552.920 (21W) Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a

Wintersemester 2021/22

Anmeldefrist abgelaufen.

Erster Termin der LV
08.10.2021 08:30 - 10:00 N.0.42 On Campus
... keine weiteren Termine bekannt

Überblick

Bedingt durch die COVID-19-Pandemie können kurzfristige Änderungen bei Lehrveranstaltungen und Prüfungen (z.B. Absage von Präsenz-Lehreveranstaltungen und Umstellung auf Online-Prüfungen) erforderlich sein.

Weitere Informationen zum Lehrbetrieb vor Ort finden Sie unter: https://www.aau.at/corona.
Lehrende/r
LV Nummer Südostverbund ENF04001UL
LV-Titel englisch Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a
LV-Art Portfoliokurs (prüfungsimmanente LV )
LV-Modell Onlinelehrveranstaltung
Semesterstunde/n 2.0
ECTS-Anrechnungspunkte 2.0
Anmeldungen 11 (15 max.)
Organisationseinheit
Unterrichtssprache Englisch
mögliche Sprache/n der Leistungserbringung Englisch
LV-Beginn 08.10.2021
eLearning zum Moodle-Kurs
Anmerkungen

This course can only be completed in combination with the PPS2 internship.
Lessons start at 8.30 am.

Zeit und Ort

Beachten Sie bitte, dass sich aufgrund von COVID-19-Maßnahmen die derzeit angezeigten Termine noch ändern können.
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LV-Beschreibung

Intendierte Lernergebnisse

This course introduces students in the teacher education programme for English as a foreign language (EFL) to practical aspects of diversity and inclusion in the classroom. It offers opportunities to discuss and solve problems concerning EFL teaching as well as guidance in lesson preparation and material development.

Lehrmethodik inkl. Einsatz von eLearning-Tools

The student-oriented teaching methodology of this course, problem-based learning (PBL), provides a supportive framework for cooperative and constructive learning. The students play central roles in the development of knowledge and skills required for EFL teaching. The course instructor functions as a facilitator of collaborative learning processes.

A Moodle page is used in this course as a platform for online learning as well as information and material sharing. The minutes of each class meeting and the outcomes of some assignments will be uploaded on the Moodle page.

Inhalt/e

Topics discussed in this class include but are not limited to

  • classroom observations
  • learner differences and inclusion
  • giving instructions 
  • lesson and activity planning
  • time management
  • team-teaching
  • brain-friendly learning and teaching
  • homework
  • feedback
  • L1 background of the teacher

Erwartete Vorkenntnisse

PPS1 & Communicative Language Teaching in Practice 1

As preparation for the course, students are expected to read an introduction to PBL (based on Moust, Bouhujs, and Schmidt 2007), which will be available on Moodle.

Curriculare Anmeldevoraussetzungen

ENA.001: Placement Test
ENA.002: Language Awareness 1
ENA.003: English for Academic Purposes
ENE.001: Introduction to Communicative Language Teaching
ENE.002: Teaching for Competence Across the Language Skills
ENE.003 & ENE.004: PPS 1

Participants must have a PPS 2 placement at a local school.

Literatur

The recommended literature for this course includes but is not limited to the following titles. Many of them are available in the university library (e.g., Semesterapparat 25). 

Brown, Douglas H. 2014. Principles of Language Learning and Teaching. 6th edition. Harlow: Pearson Longman.

Dörnyei, Zoltán. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Routledge.

Dörnyei, Zoltán. 2020. Innovations and Challenges in Language Learning Motivation. New York: Routledge.

Gao, Xuesong. ed. 2019. Second Handbook of English Language Teaching. Basel: Springer International Publishing.

Gregersen, Tammy, and Peter D. MacIntyre. 2014. Capitalizing on Language Learners’ Individuality: From Premise to Practice. Bristol: Multilingual Matters.

Harmer, Jeremy. 2015. The Practice of English Language Teaching. 5th edition. Harlow: Pearson Longman.

Lamb, Martin, Kata Csizér, Alastair Henry, and Stephen Ryan. eds. 2019. The Palgrave Handbook of Motivation for Language Learning. Cham, Switzerland: Palgrave Macmillan.

Lightbown, Patsy N., and Nina Spada. 2013. How Languages are Learned. 4th edition. Oxford: Oxford University Press.

