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Englisch Buch Zusammenfassung

EFL teaching (Universität Kassel)

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The framework: history and politics

- Significance of FL teaching and learning is dependent on a framework of social,
economic, political, cultural and academic interests

period from 15th to 17th century

- dominated by two models of teaching FL
o FL as a system
 Grammar-Translation Method (Jesuits gave students sample sentences
and explained the words and the rules of grammar in detail and in
students native language)
o FL for communicative purposes
 holistic system of learning (ganzheitliches Lernen)
 multilingual textbooks with pictures and stories
o Direct or Natural Method (John Locke)
 same way as when a first language is learnt
 all teaching done in the target language, grammar is taught
inductively, there is a focus on speaking and listening, and only
useful ‘everyday' language is taught
 weakness in the Direct Method is its assumption that a second
language can be learnt in exactly the same way as a first
(conditions under which a second language is learnt are very
different)
 Example: teacher explains new vocabulary using realia, visual
aids or demonstrations

rise of British Empire (18th and 19th century) and global dominance of USA (20th century)
English became world language

- blessing and curse

- British imperialists only trained local elites
- major problem of underprivileged
o limited access to English as a skill required for economic participation and
social rise
- local appropriation of English by non-native speakers has resulted in the
development of numerous varieties of English with differences in vocabulary,
grammar, and syntax

21st century

teachers face multiple challenges:

- testable output
- plurilingual speaker
- early foreign language teaching and learning
- bilingual or content and language integrated learning
- digital revolution (increased media repertoire)
- inclusion (increases heterogeneity among learners and demands more
differentiation)

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Current educational standarts and curricula

PISA (learning outcome of 15-year-old learners in reading, mathematics, and scientific

literacy across Europe)

The Common European Framework of Reference for Languages (CEF)

- favors an action-oriented approach to language and a task-based one to learning

What does Competence mean?

1. General competences
a. Declarative knowledge (including sociocultural and intercultural knowledge)
b. Know-how and skills (including sociocultural and intercultural know-how)
c. Existential competences (personality traits, point of view, attitudes)
d. The ability to learn (learner strategies, media literacy)
2. Communicative language competences
a. Linguistic competence (language structure and how to use them: vocabs,
grammar, spelling, pronunciation)
b. Reception (listening and speaking)
c. Production (speaking and writing)
d. Interaction
e. Mediation

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Challenges of the teaching profession

The reflective practice model of professional development

Stage 1: what they bring to the teaching profession

Stage 2: how this is modified and refined during their professional education
Goal: how continuous reflection then leads to professional competence

as a reflective teacher, bring to the profession:

- Multiple perspectives (ability to approach educational issues from a wide range of

perspectives)
- Experiential learning (reflect upon practical field experience and integrate this
teaching experience into academic discourses in lectures and seminars)
- Construction of knowledge (ability to keep record of, diagnose, evaluate, and discuss
one’s personal and professional growth)
- Critical inquiry (reflect on the impact of one’s own teaching practice as well as
general school settings and policies on students, their families and the school
community)

Knowledge and competences regarding oneself

- pre-service teachers should already honestly and critically reflected upon their future
profession and how well equipped they are for it

Knowledge and competence regarding learners

- positive learning environment requires teachers to have advanced knowledge of child
and adolescent development

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