• Erasmus+: ADiBE

    © ADiBE Project

    The ADiBE project brings together key figures with ample experience in the field of Content and Language Integrated Learning (CLIL) from six countries (Spain, Austria, Finland, Germany, Italy, and the UK). It aims to fill a much-needed niche affecting catering to diversity within CLIL programs across Europe and to work towards an inclusive, innovative, and reflective society by offering research-based evidence and concrete resources to improve language learning and make bilingual education a more inclusive reality for all.

    Its objective is three-pronged:

    • to identify difficulties and best practices in catering to diversity in intercultural and content integrated language learning and teaching;
    • to produce and implement project -, task-, and ICT-based activities to make CLIL accessible to all types of achievers;
    • and to design and pilot teacher training modules to empower practitioners to step up to this important challenge.

    The ultimate aim is to contribute to the integration of all students, regardless of their socioeconomic status, educational background, or achievement level and to making CLIL accessible to all.

    You can find more information on the official ADiBE homepage or on our own ADiBE website.

    © Prof. Frauke Matz

    The second partner meeting took place on 24th-26th October 2019 at the University of Münster.

  • Reading Websites Critically

    How can websites be critically analyzed in the EFL classroom to meet the needs of global digital citizenship education?

    © Anika Marxl & Ricardo Römhild

    Online resources, such as websites, have consistently been gaining significance as primary information resources for adolescents. While modern eco-documentary productions, for instance, have reacted by extensively increasing their online presence, according meaning-constructing processes of those websites have not yet been sufficiently researched in academic contexts.
    Thus, it seems necessary to develop those literacies required to successfully and critically use websites as information sources at school, especially since large parts of discourses on global issues take place online. Therefore, websites such as www.beforetheflood.com are prime objects of investigation in pursuit of such central educational goals as democratic participation (demokrative Handlungskompetenz) and discourse competence (fremdsprachliche Diskursfähigkeit).
    To make informed decisions as democratic citizens, students need to be able to participate in and critically reflect on these discourses. Before the flood calls on students to take action against climate change using different methods to appeal to the audience. Our model demonstrates how this appeal is designed and provides a guide for teachers to enable students to take a critical stance towards it. Since eco-documentaries bear enormous potential for transcultural learning, their respective online presence offers the opportunity to connect film literacy, transcultural learning, global education and digital literacies.

  • Nigeria - Cultural Learning, Global & Human Rights Education

    Publication Projects:

    Gut, U. & Matz, F. (eds.) (forthcoming): Teaching Nigeria - Culture and Language. Tübingen: Narr.

    Matz, F. / Stein, M. & Stierstorfer, K. (eds.) (forthcoming): Reading Nigeria. Tübingen: Narr.

    Marxl, A. (2020): „Getting to Know Nigeria. Creating an Infographic.“ In: Englisch betrifft uns, 2/2020, 1-6.

    Römhild, R. (2020): „Just Food: Coping with the Crisis. Exploring Nigeria through a 360° i-Documentary.“ In: Englisch betrifft uns, 2/2020, 21-25.

    Siepmann, P. (2020): „‚Between need and life there must be hope.‘ Exploring Nigeria’s megacity through Rashidah Ismaili’s poem ‚Lagos‘.“ In: Englisch betrifft uns, 2/2020, 7-13.

    Matz, F. & Rogge, M. (2020): "Widening the Horizon – The Challenges of Teaching Nigeria in the German EFL Classroom." In: Arbeiten aus Anglistik und Amerikanistik. 2020, 45/2, 47-65.

    Matz, F. & Rogge, M. (2020): "'They say water is life’. Das Recht auf Wasser als Menschenrecht begreifen lernen und ein schulisches Wasserprojekt begründen". In: Der Fremdsprachliche Unterricht Englisch: West Afrika – Ghana & Nigeria (166/2020), 20-27.

    Siepmann, P. & Matz, F. (eds.) (2020): Abi-Box Nigeria (working title). Hannover: Brinkmann Meyhöfer.

    Siepmann, P. & Matz, F. (eds.) (2020): When We Speak of Nothing. Begleitheft zur Lektüre (working title). Hannover: Brinkmann Meyerhöfer.

    Matz, F. (2020): "Thriving on Hybridity: Naija Beats im Englischunterricht. Kulturelles Lernen durch Musik". In: Bartosch, Roman / Bosenius, Petra / Gilbert, Elisabeth & Schönbauer, Daniel (eds.): Interkulturelles Lernen im Englischunterricht: Fokus Nigeria. Themen, Texte und Aufgaben. Stuttgart: Kallmeier / Klett, 2020, 124-142.