Lindstromberg, Seth. 1997. The Standby Book: Activities for the Language Classroom. Cambridge: Cambridge University Press.

Marsland, Bruce. 1998. Lessons from Nothing: Activities for Language Teaching with Limited Time and Resources. Cambridge: Cambridge University Press.

McGrath, Ian. 2016. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press.

Mercer, Sarah, Stephen Ryan, and Marion Williams. eds. 2012. Psychology for Language Learning: Insights from Research, Theory and Practice. London: Palgrave Macmillan.

Mercer, Sarah, and Marion Williams. eds. 2014. Multiple Perspectives on the Self in SLA. Bristol: Multilingual Matters.

Moust, Jos, Peter Bouhuijs, and Henk Schmidt. 2007. Introduction to Problem-based Learning. A Guide for Students. Groningen: Noordhoff Uigevers

Nunan, David. 2000. Language Teaching Methodology. Harlow: Pearson Education Ltd.

Polat, Nihat, Tammy Gregersen, and Peter D. MacIntyre. eds. 2020. Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills. London: Routledge.

Ruiter, Rik, and Pinky Y. Dank. 2005. Highway to E.S.L.: A User-friendly Guide to Teaching English as a Second Language. New York: iUniverse.

Scrivener, Jeremy. 2012. Classroom Management Techniques. Cambridge: Cambridge University Press.

Scrivener, Jeremy. 1994. Learning Teaching. Portsmouth: Heinemann.

Ur, Penny. 2012. A Course in Language Teaching. 2nd edition. Cambridge: Cambridge University Press.

Ur, Penny. 2016. Penny Ur’s 100 Teaching Tips. Cambridge: Cambridge University Press.

Wajnryb, Ruth. 1992. Classroom Observation Tasks. Cambridge: Cambridge University Press.

Williams, Marion, Sarah Mercer, and Stephen Ryan. 2015. Exploring Psychology in Language Learning and Teaching. Oxford: Oxford University Press.

Wright, Wayne. 2010. Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Philadelphia: Caslon Publishing.

Link auf weitere Informationen

https://www.bifie.at; https://www.jusline.at/gesetz/lbv; https://www.jusline.at/Schulunterrichtsgesetz_(SchUG).html

Prüfungsinformationen

Im Fall von online durchgeführten Prüfungen sind die Standards zu beachten, die die technischen Geräte der Studierenden erfüllen müssen, um an diesen Prüfungen teilnehmen zu können.

Prüfungsmethode/n

Assessment

The grade for this course depends on the assessment of individual students’ participation (50%) as well as an academic term paper (50%). 

Prüfungsinhalt/e

Attendance

Attendance is mandatory in this course. Students who cannot attend a lesson should notify their colleagues and the course instructor in advance.

Participation

Positive participation (i.e., active and constructive involvement during class meetings) requires a certain amount of preparation outside of class. The home assignments are either set by the course instructor or agreed within the group, as is common practice in PBL. Missing a class meeting is generally no excuse for insufficient preparation. The course instructor continuously assesses the participation of individual students during the whole semester. Participation further includes the development of an activity box (detailed information and guidelines to follow) and the timely upload of assignments on Moodle.

Term paper

The term paper is an academic self-evaluation of the students’ learning growth in this course. They compare what they knew at the beginning of the semester with what they know at the end. They analyse how the problem-based teaching approach has supported their collaborative and individual learning processes and what they perceive as advantages and disadvantages of PBL in teacher education.

The term paper of 2,500-3,000 words (excluding the front and back matter) must be composed according to the general guidelines by the Department of English. The author-date system of Chicago Style (latest edition) must be applied to provide adequate references to a minimum of five academic sources in and at the end of the text. Finally, an anti-plagiarism declaration, a word count, and a copy of the certificate of participation in PPS2 must be included.

Deviation regarding the content, word count, or academic style may cause a deduction of marks. Plagiarism is not tolerated and leads to a fail grade (Nicht Genügend) for the course and possible further consequences. The term paper must be uploaded on Moodle by the submission deadline announced in class. Late submissions are not accepted and result in an overall fail grade for the course.

By submitting the term paper, students grant permission to the course instructor and other members of staff at the Department of English to use the contents of the paper for research or other purposes. The term paper may be shared with others without further notification. Informal written feedback on the content and language of the term paper is provided on request.

