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Teaching and Learning English in the Digital Age

von De Florio-Hansen, Inez Fach: Schulpädagogik; Anglistik/ Amerikanistik;

First of all, teaching and learning English in the digital age means using digital tools in TEFL classrooms. This introduction exemplifies how to implement them in a meaningful way in combination with reliable methods. A further important aspect of digitization is teaching and learning about media. Teachers have to create and deploy opportunities that allow students to develop a critical stance toward media in general and digital media in particular.
This introduction to TEFL shows that the rapidly increasing influences of digitization lead to more internationalized and globalized science-based approaches to teaching and learning English. In this perspective, digitization offers an opportunity to rethink and reshape didactic concepts.
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Details
ISBN 9783825249540
UTB-Titelnummer 4954
Auflagennr. 1. Aufl.
Erscheinungsjahr 2018
Erscheinungsdatum 23.04.2018
Einband Kartoniert
Formate UTB M (15 x 21,5 cm)
Originalverlag Waxmann
Umfang 340 S., 10 Abb.
Inhalt
Introductory remarks 9
Part 1: Basic issues of TEFL
1. Introduction:
Fremdsprachendidaktik and Foreign Language Pedagogy 11
1.1 The aims of Fremdsprachendidaktik 12
1.2 The contributions of Sprachlehrforschung to Foreign Language Teaching 16
2 Scientific disciplines related to Foreign Language Teaching
(Bezugswissenschaften) 20
2.1 General remarks: Allgemeine Didaktik 21
2.2 Processes of learning EFL 23
2.3 Processes of teaching EFL 27
2.4 Contributions to content aspects of TEFL 32
3. Research methods 42
3.1 Research design and research methodology 43
3.2 A conventional differentiation: qualitative and quantitative research methods 45
3.3 Further approaches: descriptive and explanatory research 48
3.4 Evidence-based research and meta-analyses 53
4 Communicative Competence and Communicative Language Teaching (CLT) 61
4.1 The occurrence of CLT 62
4.2 The development of CLT in Germany 62
4.3 The development of CLT in the English-speaking countries 64
4.4 Further influences of CLT 66
4.5 Trivializations and misunderstandings 67
5 Implementing CLT: issues of methodology 73
5.1 Approach, strategy/method and technique 74
5.2 Implementing CLT in TEFL classrooms 77
6 Official recommendations: Council of Europe and European Centre for Modern Languages 98
6.1 Relevant aims of the Council of Europe (CoE) and the European Centre for Modern Languages (ECML) 99
6.2 Threshold Level, Common European Framework of Reference and the Companion Volume with New Descriptors 101
6.3 The European Language Portfolio 109
7 Official studies and guidelines: Standing Conference (KMK) and affiliated institutions 118
7.1 From PISA to DESI 119
7.2 KMK-Standards and the Institute for Quality Development in Education (IQB) 126
7.3 KMK Strategy-Paper: Education in the digital world 137
Part 2: Learners and teachers in the context of digitization
8 Successful learners 143
8.1 Learning styles 144
8.2 Learning models 147
8.3 Motivation and interest 153
8.4 Digital natives and computer competence 157
9 Being a better teacher 163
9.1 Teaching styles and subjective theories 164
9.2 Fundamental preconditions: classroom management and classroom climate 170
9.3 A major challenge: inclusion and heterogeneity 175
10 Teacher education in the digital age 180
10.1 Digital immigrants 181
10.2 Pre- and in-service training 187
10.3 KMK requirements for teaching in the digital world 193
Part 3: Practical issues of TEFL
11 Th e interplay between reliable methods and digital media 197
11.1 Computer, Internet, and digitization: a brief overview 198
11.2 Th e integration of digital tools into TEFL classrooms 201
11.3 Th e interdependence between analogical and digital knowledge, skills and attitudes 228
12 From language to literature: Intercultural Discourse Competence 230
12.1 Plea for an integrated view 231
12.2 From Communicative Competence to Intercultural Discourse Competence 232
12.3 ICD: the power of language 241
12.4 ICD: the power of cultures 243
12.5 ICD: the power of literature 245
13 A teaching model as starting point 250
13.1 The MET – a science-oriented teaching model 251
13.2 Planning and starting the lesson 255
13.3 Presenting knowledge and skills – assertive questioning 259
13.4 Guided and independent practice 262
13.5 Cooperative and project-based learning 268
14 Feedback: formative assessment 275
14.1 Newer research into feedback 276
14.2 Formative feedback given by teachers to students 282
14.3 Formative peer feedback 288
14.4 Feedback given by students to teachers 290
15 Feedback: summative assessment 296
15.1 Formative and summative assessment: common features of feedback 297
15.2 Summative assessment: general traits 298
15.3 Guidelines, regulations and laws 299
15.4 Suggestions for meaningful summative assessment 304
Conclusion: simple, unexpected, concrete, credible, emotional and narrative 310
References 311
Glossary 329
Autoreninfo

De Florio-Hansen, Inez

De Florio-Hansen, Inez

Professor Dr. Inez De Florio-Hansen lehrte seit 1996 als Universitätsprofessorin für Romanistik/Fremdsprachenlehr- und -lernforschung an der Universität Kassel und ist emeritiert.
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