    © Rogge

    Workshop for teachers

    In this school year, the North-Rhine Westphalian Ministry of Education has introduced Nigeria as a country of reference into its school curriculum. It is a challenge, though, for teachers and teacher trainees to find their way into the vastness of this new topic area as part of the Abitur.

    This training event serves as a practical introduction to the complex field of learning with and about Nigerian literature, film and music in the secondary EFL classroom and will generate a range of fresh perspectives on Nigeria for teachers.

    The workshops will be:

    • Nigerianische Lyrik unterrichten: (Wie) geht das?
      Daniel Becker, WWU Münster.
    • Kulturelles Lernen durch digitale Medien.
      Frauke Matz, WWU Münster & Michael Rogge, ZfsL Gelsenkirchen.
    • Teaching Nigerian Diaspora Literatures and Cultures: Olumide Popoola’s When We Speak of Nothing.
      Philipp Siepmann, WWU Münster.
    • Blindfolds of history: Reflecting on Education with Burna Boy's Music Video 'Another Story’.
      Julian Wacker, WWU Münster.
    • Nigeria on Screen - Exploring Nigeria through Documentaries.
      Ricardo Römhild, WWU Münster.

    The next training event will take place on 4th February, 2020.

  • QLB Teilprojekt Videobasierte Lehrmodule als Mittel der Theorie-Praxis-Integration

    Dieses Projekt findet in Verbindung mit dem Projekt "Mündliche Prüfungen" statt (siehe unten).

    Im Rahmen des Teilprojekts der QLB Münster "Videobasierte Lehrmodule als Mittel der Theorie-Praxis Integration" soll die Theorie-Praxis-Integration in den universitären Lehrveranstaltungen zur Lehrerbildung (Czerwenka & Nölle, 2011) durch den Einsatz von Videos verbessert werden. Dazu wurde neben dem bereits bestehenden Portal VIU das fächer- und schulformübergreifende Videoportal ProVision geschaffen. Mit Hilfe der dort zu Verfügung stehenden Unterrichtsvideos werden videobasierte Lehrveranstaltungen zur Förderung der professionellen Wahrnehmung (Sherin & van Es, 2002) hinsichtlich des Umgangs mit Schülerheterogenität in verschiedenen Fächern konzeptualisiert, durchgeführt und evaluiert.
    In einem ersten Schritt wurden dazu - unterstützt durch den Servicepunkt Film des Zentrums für Informationsverarbeitung der WWU Münster - professionelle Unterrichtsvideos aus den Fächern Deutsch (Grundschule + Sekundarstufe), Geographie (Sekundarstufe), Mathematik (Grundschule), Sachunterricht (Grundschule) und Sport (Sekundarstufe) sowie aus dem Berufskolleg mit Hilfe von vier bis sechs Kameras und bis zu 30 Funkmikrofonen aufgenommen und aufbereitet.
    In einem zweiten Schritt wurden videobasierte Lehrseminare zur Förderung eines geschulten Blicks für den Umgang mit Schülerheterogenität ausgearbeitet und pilotiert. Dabei wurde im Rahmen der Seminare auch die Heterogenität von Schülern vor allem in Bezug auf Fähigkeits- oder Sprachunterschiede thematisiert. Die inhaltliche Konzeption sowie die methodische Einbettung der videobasierten Lehrmodule werden evaluiert und im Kontext der wiederholten Seminardurchführung optimiert.
    Die WWU Münster setzt sich für einen weitreichenden Transfer der videobasierten Lehrmodule ein. So strebt sie die Schaffung einer übergreifenden Videodatenbank an, welche die Nutzung von Videos in der Lehrerbildung auf nationaler Ebene (z. B. in Bezug auf Lehrkräfte und Studierende anderer Hochschulen, Seminarleiter und Lehrpersonen im Referendariat oder bereits praktizierende Lehrkräfte an Schulen) verbessern soll.
    Im Rahmen der Programmbegleitung fand am 16./17. Juni 2016 an der Westfälischen Wilhelms‐Universität (WWU) in Münster ein Workshop zum "Einsatz von Videos in der Lehrerbildung" statt. Der Workshop wurde gemeinsam mit dem DLR Projektträger ausgerichtet, wobei die örtliche Tagungsleitung bei Prof. Dr. Manfred Holodynski, Prof. Dr. Kornelia Möller und Dr. Marianne Ravenstein von der WWU lag. Der Workshop bot Gelegenheit, die Ansätze der in der "Qualitätsoffensive Lehrerbildung" beteiligten, videobezogenen Projekte vorzustellen, bereits etablierte Angebote zu diskutieren und die Basis für gemeinsame Entwicklungen und eine programmbegleitende Zusammenarbeit in diesem Feld zu schaffen.