Beurteilungskriterien/-maßstäbe

The overall assessment key is as follows:

A (Sehr Gut) = 100-93

B (Gut) = 92-85

C (Befriedigend) = 84-76

D (Genügend) = 75-67

F (Nicht Genügend) = 66-0

Students who discontinue attending this course without written notification by 25 October 2021 will receive a negative grade.

Beurteilungsschema

Note Benotungsschema

Position im Curriculum

  • Bachelor-Lehramtsstudium Bachelor Unterrichtsfach Englisch (SKZ: 407, Version: 17W.2)
    • Fach: Advanced Language Teaching Skills (Pflichtfach)
      • ENF.004 Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II) ( 2.0h PK, PS / 2.0 ECTS)
        • 552.920 Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h PK / 2.0 ECTS)
          Absolvierung im 5., 6. Semester empfohlen
  • Bachelor-Lehramtsstudium Bachelor Unterrichtsfach Englisch (SKZ: 407, Version: 15W.2)
    • Fach: Advanced Language Teaching Skills (Pflichtfach)
      • ENF.004 Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II ( 2.0h PK, PS / 2.0 ECTS)
        • 552.920 Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h PK / 2.0 ECTS)
          Absolvierung im 5. Semester empfohlen
  • Bachelor-Lehramtsstudium Bachelor Unterrichtsfach Englisch (SKZ: 407, Version: 19W.2)
    • Fach: Advanced Language Teaching Skills (Pflichtfach)
      • ENF.004 Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II) ( 2.0h PK, PS / 2.0 ECTS)
        • 552.920 Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h PK / 2.0 ECTS)
          Absolvierung im 5., 6. Semester empfohlen

Gleichwertige Lehrveranstaltungen im Sinne der Prüfungsantrittszählung

Wintersemester 2023/24
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II a) (2.0h / 2.0ECTS)
  • 552.921 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II b) (2.0h / 2.0ECTS)
  • 552.922 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II c) (2.0h / 2.0ECTS)
Wintersemester 2022/23
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II a) (2.0h / 2.0ECTS)
  • 552.921 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II b) (2.0h / 2.0ECTS)
  • 552.922 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II c) (2.0h / 2.0ECTS)
  • 552.923 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II d) (2.0h / 2.0ECTS)
Wintersemester 2021/22
  • 552.921 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II b (2.0h / 2.0ECTS)
  • 552.922 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice IIc (2.0h / 2.0ECTS)
Wintersemester 2020/21
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h / 2.0ECTS)
  • 552.921 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II b (2.0h / 2.0ECTS)
  • 552.922 PK Fachdidaktische Begleitung zu PPS 2: Englisch: Communicative Language Teaching in Practice II c (2.0h / 2.0ECTS)
  • 552.923 PK Fachdidaktische Begleitung zu PPS 2: Englisch: Communicative Language Teaching in Practice II d (2.0h / 2.0ECTS)
Sommersemester 2020
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h / 2.0ECTS)
Wintersemester 2019/20
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h / 2.0ECTS)
  • 552.921 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II b (2.0h / 2.0ECTS)
Wintersemester 2017/18
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II a (2.0h / 2.0ECTS)
  • 552.921 PK Fachdidaktische Begleitung zu PPS 2: Englisch. Communicative Language Teaching in Practice II b (2.0h / 2.0ECTS)
Sommersemester 2017
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice I): Communicatice Language Teaching in Practice (2.0h / 2.0ECTS)
Wintersemester 2016/17
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice I): Communicatice Language Teaching in Practice (2.0h / 2.0ECTS)
Sommersemester 2016
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice I): Communicatice Language Teaching in Practice (2.0h / 2.0ECTS)
Wintersemester 2015/16
  • 552.920 PK Fachdidaktische Begleitung zu PPS 2: Englisch (Communicative Language Teaching in Practice II): Communicatice Language Teaching in Practice (2.0h / 2.0ECTS)
Sommersemester 2015
  • 551.945 AG Lesson Planning (2.0h / 3.0ECTS)
Wintersemester 2013/14
  • 551.921 AG Lesson Planning (2.0h / 3.0ECTS)
Wintersemester 2012/13
  • 551.921 AG Lesson Planning (2.0h / 3.0ECTS)