Reflective Practice PDF

Vorlesung 1 Reflective Practice Experiential and Academic Knowledge: Understanding Teachers’ Mindsets Experiential Knowledge "Teachers teach as they were taught, not as they were taught to teach" -> Definition: Knowledge based on personal, autobiographical experiences, such as learning as a stu...

Vorlesung 1 Reflective Practice Experiential and Academic Knowledge: Understanding Teachers’ Mindsets Experiential Knowledge "Teachers teach as they were taught, not as they were taught to teach" -> Definition: Knowledge based on personal, autobiographical experiences, such as learning as a student or participating in internships -> Characteristics: Subjective, often unconscious, and influenced by beliefs and assumptions Shapes classroom decisions, teaching style, and interaction with students -> Impact on Teachers: Teachers bring pre-existing “mental constructs” (beliefs, assumptions, and knowledge systems) into the profession Stability: Resistant to change unless critically reflected upon Academic (Received) Knowledge -> Definition: Objective, theory-based knowledge acquired through formal education and training -> Components: Disciplinary Knowledge: Linguistics, cultural studies, literature Pedagogical Content Knowledge (PCK): The ability to adapt content for diverse learners, integrating theory into practice Technological Pedagogical Content Knowledge (TPCK): Skills to use technology effectively in teaching Teachers’ Mindsets A blend of experiential and academic knowledge forms a teacher’s mindset Challenges: Mindsets often fossilize without active reflection, leading to unexamined biases or routines -> Key Qualities for Growth: Openness, flexibility, self-criticism, and willingness to adapt The Reflective Practice Model and Professional Competence Reflective Practice Model (Wallace, 1991) Goal: Continuous development of professional competence through reflection and action Components: -> Received Knowledge: Academic knowledge from training programs -> Experiential Knowledge: Classroom experiences and personal insights Reflection Cycle: 1. Practice: Classroom experiences 2. Reflection-on-Practice: Retrospective evaluation to analyze and improve actions 3. Reflection-in-Practice: Real-time decision-making during teaching Outcome: A cyclical process that refines teaching practices and integrates theory with real-world application Role of Reflective Practice Encourages teachers to: -> Question and adapt their methods -> Develop a professional philosophy -> Navigate challenges with a research-oriented mindset Core Dimensions of Good Teaching Practice in EFL General Characteristics (Helmke, 2015) 1. Efficient time management and classroom leadership 2. Creating a productive learning atmosphere 3. Using varied motivation strategies 4. Ensuring clarity and structure 5. Encouraging learner independence and active participation 6. Sensitivity to learners’ diverse needs Dimensions Specific to EFL Teaching (Richards, 2012) 1. Language Proficiency: Providing clear language models and maintaining target-language usage Offering examples of vocabulary, grammar, and real-world contexts 2. Content Knowledge: Understanding learners’ needs and designing appropriate materials Diagnosing learning difficulties and evaluating outcomes 3. Teaching Skills: Setting up activities, guiding practice, and monitoring students’ progress 4. Contextual Knowledge: Adapting teaching to the school’s culture, norms, and students’ backgrounds 5. Learner-Focused Teaching: Promoting active involvement and connecting lessons to students’ lives 6. Professionalism: Engaging in lifelong learning and collaborating with peers Reflective Practice in Good Teaching Reflection transforms teaching from routine to adaptive and learner-centered The reflective practitioner continuously refines teaching strategies and goals -> integrating new knowledge and practical experience -> openness to challenge you beliefs about teaching -> constant reflection -> never fully accomplished Future Challenges for EFL Education Globalization Impact on Classrooms: -> Increasing cultural and linguistic diversity -> Shifting focus from native-speaker norms to global varieties of English (English as a lingua franca) Teacher’s Role: Act as “agents of global change,” fostering cross-cultural understanding and adaptability Technological Advancement -> Opportunities: Use of digital tools for language acquisition and real-world communication Technology-enhanced methods (e.g., multimedia, online collaboration) -> Challenges: Managing student distractions Balancing digital and traditional teaching methods making connections between digital medium and EFL-specific learning objective digital flexibility based on school's settings Developing Technological Pedagogical Content Knowledge (TPCK) Inclusion and Diversity Inclusive Education: Adapting teaching for students with diverse abilities, backgrounds, and learning styles Key Focus Areas: -> Fostering awareness of learning differences -> Using diverse materials to reflect cultural and social inclusivity Postmethod Pedagogy (Kumaravadivelu, 2001) Moves beyond fixed teaching methods to adaptive, context-sensitive practices Principles: Flexibility and teacher autonomy Localized and learner-centered teaching strategies Summary of Key Concepts Experiential Knowledge: Personal insights from past experiences, shaping classroom practices Academic Knowledge: Formal, theoretical knowledge grounding professional competence Reflective Practice: A cyclical process integrating theory and practice, fostering continuous improvement Core Dimensions of Good Teaching: Include language proficiency, cultural sensitivity, and active learner engagement Future Challenges: Globalization, technology, and inclusion demand adaptability, cultural awareness, and innovative teaching approaches Summary of slides Coursebooks in EFL Education -> Advantages of Coursebooks: Widely used as a foundational medium for EFL instruction Act as a “safety net” for teachers, ensuring alignment with approved curricula Offer