Onur Cicek
Projects
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DigiTaL - Teilprojekt 10: DigiCLIL-Exchange: Vermittlung fremdsprachlicher, interkultureller und fachlicher Kompetenzen zur Vorbereitung und Begleitung studienrelevanter Auslandsaufenthalte im Blended-Learning-Format
Anne Barron (Project manager, academic) , Torben Schmidt (Project manager, academic) , Onur Çiçek (Project staff) , Nora Benitt (Project staff) , Jodie Birdman (Project staff) , Irina Pandarova (Project staff)
→Project: Teaching
Publications
Contributions to collected editions/anthologies
- Directives in ELF Peer Feedback
Onur Çiçek (Author) , Anne Barron (Author) , 01.01.2025 Bern/New York , p. 205-238 , 34 p.Research output: Contributions to collected editions/anthologies › Contributions to collected editions/anthologies › Research › peer-review
Activities
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Saying it kindly, saying It well: Teaching pragmatics for SUSTAINABILITY and GLOBAL CITIZENSHIP
Anne Barron (Speaker) , Onur Çiçek (Speaker) , Torben Schmidt (Coauthor) , Jodie Birdman (Coauthor)
→Activity: talk or presentation in privat or public events › Transfer
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The effects of explicit instruction on directives and modifiers in written ELF peer feedback
Onur Çiçek (Speaker) , Anne Barron (Coauthor) , Jodie Birdman (Coauthor) , Ilka Flöck (Coauthor)
→Activity: Conference Presentations › Research
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Digi-CLIL: Virtual exchange for intercultural and sustainable learning.
Anne Barron (Coauthor) , Onur Çiçek (Coauthor) , Torben Schmidt (Coauthor) , Jodie Birdman (Speaker)
→Activity: Conference Presentations › Research
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The effects of pragmatic intervention on directive speech acts in a virtual exchange CLIL context at university level.
Onur Çiçek (Speaker) , Anne Barron (Coauthor) , Torben Schmidt (Coauthor) , Jodie Birdman (Coauthor)
→Activity: Conference Presentations › Research
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The effects of pragmatic intervention on directives in EIL feedback speech events
Onur Çiçek (Speaker) , Anne Barron (Speaker) , Ilka Flöck (Speaker)
Activity: Conference Presentations › Research
Courses
In its Resolution “Transforming the World: the 2030 agenda for sustainable development”, the UN General Assembly said it envisages a world of “universal respect for human rights and human dignity, the rule of law, justice, equality and non-discrimination; of respect for race, ethnicity and cultural diversity; and of equal opportunity permitting the full realization of human potential and contributing to shared prosperity. […] We pledge to foster intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility. We acknowledge the natural and cultural diversity of the world and recognize that all cultures and civilizations can contribute to, and are crucial enablers of, sustainable development.”
Inspired by this grand vision, this course addresses the multifaceted relationships between culture and sustainability and highlights the importance of global citizenship and intercultural dialogue for building a more sustainable future for all.
Students will participate in a virtual exchange with peers from universities outside Germany. In small, intermixed groups, they will develop projects exploring the role of culture as an enabler and driver of sustainability through local case studies. During these investigations, students will be supported by activities and information to facilitate intercultural, international work. Following the investigative phase, the students will turn their findings and commentary into an e-book to increase the visibility of the topic to a wider audience. This book will be published on PubData, and each group will be the authors of their own chapter.
In the spirit of global citizenship education, the course encourages students to link the local to the global and the national to the international. In the same spirit, it also aims to promote intercultural understanding and dialogue. Students will be encouraged to reflect on their cultural identities and those of others, recognise socio-linguistic and cultural variations in communication styles, understand how cultural values might underlie different behaviours, learn to cope with ambiguity and adapt and be flexible in intercultural interactions. Here, a special emphasis will be placed on the communicative aspects of the peer feedback students will give and receive on their project work.
Due to its focus on intercultural communication, the course is relevant for students who plan to study or spend time abroad and, generally, for those who envisage working in international teams.
Inspired by this grand vision, this course addresses the multifaceted relationships between culture and sustainability and highlights the importance of global citizenship and intercultural dialogue for building a more sustainable future for all.
Students will participate in a virtual exchange with peers from universities outside Germany. In small, intermixed groups, they will develop projects exploring the role of culture as an enabler and driver of sustainability through local case studies. During these investigations, students will be supported by activities and information to facilitate intercultural, international work. Following the investigative phase, the students will turn their findings and commentary into an e-book to increase the visibility of the topic to a wider audience. This book will be published on PubData, and each group will be the authors of their own chapter.
In the spirit of global citizenship education, the course encourages students to link the local to the global and the national to the international. In the same spirit, it also aims to promote intercultural understanding and dialogue. Students will be encouraged to reflect on their cultural identities and those of others, recognise socio-linguistic and cultural variations in communication styles, understand how cultural values might underlie different behaviours, learn to cope with ambiguity and adapt and be flexible in intercultural interactions. Here, a special emphasis will be placed on the communicative aspects of the peer feedback students will give and receive on their project work.
Due to its focus on intercultural communication, the course is relevant for students who plan to study or spend time abroad and, generally, for those who envisage working in international teams.
The module introduces fundamental questions and concepts relating to the topic of responsibility and combines these with a systematic introduction to academic reading and writing, covering topics such as reading strategies, literature review, academic research questions, text structures and argumentation.
The course focuses on the concept of responsibility from philosophical, sociological and psychological perspectives – particularly in the context of social transformation processes and sustainability issues. Among other things, the following key questions will be addressed: What do we mean by responsibility, and how is it related to freedom? Who is responsible for what, and to whom does this responsibility apply? How is responsibility established and assigned – and how does one evade it?
Key topics include:
• Responsibilisation as a social process in which social actors (e.g. consumers) are held responsible for solving social problems – describable using the P.A.C.T. framework (Personalisation, Authorisation, Capabilisation, Transformation)
• Neutralisation theory as an explanatory framework for psychological strategies through which people justify behaviour that deviates from responsibility and reduce cognitive dissonance
• Responsibility as a complex interplay of freedom, power, social conditions and emotions – beyond a purely moral category
• Responsibility as a dynamic concept, shaped by society and history, which is continually renegotiated within the tension between freedom, power and collective practices
Methods:
The module combines text-based reading and analysis with guided writing and discussion tasks. In the process, key concepts are explored, critically discussed and reflected upon in writing.
Students will receive a schedule and all relevant materials in good time at the start of the semester.
The course focuses on the concept of responsibility from philosophical, sociological and psychological perspectives – particularly in the context of social transformation processes and sustainability issues. Among other things, the following key questions will be addressed: What do we mean by responsibility, and how is it related to freedom? Who is responsible for what, and to whom does this responsibility apply? How is responsibility established and assigned – and how does one evade it?
Key topics include:
• Responsibilisation as a social process in which social actors (e.g. consumers) are held responsible for solving social problems – describable using the P.A.C.T. framework (Personalisation, Authorisation, Capabilisation, Transformation)
• Neutralisation theory as an explanatory framework for psychological strategies through which people justify behaviour that deviates from responsibility and reduce cognitive dissonance
• Responsibility as a complex interplay of freedom, power, social conditions and emotions – beyond a purely moral category
• Responsibility as a dynamic concept, shaped by society and history, which is continually renegotiated within the tension between freedom, power and collective practices
Methods:
The module combines text-based reading and analysis with guided writing and discussion tasks. In the process, key concepts are explored, critically discussed and reflected upon in writing.
Students will receive a schedule and all relevant materials in good time at the start of the semester.