    Nähere Informationen finden sie hier.

  • Mündliche Prüfungen

    Dieses Projekt findet in Verbindung mit dem Projekt "QLB Teilprojekt Videobasierte Lehrmodule als Mittel der Theorie-Praxis-Integration" statt (siehe oben).

    Publications

    Matz, Frauke/Rogge, Michael/Rumlich, Dominik (2018): “Mündliche Prüfungen – Themenheft.“ Der Fremdsprachliche Unterricht Englisch (153).

    • Matz, Frauke/Rogge, Michael/Rumlich, Dominik: “What Makes a Good Speaker of English? – Sprechkompetenzen mit mündlichen Prüfungen erfassen.“ In: Der Fremdsprachliche Unterricht Englisch (153), 2-7.
    • Matz, Frauke/Rumlich, Dominik : A National Day of Healing – eine mündliche Prüfung als radio discussion gestalten. In: Der Fremdsprachliche Unterricht Englisch (153), 26-32.
    • Siepmann, Philipp (2018): “Why I live a zero waste life. Im monologischen Teil einer mündlichen Prüfung eine Rede halten”. In: Der Fremdsprachliche Unterricht Englisch (153), 40-46.


    Matz, Frauke/Rogge, Michael/Rumlich, Dominik (im Druck): "Die mündliche Prüfung in der Sekundarstufe II: Herausforderung und Chance für die Fremdsprachendidaktik." In: Drackert,Anastasia/Mainzer-Murrenhoff, Mirka/Soltyska, Anna/Timukova, Anna (Hrsg.): Testen bildungssprachlicher Kompetenzen und akademischer Sprachkompetenzen – Synergien zwischen Schule und Hochschule erkennen und nutzen. Frankfurt a.M.: Peter Lang.

    Matz, Frauke/Rogge, Michael/Rumlich, Dominik (in Vorbereitung): Die Mündliche Prüfung - eine Einführung. Narr Starter. Tübingen: Narr.

    Matz, Frauke/Rogge, Michael/Rumlich, Dominik (in Vorbereitung): Die Mündliche Prüfung - Vorbereitung, Durchführung und Bewertung. Narr Studienbuch. Tübingen: Narr.

  • QLB Teilprojekt Basiscurriculum Heterogenität

    Die Auseinandersetzung mit zentralen Heterogenitätsdimensionen (z. B. Sprache, Kultur, Leistung) und eine systematische Anwendung des Grundprinzips individueller Förderung sind derzeit noch zu selten Gegenstand von Lehrveranstaltungen in der Lehrer*innenbildung an der WWU.

    Das erste Ziel des Teilprojektes ist daher, das Thema Heterogenität und Inklusion von Schüler*innen in den fachdidaktischen und bildungswissenschaftlichen Veranstaltungen durch die Entwicklung eines heterogenitätsbezogenen Curriculums zu verankern. Neben einer solchen Auseinandersetzung mit Heterogenität und Inklusion sollen (Ziel 2) Konzepte für Lehrveranstaltungen entwickelt werden, bei denen der Umgang mit Heterogenität auch auf der Ebene der Lehramtsstudierenden Berücksichtigung findet.

    Arbeitsschritte des Projekts umfassen
    a) eine Dokumentation der Ausgangslage (Analyse des Curriculums, strukturierte Befragung, Interviews mit Lehrenden),
    b) eine Abfrage von Bedarfen zur Qualifizierung der Lehrenden sowie die Entwicklung und Durchführung entsprechender Workshops und
    c) die über die beteiligten Fächer hinweg koordinierte Entwicklung und Evaluation von Lehrangeboten.
    In diesen Lehrangeboten soll einerseits das Grundprinzip individueller Förderung zum Gegenstand gemacht werden. Im Kern des Teilprojekts steht eine Abstimmung und Vernetzung der Lehrangebote zwischen Fächern, Fachdidaktiken und Bildungswissenschaften. Über eine systematische formative Evaluation der Lehrangebote erfolgt eine kontinuierliche Optimierung der Lehrkonzepte. Die im Rahmen der anderen drei Teilprojekte entwickelten Praxiselemente sollen sukzessive in das fächerübergreifende Curriculum integriert werden.