relief in busy teaching schedules with pre-structured lessons -> Criticism of Coursebooks: May limit teacher creativity and learner-centered lesson planning Often fail to address diverse student needs due to “one size fits all” approach Lack representation of cultural diversity and become outdated quickly -> Implications for Teachers: Use coursebooks as a starting point, but adapt and supplement them to suit learner needs Incorporate culturally diverse and current materials for more inclusive lessons Competence and Content Orientation 1. Competence Orientation: Focuses on practical language use in real-life contexts, emphasizing communication skills and action-oriented tasks -> guiding principle of EFL teaching 2. Content Orientation: Enriches learning with meaningful topics (e.g., culture, global issues) to make lessons engaging and relevant -> side-kick principle 3. Balance: Competence is the main focus, with content adding depth and intellectual engagement 4. For Teachers: Combine skill-building with diverse, meaningful content Vorlesung 2 Receptive Skills - Teaching Listening Receptive Competences: Name & Definitions Reading Competence: The ability to interpret and analyze written texts by understanding vocabulary, grammar, syntax, and context. It includes evaluating arguments and drawing connections to broader knowledge Listening Competence: The ability to understand and interpret spoken language by recognizing sounds, tone, prosody, non-verbal cues, and grasping intended meaning. It requires identifying main ideas and details while responding appropriately Viewing Competence: The ability to interpret visual content (images, symbols, diagrams) critically, recognizing their purpose and cultural significance, and connecting them to context Combined Text Comprehension: The integration of information from written, auditory, and visual formats to form a cohesive understanding, especially in multimodal texts A model of listening comprehension Conceptualizer: Manages the intention and inferred meaning. Formulator: Handles grammatical and phonological encoding of the message. Parser: Decodes grammatical structure and phonological representation. Acoustic-Phonetic Processor: Receives the raw auditory input and sends it for phonological decoding. Communicatice Competence -> ability to actively use the foreign language in meaningful communicative situations (Elsner) -> dimensions: knowing how to use language for different purposes knowing how to vary the use of language depending on setting and participents -> formal and informal speech; written and spoken language produce and understand different types of text -> interviews, narratives, reports, etc. mantaining communication despite difficulties and limitations -> different communication strategies Top-Down vs. Bottom-Up Processing -> Bottom-Up Processing (Data-Driven): building comprehension from the smallest language units (sounds, words, grammar - identifying and decoding) upward Begins with decoding small elements (e.g., sounds, words) and moves to larger structures (e.g., sentences, text organization) Focuses on linguistic features (grammar, syntax, phonemes) and prosodic elements (intonation, speed, volume) Supports learners in decoding meaning by analyzing specific cues within the text -> Examples: listening to a recording and underlining all past tense verbs or using linguistic aspects as clues (firstly, secondly, etc.) trying to decipher the meaning of unknown words while extracting information -> Top-Down Processing (Knowledge-Driven): Using prior knowledge, context and expectations to interpret meaning - inference and hypothesis building Relies on prior knowledge, context, and cognitive schemata to interpret and predict meaning Enables learners to infer details and fill gaps based on personal experiences, cultural norms, and topic familiarity -> Example: Predicting a story’s plot using knowledge of genre conventions Pre-, While-, and Post-Listening Activities -> Pre-Listening: Prepares learners by activating prior knowledge and setting the stage for comprehension Speculating about content based on titles, visuals, or background information Activating relevant word fields and contextual knowledge Generating predictions or hypotheses about the material -> While-Listening: Focuses on active engagement and comprehension of the material Notetaking or highlighting key points Observing specific details (e.g., relationships, timelines, character actions) Testing initial predictions and refining understanding -> Post-Listening: Consolidates comprehension and facilitates critical reflection Summarizing, discussing, or creatively responding to the material Evaluating understanding through activities like debates, scene recreations, or visual representations Connecting new information to prior knowledge or broader contexts Schemata and Receptive Competences -> Cognitive Schemata: Frameworks shaped by prior knowledge, experiences, and culture. Examples include understanding family structures, social interactions, or institutional dynamics -> Scripts: Patterns for conventional behaviors in specific contexts, such as dining in a restaurant or attending a concert -> Role in Comprehension: Guide learners in filling information gaps and interpreting meaning Facilitate the construction of mental models combining textual, visual, and cultural elements Misaligned or culturally biased schemata can hinder comprehension, emphasizing the need for contextual awareness Input, Output and Interaction Hypothesis Comprehensible Input provides the foundation for understanding the target language Comprehensible Output allows learners to practice and refine their language use Interaction bridges the two, enabling learners to clarify, confirm, and adjust their language understanding and production -> Input Activities: Listening to audio recordings with visuals to aid comprehension Reading simplified texts with new vocabulary introduced in context -> Output Activities: Storytelling or describing pictures to practice language production Writing summaries