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Inez de Florio-Hansen

Teaching and Learning English in the Digital Age

Verfügbarkeit: Auf Lager

Lieferzeit: 2-3 Tage

EAN/ISBN
9783838549545
1. 2018

Details

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.
  • Book Cover1
  • Imprint5
  • Contents6
  • Introductory remarks9
  • 1 Introduction: "Fremdsprachendidaktik" and Foreign Language Pedagogy11
  • 1.1 The aims of "Fremdsprachendidaktik"12
  • 1.2 The contributions of "Sprachlehrforschung" to Foreign Language Teaching16
  • Conclusion17
  • Review, Reflect, Practice18
  • Recommended Reading18
  • 2 Scientific disciplines related to Foreign Language Teaching ("Bezugswissenschaften")20
  • 2.1 General remarks: "Allgemeine Didaktik"21
  • 2.2 Processes of learning EFL23
  • 2.3 Processes of teaching EFL27
  • 2.4 Contributions to content aspects of TEFL32
  • 3 Research methods42
  • 3.1 Research design and research methodology43
  • 3.2 A conventional differentiation: qualitative and quantitative research methods45
  • 3.3 Further approaches: descriptive and explanatory research48
  • 3.4 Evidence-based research and meta-analyses53
  • 4 Communicative Competence and Communicative Language Teaching (CLT)61
  • 4.1 The occurrence of CLT62
  • 4.2 The development of CLT in Germany62
  • 4.3 The development of CLT in the English-speaking countries64
  • 4.4 Further infl uences of CLT66
  • 4.5 Trivializations and misunderstandings67
  • Conclusion71
  • Review, Reflect, Practice71
  • Recommended Reading72
  • 5 Implementing CLT: issues of methodology73
  • 5.1 Approach, strategy/method and technique74
  • 5.2 Implementing CLT in TEFL classrooms77
  • Conclusion94
  • Review, Reflect, Practice95
  • Recommended Reading96
  • 6 Official recommendations: Council of Europe and European Centre for Modern Languages98
  • 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 Descriptors101
  • 6.3 The European Language Portfolio109
  • Conclusion115
  • Review, Reflect, Practice115
  • Recommended Reading116
  • 7 Official studies and guidelines: Standing Conference (KMK) and affiliated institutions118
  • 7.1 From PISA to DESI119
  • 7.2 KMK-Standards and the Institute for Quality Development in Education (IQB)126
  • 7.3 KMK Strategy-Paper: Education in the digital world137
  • 8 Successful learners143
  • 8.1 Learning styles144
  • 8.2 Learning models147
  • 8.3 Motivation and interest153
  • 8.4 Digital natives and computer competence157
  • Conclusion160
  • Review, Reflect, Practice161
  • Recommended Reading162
  • 9 Being a better teacher163
  • 9.1 Teaching styles and subjective theories164
  • 9.2 Fundamental preconditions: classroom management and classroom climate170
  • 9.3 A major challenge: inclusion and heterogeneity175
  • Conclusion177
  • Review, Reflect, Practice:178
  • Recommended Reading178
  • 10 Teacher education in the digital age180
  • 10.1 Digital immigrants181
  • 10.2 Pre- and in-service training187
  • 10.3 KMK requirements for teaching in the digital world193
  • Conclusion194
  • Review, Reflect, Practice195
  • Recommended Reading195
  • 11 The interplay between reliable methods and digital media197
  • 11.1 Computer, Internet, and digitization: a brief overview198
  • 11.2 The integration of digital tools into TEFL classrooms201
  • 11.3 The interdependence between analogical and digital knowledge, skills and attitudes228
  • 12 From language to literature: Intercultural Discourse Competence230
  • 12.1 Plea for an integrated view231
  • 12.2 From Communicative Competence to Intercultural Discourse Competence232
  • 12.3 ICD: the power of language241
  • 12.4 ICD: the power of cultures243
  • 12.5 ICD: the power of literature245
  • 13 A teaching model as starting point250
  • 13.1 The MET – a science-oriented teaching model251
  • 13.2 Planning and starting the lesson255
  • 13.3 Presenting knowledge and skills – assertive questioning259
  • 13.4 Guided and independent practice262
  • 13.5 Cooperative and project-based learning268
  • Conclusion272
  • Review, Reflect, Practice273
  • Recommended Reading273
  • 14 Feedback: formative assessment275
  • 14.1 Newer research into feedback276
  • 14.2 Formative feedback given by teachers to students282
  • 14.3 Formative peer feedback288
  • 14.4 Feedback given by students to teachers290
  • 15 Feedback: summative assessment296
  • 15.1 Formative and summative assessment: common features of feedback297
  • 15.2 Summative assessment: general traits298
  • 15.3 Guidelines, regulations and laws299
  • 15.4 Suggestions for meaningful summative assessment304
  • Conclusion307
  • Review, Reflect, Practice308
  • Recommended Reading308
  • Conclusion: simple, unexpected, concrete, credible, emotional and narrative310
  • References311
  • Glossary329