    Nähere Informationen finden Sie hier.

  • Organiser of the international conference Designing Hybrid Learning Spaces

    © z|zwei design

    In today’s language learning and teaching contexts the discourses of digitalization, individual instruction, differentiation and inclusive education are often discussed separately. Also, teaching in diverse, inclusive classrooms and fostering digital media competences are challenges which are highly relevant in language education. Yet, the digital age requires hybrid learning spaces, meaning spaces in which these different discourses come together. This is why this conference aims at bringing these discourses together and explore concepts for the transformation of foreign language classrooms into hybrid learning spaces.

    A special focus is the support of individual learners through the use of technology in the context of diverse, inclusive language education. However, it will also explore the

    challenges of helping students (and teachers) develop information and filter competences in light of the flood of information available in the digital world;
    the special role of English as lingua franca of digital spaces;

    issues of incorporating new digital genres and multimodal formats;
    (trans-)cultural and global (language) education in these hybrid spaces.

    We are especially interested in the adaptation of the Multiliteracies-Pedagogy for diverse foreign language classrooms and welcome contributions that discuss and critically reflect on the use of digital media in foreign language education in theory and practice from an international perspective.

    This international conference brings together experts in the field of primary and secondary school education and provides insight into how these fields can complement/supplement one another, thereby creating new/further opportunities for language learning, and how learning processes, media competences and their underlying educational concepts can be considered together. It offers a forum for disseminating and discussing new findings and observations.

  • © Daniel Becker

    Video Games and Foreign Language Teaching

    The Symposium Video Games and Foreign Language Learning will take place on February 12th, 2020.
    Please contact Daniel Becker for further information.

    KEYNOTE: TextCraft – Using Gamification to Teach Literary Texts

    Prof. Dr. Sebastian Domsch, Universität Greifswald

    The aim of TextCraft (a three-year project in game-based learning funded by the state of Mecklenburg-Vorpommern) is to create a game – or a series of game-like challenges and a system of game-like score-keeping – that enables students to approach complex literary texts in novel ways and to make their different aspects and layers accessible. One of the core structural ideas is indeed to transpose the idea of layers of meaning of a text that can be found in literary criticism to the common game feature of progressively unlockable levels. These layers range from the language and vocabulary that a text employs through the use of particular imagery to its structure and contexts, such as plot developments or character constellations, as well as historical backgrounds or spatial and geographic configurations, but also the notion of conflict. This keynote will talk about the possibilities and limitations in creating game challenges that through their game mechanics convey knowledge about literary texts that are unavailable in other formats.


    PRESENTATIONS

    Complex, Not Interested and Too Personal? The Delicate Art of Critical Game Literacy in the EFL Classroom.

    Dr. Roger Dale Jones, Technische Universität Braunschweig

    EFL classrooms are faced with the challenge of remaining relevant in the digital age where learners have access to massive amounts of English via complex media which allow new forms of interaction and learning. Linking to this learning in the EFL classroom brings opportunities, like by providing motivating and relevant topics and materials for learners that can be embedded in (language) learning strategies to, in turn, be used in the everyday, informal digital lives of learners. However, this linking also brings serious challenges, like the fact that learners have to be willing and able to share their out-of-school, English language and media learning experiences in the classroom, and also to open those experiences up to educational development. Digital commercial games serve as a good case in point: On the one hand, they represent one of the most complex interactive, English language medial forms relevant for young learners, offering opportunities for the development of media and intercultural communicative competences, as well as multiliteracies. On the other hand, many learners (and teachers) lack the language and concepts to engage in informed game discourse, they are suspicious of the intentions behind critical classroom engagement, and they are uncertain of the cultural meaning of a massively successful medium that is often categorized as ‘only’ pop-culture. In my talk, I will address this conflict by providing data from three classroom projects which focused on linking to learners English language game experiences. Specifically, I will address some of the implications of game complexity, how learners navigate their interests in a school context, and why games are personally meaningful for many learners. Finally, I will present suggestions these findings imply for developing the delicate art of critical, EFL game literacy.