or answering questions about a topic -> Interactive Activities: Pair or group discussions where students ask and answer questions ⑭ Role-playing real-life scenarios, such as ordering food or asking for directions Key Study Points Receptive competences are interactive, requiring active engagement with written, spoken, and visual texts Top-down and bottom-up processes complement each other and should be balanced in comprehension activities Pre-, while-, and post-listening tasks enhance engagement, comprehension, and reflection Schemata and scripts significantly influence the ability to interpret and integrate information, both aiding and occasionally hindering understanding Vorlesung 3 Teaching Speaking Coherence and Cohesion -> Coherence: Refers to the logical flow and unity of meaning in spoken language Example: A question followed by a relevant and meaningful answer (“What’s your name?” → “My name is Sarah”) -> Cohesion: Refers to linguistic tools that connect ideas, such as conjunctions, pronouns, and lexical devices Example: Using reference words (“this,” “that”) or collocations (e.g., “strong coffee”) The Speaking Process and Its Elements Based on Levelt’s model of speech production: 1. Conceptualisation: -> processing that you are about to say something Planning the message by drawing on knowledge of the topic, speech situation, and discourse rules Learners generate ideas they want to express Example: Deciding to respond to “What’s your hobby?” with “I like painting" 2. Formulation: -> what language / vocabulary should I use? Translating ideas into linguistic forms, including: Grammatical encoding: Structuring sentences correctly Lexical selection: Choosing the right words Phonological encoding: Preparing the sound plan Example: Retrieving the word “painting” from memory 3. Articulation: -> actually articulating -> overt speech (confidence + training needed) Physically producing speech through the coordination of articulatory organs (mouth, lips, tongue) Requires confidence and training Example: Saying “I like painting” aloud 4. Self-Monitoring: -> correcting yourself + feedback (Did people understand me?) Evaluating speech for errors and correcting them in real time checking of the others have received the message Example: If a learner says, “I liking painting,” they might self-correct to “I like painting” Communication Strategies Paraphrasing: Using alternative words to express meaning (“willing to help” → “generous with time”) Code-switching: Alternating between languages when a word is unknown Non-verbal communication: Using gestures and facial expressions to clarify meaning Asking for clarification: Directly requesting help when unsure (“What does that mean?”) Avoidance: Simplifying ideas to reduce linguistic complexity Purposes/Types of Speaking 1. Interactional Speaking: Focused on social interaction and building relationships Examples: Small talk, greetings, jokes 2. Transactional Speaking: Focused on exchanging information or completing tasks Examples: Ordering food, giving directions, presentations Differences Between Speaking and Writing -> Speaking: Dialogic, spontaneous, co-constructed, context-embedded Includes hesitations, false starts, and performance effects Example: Casual conversation -> Writing: Monologic, planned, polished, context-removed Requires formal language and structured syntax Example: Academic essay Genres Associated with Speaking Genres: Specific formats or contexts of spoken output Examples: Interviews, debates, voice messages, role-plays, presentations Importance: Defines the language required and outcomes of speaking tasks Learners’ Speech: Accuracy, Fluency, Complexity Accuracy: Correct use of grammar, vocabulary, and pronunciation Fluency: Smooth speech with minimal pauses or hesitations Complexity: Use of advanced grammar and varied vocabulary to suit the context -> message first, correctness second Priorities and Examples of Teaching Speaking 1. Classroom Priorities: Balance fluency and accuracy Foster a supportive and error-friendly atmosphere Use scaffolding to guide learners toward independence 2. Examples of Activities: Role-playing: Acting out real-life scenarios like job interviews Debates: Practicing formal speaking and argumentation skills Storytelling: Encouraging creativity and fluency Task-based learning: Asking learners to solve problems or complete projects collaboratively Accuracy and fluency in the classroom Fluency Priority in Lower Levels: Focus on encouraging students to speak, rather than emphasizing grammatical accuracy Individualized Feedback: Adjust feedback based on each student’s ability and confidence level Beginners: Avoid excessive corrections, provide positive reinforcement Advanced/Confident Students: Focus on correcting specific errors like pronunciation or grammar Adaptation to Context: Shift focus to accuracy in formal situations like oral exams Note errors during activities and address them afterward to avoid interruptions Error Correction Techniques: Write down and discuss repeated or patterned errors collectively Use visual aids like the board for class discussions of common mistakes Provide personalized feedback (e.g., Post-it notes with individual error corrections) Confidence Building: Create a supportive environment to encourage speaking without fear of frequent correction Designing Speaking Tasks (GOT Framework) Goal: Focus on competence-oriented learning goals -> not just any task but rather one with a goal Example: Engage learners in structured conversations (e.g., opening and closing discussions) students can participate freely in conversations - start, continue or end them - manage communication issues - present their tasks and take different roles Output: Define the specific format or genre learners will produce Example: A presentation or a recorded voice message -> the output the learners have to produce as the goal Topic: Select relevant, engaging topics that create a “need to speak” personal / social / cultural relevance for learners orientation: fachliche Konkretisierung in