenbereichen (Tag, anhand eines Beispiels Hughes, flüssig mündlich
Geschenke, Aktivitäten, (genre-based-writing) unter Verweis auf
Essen) interaktiv schreiben und im Team Textpassagen
sprechen und dabei überarbeiten (peer beschreiben und
flüssig und korrekt correction). Dabei reflektieren und in einem
Aussprache, Bedeutung begründen sie ihre zweiten Schritt mit Hilfe
und Struktur Vokabular Meinung und drücken vom Prompts (z.B.
und Redemittel sich flüssig, korrekt und American Dream)
verwenden. abwechslungsreich in mündlich in Bezug zur
Vokabular und African-American
, Grammatik aus. experience der 30er
Jahre setzen.
3. How languages are learned / Second Language Acquisition
(SLA)
Terminology
Second vs. foreign language (learning)
Second language (L2)
o any other language than the first language (L1) the learners
acquired
o “We use ‘second language learning’ and ‘second language
acquisition’ as general terms to cover the development of the ability
to use a new language in a variety of different contexts.”
Foreign language learning
o learning of a language, usually in a classroom setting, in a context
where the target
language is not widely
used in the community
learning French in China
Four perspectives on second
language learning (Lightbown et
al., 2021)
the different perspectives on SLA
complement one another and all are
needed to gain a full-spectrum picture of the multidimensional nature of SLA
Behavioristic perspective (1940-1970)
learning of process of conditioning
habit formation (through positive feedback)
learning as imitation and practice
audiolingual method (repetition)
environment
Innatist perspective
children are born with a specific innate ability (LAD) to acquire the
language of their environment during a critical period of their development
language acquisition device (LAD)
Cognitive-psychological perspective
language learning as a creative process
use of conscious/unconscious learning strategies, mental actions
declarative knowledge
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