    Narrating and Narrativizing Agency in Choice-Heavy Video Games

    Dr. Stefan Schubert, Universität Leipzig

    Video games fuse the potentials of agency and interaction with the intricacies of telling a story, a combination that has both contributed to making the medium increasingly popular in recent decades and has caused a lot of scholarly debate about the alleged opposition of narrative and ludic elements. In this presentation, I want to (implicitly) address this question from a different angle, discussing ‘choice-heavy’ video games—games like Heavy Rain (2010) or Detroit: Become Human (2018) that focus on featuring a high number of narrative choices that can potentially affect the outcome of the overall story. More specifically, I will argue that they both narrate and narrativize agency: They feature questions of agency and choice as part of their content and their form, constituting a narration of agency. Moreover, they also narrativize agency, i.e., they become stories of and about the importance and impact of individually and autonomously making significant choices.

    In select analyses of the two games, I will point out how they are centrally concerned with agency not only in terms of narrative and gameplay but also on an ideological level, investigating how they advocate for the potency of agency and unearthing tensions and complications inherent in that project. This close reading of the two games will thus focus on specific narrative characteristics (such as Heavy Rain’s use of unreliability) just as much as on the ‘political’ context in which they frame questions of agency (e.g. Detroit: Become Human’s historical parallels to the US Civil Rights Movement).


    Empathy and identity in short-form digital games: A consideration of new textualities for the EFL classroom

    Michelle Stannard, LMU München

    Although a relatively young medium, digital games have permeated social discourse and have become established as both an economic force and a pressing cultural influence (see Castendyk et al. 2017; Wardrip-Fruin et al. 2004). This has subsequently led to a growing conversation as to how this medium relates to the educational context. Within language education and the field of digital games-based language learning (DGBLL), digital games have commonly been positioned as language tutors (e.g. language games for drilling grammar/vocabulary) and as learning environments (e.g. virtual worlds for virtual encounters) (Cornillie et al. 2012; Thomas 2012). Alternatively, this presentation is concerned with the positioning of digital games as cultural texts in the language classroom (Stannard & von Blanckenburg 2018). This perspective leans into a dramatic shift concerning the production and dissemination of digital game-based content, not least due to the development of Web 2.0 communities alongside advances in game editing that have significantly opened up the field to amateur and independent game creators.
    In particular, this presentation tackles the phenomenon of short-form digital games that are typically browser-based or available through online digital platforms – A large number of which intensively tackle issues of identity and empathy in contemporary society. This presentation is therefore concerned with thematic, emotional and aesthetic aspects of digital game texts and how these aspects can be translated into interventions for cultural learning in the EFL classroom.


    New Games in Old Schools? On the Practicality of Video Games in the EFL Classroom

    Daniel Becker, Universität Münster

    In recent years, commercial video games have not only become an indispensable part of contemporary youth culture (cf. JIM 2018), but have also gained increasing traction in foreign language education research, where they are perceived as a new and innovative form of text to effectively foster learners’ language abilities. Thus for example, following the approach of digital game-based language learning and teaching (DGBLLT), studies in this area highlight the positive effects of video games and their use of avatars on students’ willingness to actively communicate (cf. Reinders & Wattana 2012; Biebighäuser 2016), show their potential for learning new vocabulary (Sundqvist & Sylvén 2012) and address digital games’ contribution to cultural learning (cf. Thorne 2008). Furthermore, other studies are concerned with video games assisting learners in developing new language-related literacies needed in the digital age (cf. Apperley & Beavis 2013).
    However, while these numerous studies build a strong argument for what can be achieved with video games in foreign language education, they rarely address the question of how games can be used concretely in the language classroom, thus generating a significant gap between the theoretical potential of games and their practical implementations in specific language learning scenarios. As a result, the actual use of video games in the language classroom is still rather limited (cf. Sykes 2018), as teachers and practitioners have to confront technical and pragmatic challenges of using video games on their own (ranging from how to get games to run to where and how to find appropriate examples), without any concrete didactic and methodological concepts or approaches to assist them. The present paper is an attempt to bridge this gap between theory and practice by complementing the research mentioned above with an analysis of the more practical side of using video games in the language classroom. More specifically, using the EFL classroom as an example, the paper will suggest a multi-dimensional categorisation of the challenges facing teachers (e.g. technical, pedagogical etc.) and, on that basis, will consider concrete didactic and methodological ways of embedding video games in a foreign language educational setting. These different ways will be exemplified with the help of recent commercial games.