curricula -> e.g. Freizeitgestaltung Example: “What’s your dream job?” or “Describe your favorite hobby” --> Do the students know what to do? / Is there pushed output? Practical Takeaways -> Scaffolding Speaking Tasks: Provide sentence starters or model phrases (e.g., “I think… because…”) Gradually reduce support as learners gain confidence -> Balancing Fluency and Accuracy: Focus on the message first and correctness second Offer feedback without discouraging participation -> Building Confidence: Use low-pressure activities (e.g., pair work) before full-class presentations Celebrate effort and progress, not just perfection -> Incorporating Genres: Teach the language and structures specific to different speaking genres Example: Use formal phrases for a debate versus casual language for a dialogue Vorlesung 4 Teaching Reading Bottom-Up Processing & Top-Down Processing in the Reading Process -> Bottom-Up Processing Focuses on decoding the smallest units of language (letters, words, phrases) to build meaning Emphasizes data-driven processes like recognizing vocabulary, syntax, and grammar Example: Identifying the meaning of “apple” by decoding the letters and recalling the lexical entry Challenge for learners: Difficulty recognizing unknown vocabulary, grammar, or idiomatic expressions -> Top-Down Processing: Relies on prior knowledge, context, and expectations to interpret meaning Focuses on understanding the overall message rather than isolated words Example: Predicting the meaning of “It was a cold, snowy day” by using knowledge of winter settings Challenge for learners: Lack of cultural or situational knowledge may hinder interpretation -> Teaching Methods to Support Both: Pre-reading: Activating prior knowledge through discussions or visual aids (top-down) While-reading: Teaching decoding strategies (bottom-up) and asking comprehension questions (top-down) Post-reading: Summarizing texts or linking content to students’ own experiences (top-down) Reading Competence -> Definition: The ability to understand, interpret, and evaluate written texts in meaningful ways Includes three levels (van Dijk & Kintsch, 1983): Reading the lines: Literal comprehension of the text Reading between the lines: Inferential comprehension, interpreting hidden meanings Reading beyond the lines: Critical evaluation and connecting the text to broader contexts -> Challenges for Learners: Literal level: Limited vocabulary and grammar knowledge Inferential level: Difficulty recognizing implied meanings Critical level: Lack of critical thinking or background knowledge -> Example Goal: Enable learners to move from basic comprehension to deeper interpretation and evaluation Challenges in Reading Tasks for EFL Learners Vocabulary Struggles with unfamiliar words or idiomatic expressions Misinterpretation due to insufficient lexical knowledge Syntax and Grammar Difficulty decoding complex sentences or unusual grammatical structures Cultural Context Lack of knowledge about the cultural or historical background of texts Motivation Reading may feel abstract or disconnected from students’ interests Teaching Methods for Supporting Reading Comprehension -> Pre-Reading Activities: Purpose: Activate background knowledge, introduce vocabulary, and build interest Examples: Discussing a topic related to the text (e.g., “What do you know about wildlife conservation?”)  Predicting the text content from titles, pictures, or headings Teaching key vocabulary or phrases from the text -> While-Reading Activities: Purpose: Support comprehension and decoding during the reading process Examples: Skimming for general understanding or scanning for specific details Highlighting key vocabulary or phrases Asking guiding comprehension questions (literal, inferential, critical) -> Post-Reading Activities: Purpose: Reflect on, evaluate, and expand on the text Examples: Summarizing the main points in writing or speech Linking the text to personal experiences or current events Engaging in discussions or debates based on the text’s themes Additional Insights Effective reading tasks should integrate both bottom-up and top-down approaches Teachers must provide scaffolding (e.g., vocabulary support, comprehension prompts) to help learners navigate challenges Encouraging learner autonomy through extensive reading or projects (e.g., book reviews) can enhance motivation and fluency Summary: Analysis of the Textbook Sample -> Bottom-Up and Top-Down Processing Bottom-Up: Focus on decoding words like “leprechaun” and understanding repetitive sentence structures Top-Down: Learners use illustrations and context to infer meaning and predict the storyline -> Reading Competence Supports literal comprehension (understanding the story) and inferential comprehension (interpreting the leprechaun’s trick) Lacks opportunities for critical comprehension (evaluating or connecting the story to broader contexts) -> Challenges for EFL Learners Unfamiliar vocabulary (e.g., “leprechaun,” “spade”) and cultural references to Irish folklore Simple sentence structures may limit engagement for advanced learners -> Teaching Methods Pre-Reading: Activate prior knowledge about myths and teach key vocabulary While-Reading: Encourage read-alouds and guide comprehension with questions Post-Reading: Role-play the story and create alternative endings to enhance creativity -> Recommendations Add cultural context (e.g., Irish folklore background) Include questions fostering critical thinking (e.g., “Was the leprechaun’s trick fair?”) Differentiate tasks for learners at varying proficiency levels Vorlesung 5 Teaching Writing Coherence and Cohesion -> Definitions: Coherence: The logical flow and meaningful connection between ideas in a text → Ensuring that the overall message is clear and well-structured Cohesion: The linguistic connections within a text → The use of linking words, pronouns, and discourse markers Key Features of Coherence Logical sequencing of ideas Clear paragraphing and structure Effective linking of arguments Use of examples to illustrate points Key Features