Room for Two and Literary CLIL (Content and Language Integrated Learning)
DozentIn: Priv. Doz. Dr. Bernd Klewitz
Zeiten: Mo. 12:00 - 14:00 (wöchentlich), Termine am Montag, 24.04.2023, Montag, 10.07.2023 12:00 - 16:00
Beschreibung: Room for Two and Literary CLIL (Content and Language Integrated Learning)
In our seminar, based on blended learning, there will be a double focus: presenting innovations in Foreign Language Teaching (FLT) and Literature in Bilingual Classrooms (Literary CLIL)
(a) Scaffolding - Scaffolding is a strategy used to help learners bridge a cognitive gap or shortcomings in their language skills. As part of social-constructivist learning theories, it is instrumental in supporting the learning progress in students’ Zone of Proximal Development (ZPD) to take them from where they are to where they are supposed to move. In a rich learning environment, scaffolding provides extended opportunities in that it can enrich TEFL (Teaching English as a Foreign Language) programs in terms of knowledge development. Central to scaffolding is the usage of task-verbs, which need to be practised in the language classroom from an early stage.
(b) Literary CLIL - “Content and Language Integrated Learning” is the European umbrella term for bilingual programmes and deals with: authentic material, change of perspectives, innovative methods and teaching strategies. In this they emphasise the priority of content over language - in other words: language follows content, as in the Bauhaus precept form follows function. There is a strong affinity to flipped classrooms, blended learning and online teaching - raising two questions: How to bridge the gap between traditional teaching and online formats? Which building blocks can support hybrid learning and why in CLIL?
Recent approaches to English Language Teaching show that learning a language should not just involve linguistic competence but also include intercultural competence. It is widely acknowledged that literary texts offer students opportunities to develop critical reading skills that help them understand other cultures, thus acquiring new cultural frames of reference and a transformed world view. The purpose is to show how to foster students’ intercultural competence by having them read literary texts in English within a CLIL context. This approach aims at working with literary texts both on a cognitive and an affective level by offering creative and challenging tasks focused on developing intercultural competence inscribed in this content-based teaching methodology.
(adapted from Rodriguez et al.: 2012).
Hybrid learning, then, will structure this seminar: after an initial presentation of key terms (FLT) and building blocks (CLIL) in a compact seminar (Blockseminar - 24.04.2023) a series of (8) Webinars will follow - introducing and practising FLT concepts and developing lesson plans by each participating student as digital presentations - called “English modules to go”. In July 2023, a feedback seminar (Blockseminar - 10.07.2023) will conclude our work with the perspective of action research.
Regular attendance required, including the two compact seminars (Tutor: Dr. habil. Bernd Klewitz, Marburg/Lahn).
Key words (for Webinars):
Disentangling the myths of multi-lingualism, historic and current developments (Common European Framework for Languages), teaching design as Instructional Model (McKinnon Secondary College, Australia), Linguistic Risk Taking (Passport from Ottawa), the Task Design Wheel and task verbs, the 4 Cs Framework of content, cognition, communication and culture, interactive methods (Dilemma-Method, Zukunftswerkstatt, scenario-technique, role play, debate, reciprocal teaching, Learnscapes, Herringbone Technique, Study Design for literary analysis and criticism, digital resources (TED Talks, Podcasts and Video Clips)