Task-based language learning in der Grundschule
Katrin Harder
Kommentar
This course enlarges upon selected topics of the Grundkurs (“Introduction to TEFL”), and applies them to classroom practice. Issues such as dealing with heterogeneity and facilitating communicative competence are linked with teaching methods and techniques. The course also covers related practical topics such as lesson planning and classroom management skills. Students are expected to attend class regularly and to participate actively, which includes a presentation (“Impulsreferat,” approx.10 minutes, with handout). The term paper (Hausarbeit - requirements to be found in the style sheet) can be written either in this course or in the first part of the Basismodul. Focus areas: Task-based language learning puts the „good“ task in the centre of the language learning process. „Good“ tasks are often defined as meaningful and true to life. They integrate the interests and experiences of the individual learner and are therefore seen as the key to motivation and sustainable learning. The focus of this seminar will be on evaluating and developing „good“ tasks for the language classroom. Further aspects will be differentiation and assessment.
Literature:
- Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge, United Kingdom, New York, NY: Cambridge University Press.
- Müller-Hartmann, A., & Schocker-von Ditfurth, M. (2011).
Lernaufgaben:
- Kompetenzen entwickeln. Der fremdsprachliche Unterricht Englisch, 45(109), 10–14. Müller-Hartmann, A., & Schocker-von Ditfurth, M. (2011).
- Teaching English: Task-supported language learning (1 ed.). Paderborn, Paderborn: UTB; Schöningh.
14 Termine
Regelmäßige Termine der Lehrveranstaltung