of Cohesion Lexical cohesion: Repetition of key words, synonyms, and related terms Grammatical cohesion: Use of pronouns, conjunctions, and reference words (e.g., this, that, these, those) Discourse markers: Words that structure the text, such as “however,” “therefore,” “in contrast” Checklist for Coherence and Cohesion in Writing ✔ Does the text present a unified and logical argument? ✔ Are ideas clearly connected? ✔ Are linking words and cohesive devices used appropriately? Accuracy and Fluency -> Definitions: Accuracy: The correct use of grammar, vocabulary, and spelling Fluency: The ability to express ideas smoothly and naturally Balancing Accuracy and Fluency in Writing Classroom Strategies Encourage risk-taking in writing while also providing corrective feedback Prioritize fluency in early drafts and focus on accuracy in revision stages Implement peer-review activities to enhance both aspects Process-Based and Genre-Based Approaches to Writing -> Process-Based Writing Approach: Writing is seen as a recursive process involving multiple drafts and revisions Focus is on how writers create texts, rather than just the final product Key Stages 1. Setting goals: Determining the purpose and audience 2. Generating ideas: Brainstorming and outlining 3. Organizing information: Structuring ideas logically 4. Selecting appropriate language: Choosing words and grammar that fit the purpose 5. Drafting: Writing the initial version 6. Reviewing and revising: Making improvements based on feedback 7. Editing and publishing: Finalizing the text Genre-Based Writing Approach Focus on what makes a good text in a specific genre Uses model texts to identify features and conventions Steps in Genre-Based Writing 1. Analyzing model texts: Understanding the structure, style, and purpose 2. Identifying linguistic features: Looking at grammar, vocabulary, and tone 3. Writing practice: Applying genre conventions in one’s own writing 4. Reviewing and refining: Checking for adherence to the genre Comparison of Both Approaches Text Types and Genres -> Common Text Types in EFL Writing: Narrative texts: Stories, personal experiences Descriptive texts: Describing people, places, objects Argumentative texts: Essays, opinion pieces Expository texts: Reports, explanations Creative texts: Poems, plays, creative storytelling Genre Considerations in Writing Each genre has specific linguistic and structural characteristics Understanding genre helps students apply the right tone, structure, and vocabulary Writing Strategies -> Empirically Validated Writing Strategies: TREE Strategy (Topic sentence – Reasons – Examine – Ending) → Useful for argumentative writing CDO Strategy (Compare – Diagnose – Operate) → A revision strategy for improving coherence and accuracy Vocabulary Expansion Strategy → Brainstorming and listing key words before writing Self-Regulated Writing Strategies Planning: Outlining before writing Monitoring: Checking progress while writing Evaluating: Reviewing drafts to ensure clarity Feedback in Writing -> Types of Feedback: 1. Teacher Feedback: Focuses on linguistic accuracy, organization, and coherence 2. Peer Feedback: Encourages collaborative learning and revision 3. Self-Assessment: Helps students develop autonomy in writing Effective Feedback Strategies ✔ Direct feedback: Teacher corrects mistakes explicitly ✔ Metalinguistic feedback: Provides explanations and rules for corrections ✔ Electronic feedback: Using tools like comments in word processors ✔ Peer-review activities: Encouraging discussions on strengths and weaknesses Portfolio Assessment Collecting writing samples over time Encourages self-reflection and progress tracking Allows teachers to assess writing development holistically Final Key Takeaways ✔ Writing is both a process and a structured skill that requires explicit teaching ✔ A balance between fluency and accuracy is necessary for effective writing ✔ Coherence and cohesion ensure that texts are understandable and logically structured ✔ Both process-based and genre-based approaches have their place in teaching writing ✔ Writing strategies and constructive feedback enhance students’ writing skills Vorlesung 6 Teaching Culture Introduction: Why is Culture Important in Foreign Language Teaching? Cultural learning is an integral part of modern foreign language teaching, as language and culture are inextricably linked Teaching cultural knowledge enables learners not only to achieve better language proficiency but also to communicate appropriately with people from different cultural backgrounds In German foreign language education, this approach is reinforced by educational standards that emphasize intercultural competence (ICC) as a key objective One of the most influential models in this field is Michael Byram’s Intercultural Communicative Competence (ICC) model, which is embedded in all German curricula for foreign language teaching (FLT) Byram’s Model of Intercultural Communicative Competence (ICC) -> Michael Byram (1997) developed the ICC model, which extends beyond linguistic competence by incorporating cultural understanding and critical reflection. The model consists of five key components (savoirs): -> Attitudes (Savoir être) Willingness to relativize one’s own perspective and appreciate others Openness, curiosity, and respect for different cultural norms Readiness to suspend disbelief about other cultures -> Knowledge (Savoirs) Awareness of one’s own culture and that of the target language Understanding of cultural norms, behaviors, and historical backgrounds Knowledge of the general principles of societal and individual interactions -> Skills of Interpreting and Relating (Savoir comprendre) Ability to analyze, interpret, and relate cultural documents, texts, and behaviors Comparing cultural artifacts and social practices of different societies -> Skills of Discovery and Interaction (Savoir apprendre/faire) Ability to acquire new cultural knowledge and apply it in real-time communication Engaging in meaningful intercultural exchanges -> Critical Cultural Awareness (Savoir s’engager) Reflecting critically on cultural values, practices, and perspectives Assessing cultural norms from an informed, analytical standpoint -> Byram’s model highlights that language learners should not only acquire linguistic skills but also develop the ability to function effectively in intercultural situations. This makes cultural learning a crucial component of FLT Criticism of the ICC Model -> While Byram’s model has been widely adopted in language education, it has also been subject to criticism: Eurocentric Bias: The model is often seen as too focused on Western concepts of culture, potentially overlooking diverse cultural perspectives Static View of Culture: Some scholars argue that Byram’s framework presents culture as a fixed set of norms and values, whereas cultures are dynamic and constantly evolving Challenges in Assessment: Measuring intercultural competence is complex, as it involves subjective and qualitative aspects, making standardized assessment difficult Limited Application in the Digital Age: With increasing digital and global interactions, the traditional concept of culture is being redefined, requiring a more flexible and adaptable approach -> Despite these critiques, the ICC model remains a foundational framework in foreign language education, helping students navigate intercultural encounters effectively Approaches to Teaching Culture in the Language Classroom -> There are various pedagogical strategies to integrate culture into language teaching. Some key approaches include: A. The Iceberg Model of Culture (Weaver, 1993) Surface Culture: Visible aspects (e.g., food, festivals, music, literature) Deep Culture: Invisible aspects (e.g., values, beliefs, communication styles) Teachers should encourage learners to explore both levels to gain a holistic cultural understanding B. Experiential Learning Role-plays, simulations, and cultural immersion activities Virtual exchanges with native speakers Intercultural storytelling and real-life scenarios C. Using Authentic Materials Incorporating literature, films, music, and media from target cultures Engaging students with real-life cultural artifacts and contemporary issues D. Project-Based Learning Collaborative projects focusing on intercultural themes Encouraging students to conduct interviews or research on cultural topics E. Critical Cultural Awareness Activities Comparative discussions on cultural norms and stereotypes Encouraging students to reflect on their own cultural biases -> These approaches aim to foster intercultural competence by engaging students in active, meaningful, and reflective learning experiences Conclusion: The Importance of Cultural Learning in FLT -> The integration of cultural learning in foreign language education is essential to prepare students for real-world intercultural interactions -> Byram’s Intercultural Communicative Competence (ICC) model provides a comprehensive framework that highlights the need for attitudes, knowledge, and skills in intercultural communication -> While the model has its limitations, it remains highly relevant, especially when combined with modern teaching approaches that promote active and reflective cultural learning Key takeaways: ✔ Intercultural competence is a core objective in foreign language education ✔ Byram’s ICC model provides a structured framework for intercultural learning ✔ A combination of theoretical models and practical classroom approaches enhances cultural learning ✔ Language teachers should move beyond stereotypes and static cultural representations to promote a dynamic and inclusive understanding of culture -> By implementing these strategies, language educators can equip students with the skills to engage effectively and respectfully in a multicultural world Vorlesung 7 Teaching Literature and Film Introduction: Why Use Literature and Film in EFL Teaching? -> Literature and film play an essential role in English as a Foreign Language (EFL) education due to their potential to: Enhance linguistic competence: Exposure to authentic language in context Foster intercultural understanding: Depict diverse cultural perspectives Improve critical thinking skills: Encourage analysis and interpretation Increase motivation and engagement: Provide emotional and aesthetic appeal -> Globalization, technological advancements, and curricular reforms have significantly changed the role of literature and film in the language classroom Theoretical Foundations: Concepts and Competences A. Why Literature and Film Matter in FLT (Foreign Language Teaching)? -> Literature and film are valuable tools because they: Support language acquisition through exposure to authentic discourse Encourage context-based learning and real-world application Offer insights into cultural identity, history, and values B. Literature and Film in the CEFR (Common European Framework of Reference for Languages) The CEFR highlights text and media competence as a core learning goal Literature and film help develop linguistic, cultural, and communicative competences They provide opportunities for task-based learning and multimodal literacy C. Key Competences Developed Through Literature and Film 1. Linguistic Competence: Expanding vocabulary, syntax, and stylistic awareness 2. Cultural Competence: Understanding different perspectives and contexts 3. Aesthetic Competence: Developing appreciation for artistic forms 4. Critical Thinking Skills: Encouraging interpretation and personal response Selecting Literary and Filmic Texts for EFL Learners Criteria for Choosing Suitable Texts 1. Language Level & Complexity Match with learners’ proficiency level (A1-C2 in CEFR) Consider lexical, syntactical, and structural difficulty 2. Cultural Relevance Reflect diverse perspectives and global issues Provide insight into target-language cultures 3. Learner Interests & Engagement Consider age-appropriateness and personal engagement factors Use genres learners can relate to (e.g., dystopian fiction, mystery, YA literature) 4. Pedagogical Value Encourage active participation and discussion Foster creative and analytical responses Text Types in EFL Teaching Traditional literature: novels, short stories, poetry Modern media texts: graphic novels, films, digital storytelling Multimodal texts: film adaptations, interactive fiction Approaches to Teaching Literature and Film Traditional Approaches 1. Close Reading: Analyzing texts for deeper meaning 2. Text-Based Approach: Focus on linguistic structure and literary elements 3. Reader-Response Approach: Encourages personal engagement and interpretation Modern and Interactive Approaches 1. Task-Based Learning (TBL) Example: Rewriting a scene from a novel or film Encourages active, creative engagement 2. Drama and Performance Example: Role-playing and dramatization of literary scenes Enhances speaking skills and emotional connection 3. Comparative Media Analysis Example: Comparing a novel with its film adaptation Develops critical media literacy 4. Digital Storytelling & Multimodal Learning Example: Creating digital book trailers or short films Encourages multisensory engagement and creativity Challenges and Solutions in Teaching Literature and Film Common Challenges 1. Language Barriers: Complex vocabulary and structures 2. Cultural Distance: Lack of background knowledge 3. Student Motivation: Perceived difficulty of literary texts 4. Assessment Issues: How to evaluate literary understanding Strategies to Overcome Challenges 1. Scaffolding Language Learning: Pre-teaching key vocabulary, using glossaries 2. Cultural Contextualization: Providing background knowledge and historical context 3. Using Multimodal Resources: Audiobooks, film clips, graphic adaptations 4. Student-Centered Approaches: Allowing choice in texts and projects Practical Lesson Ideas for Teaching Literature and Film Pre-Reading / Pre-Watching Activities Prediction tasks: Based on title, images, or trailer Vocabulary previews: Word clouds, quizzes, concept maps Cultural research: WebQuests or short presentations While-Reading / Watching Activities Guided discussion questions Role-play and creative rewriting Comparing different interpretations of a scene Post-Reading / Watching Activities Debates and discussions: Ethical or thematic analysis Creative projects: Making posters, rewriting endings, digital storytelling Reflective writing: Personal connections and reactions Conclusion: The Role of Literature and Film in EFL Education ✔ Literature and film enhance linguistic, cultural, and analytical skills ✔ Effective text selection should consider language level, cultural relevance, and learner engagement ✔ A combination of traditional and modern teaching approaches ensures active participation and motivation ✔ Addressing challenges through scaffolding, multimodal learning, and student-centered approaches improves outcomes -> By integrating literary texts and film into EFL classrooms, teachers create rich, engaging, and meaningful learning experiences that foster language acquisition, cultural awareness, and critical thinking Vorlesung 8 First language acquisition Introduction: What is First Language Acquisition? First Language Acquisition (FLA) is the natural process through which infants and young children acquire their mother tongue(s) without formal instruction It follows a predictable developmental path and occurs universally among humans -> Studying FLA helps in understanding: How humans acquire and process language The foundation of second or foreign language learning Biological, cognitive, and social factors influencing language development Stages of First Language Acquisition Early Weeks of Life Communication is primarily through crying, signaling needs Infants can recognize their mother’s voice and differentiate phonemes of all languages Cooing and gurgling begin, marking early vocal play First Year Babbling stage begins (e.g., “ba-ba”, “da-da”) Loss of phonetic sensitivity: Babies stop hearing phonetic contrasts not used in their native language Around 12 months, they understand frequently used words and produce their first recognizable words (e.g., “mama”, “dada”) Age of Two Vocabulary explosion: At least 50–200 words Start combining words into two-word phrases (e.g., “want cookie”, “daddy go”) Early grammatical structures emerge, though still incomplete Age of Three Sentence length and complexity increase significantly Overgeneralization of grammatical rules (e.g., “goed” instead of “went”) More frequent use of question words (“what?”, “where?”, “who?”) Pronunciation improves, speech becomes more fluent Pre-School Years (Ages 4–5) Basic sentence structures mastered, including negation (e.g., “I don’t want it”) More complex question formation (e.g., “Why is the sky blue?”) Begin telling stories and creating narratives Improved social communication skills, such as turn-taking in conversations School Years (Ages 6 and Beyond) Vocabulary expands to thousands of words Learn academic language (e.g., “population”, “latitude”) Understand different language registers (formal vs. informal speech) Develop ability to comprehend metaphors and abstract concepts Theories of First Language Acquisition Behaviorism (B.F. Skinner) Language is learned through imitation, reinforcement, and conditioning Parents provide positive reinforcement for correct speech Challenges: Does not explain how children create novel sentences Fails to account for the rapid pace of language learning Innatism (Noam Chomsky) Humans are born with an innate ability for language learning The Language Acquisition Device (LAD) allows children to learn language naturally Supports the idea of Universal Grammar (UG): all human languages share common principles -> Evidence: Children acquire grammar despite limited and imperfect input They produce sentences they’ve never heard before -> Challenge: Does not fully explain the role of interaction in language learning Interactionism (Lev Vygotsky, Jerome Bruner) Language develops through social interaction with caregivers Scaffolding: Adults provide structured support to help children acquire language The role of social engagement and cognitive development is emphasized Example: Child-Directed Speech (CDS) (exaggerated intonation, simplified grammar) The Critical Period Hypothesis (CPH) Suggests that there is a biological window for acquiring a language If children do not receive linguistic input early, they may never fully acquire language Famous case studies: Victor (The Wild Child, 1799): Found in France, had minimal language development despite training Genie (USA, 1970s): Isolated until age 13, never fully acquired grammar Key Takeaways ✔ First language acquisition follows a universal sequence of stages ✔ Theories explain language learning as a mix of innate ability, environmental interaction, and reinforcement ✔ The Critical Period Hypothesis suggests that language must be acquired early in life for full proficiency ✔ Studying FLA helps understand second language acquisition and informs language teaching Vorlesung 9 Second language learning Introduction: Why Study Second Language Acquisition (SLA)? SLA examines how people learn an additional language after acquiring their first As future foreign language teachers, understanding SLA helps to: Develop effective teaching strategies based on research Support learners through different stages of acquisition Address common errors and learning difficulties Theories of Second Language Learning -> Behaviourist Approach (B.F. Skinner) Language learning is seen as habit formation through imitation and reinforcement Learners imitate the language they hear and develop correct patterns through repetition Positive reinforcement (e.g., praise, rewards) strengthens correct language use Criticism: Does not explain how learners create new sentences Overlooks cognitive processes involved in language learning Does not account for errors that go beyond imitation -> Innatist Approach (Noam Chomsky) Humans have an innate capacity to learn languages (Language Acquisition Device - LAD) Language learning follows Universal Grammar (UG), which guides learners in forming rules Emphasizes implicit knowledge of grammatical structures rather than direct learning Criticism: Does not explain the role of social interaction in SLA Limited evidence for a universal grammar in second language learning -> Interactionist Approach (Lev Vygotsky, Jerome Bruner) Language develops through interaction with others Learners acquire a second language through meaningful communication Scaffolding: Teachers provide structured support to help learners progress Zone of Proximal Development (ZPD): Learners achieve more with assistance than alone Criticism: Does not fully explain internal cognitive mechanisms of language learning Krashen’s Monitor Model -> One of the most influential models of SLA, consisting of five hypotheses: -> The Acquisition-Learning Hypothesis Acquisition: Subconscious, natural language learning (e.g., exposure to conversations) Learning: Conscious study of rules (e.g., grammar exercises) Key idea: Acquisition is more important than learning for fluency -> The Monitor Hypothesis The “monitor” checks and corrects output before speaking or writing Overuse of monitoring can lead to hesitation in speaking -> C. The Input Hypothesis (Comprehensible Input) Learners need input slightly above their current level (“i + 1”) Meaning-focused exposure to language is more effective than grammar drills -> The Affective Filter Hypothesis Emotional factors (e.g., anxiety, motivation, self-confidence) affect SLA A high affective filter (e.g., fear of mistakes) can block language learning A low affective filter (e.g., relaxed classroom environment) facilitates learning -> The Natural Order Hypothesis Learners acquire grammatical structures in a predictable sequence Teaching grammar out of sequence does not accelerate learning -> Output Hypothesis (Swain, 1985) Learners need to produce language (not just receive input) to develop fluency Output helps learners notice gaps in their language knowledge Speaking and writing reinforce active processing of language Processability Theory (Pienemann, 1998) Learners acquire linguistic structures in a fixed order based on cognitive processing ability Teaching advanced structures too early will not be effective Focus on developmentally appropriate instruction Interlanguage Theory Interlanguage = a learner’s developing second language SLA is a gradual process with stages of development Errors are a natural part of learning -> Stages of Interlanguage Development Single words and formulaic expressions (e.g., “What’s that?”) Basic sentence structures (e.g., “She go home”) More complex grammar and vocabulary Near-native proficiency -> Error Types in Interlanguage Developmental errors: Learners are not yet ready to produce correct forms (e.g., What they playing?) Overgeneralization: Applying rules too broadly (e.g., goed instead of went) Negative transfer (L1 influence): Applying native language rules incorrectly (e.g., By me gave it many presents) Variational mistakes: The correct form is known but not used consistently Reflection Questions for Teachers A) Why is Second Language Acquisition Theory Important for Teachers? Helps understand how learners acquire language Provides insight into common learner errors and how to address them Supports the use of effective teaching strategies B) How Can SLA Knowledge Help Your Future Students? Allows teachers to adjust teaching methods based on learners’ developmental stage Helps create a positive learning environment that reduces anxiety and increases motivation Encourages meaningful communication instead of rote memorization Key Takeaways ✔ SLA theories explain how learners acquire a second language through input, interaction, and output ✔ Krashen’s Monitor Model emphasizes comprehensible input and emotional factors in language learning ✔ Processability Theory highlights the importance of teaching appropriate structures at the right time ✔ Interlanguage is a developmental process, and errors should be seen as a natural part of learning ✔ Understanding SLA helps teachers support students effectively and create engaging lessons