Vorlesungsverzeichnis

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Start > Lehramt an Grundschulen (M.Ed.) -> Unterrichtsfach Englisch -> Zusätzliche Angebote

Lehrveranstaltungen

Ersatzleistung Destination Abroad (Seminar)

Termin:
wöchentlich | Dienstag | 18:15 - 19:45 | 12.10.2020 - 29.01.2021 | Online-Veranstaltung

Inhalt: In this course, Leuphana students will engage in tandem learning with students from the University of Minnesota (UMN). Throughout the semester, Leuphana students will engage in tandem meetings, often times discussing specified topics and thus contributing to course projects of the UMN students. The course is built on a basic understanding of tandem learning: “The term tandem learning is used to describe the learning which takes place when one (or more) native speakers and learners of each other’s language get together to learn from each other and help each other learn (Brammerts, 1995, 1996).” Moreover, three principles will guide our way through this semester of tandem learning: 1) Autonomy, 2) Reciprocity, and 3) Intercultural Learning. Brammerts (1995,1996) outlines these principles as follows: 1) “Autonomy: [Students] are responsible for [their] own learning. Tandem learners are responsible for identifying their own needs, setting their own goals and finding the means to achieve them.” 2) “Reciprocity: [Students] are responsible for ensuring mutual benefit. Both partners have a responsibility towards each other to help each other learn so that they benefit equally from the exchange.” 3) “Intercultural learning: As learning in tandem is based upon communication between members of different language-speaking communities and cultures, it also facilitates cultural learning.” Brammerts, H. (1996) ‘Language Learning in Tandem Using the Internet’. In M. Warschauer (Ed.), Telecollaboration in Foreign Language Learning: Proceedings of the Hawai’i Symposium. Honolulu, HI: University of Hawai’i Second Language Teaching and Curriculum Center, pp. 121–130. Brammerts, H. (1995) ‘Tandem Learning and the Internet. Using New Technology to Acquire Intercultural Competence’. In A. A. Jensen, K. Jæger & A. Lorentsen (Eds.), Intercultural Competence: A New Challenge for Language Teachers and Trainers in Europe. Vol. II. The adult learner. Aalborg: Aalborg University Press, pp. 209–222. Woodin, J. (2018). Interculturality, Interaction and Language Learning: Insights from Tandem Partnerships. New York: Routledge.

Ersatzleistung Destination Abroad 2 (Seminar)

Dozent/in: Andreas Hübner

Termin:
wöchentlich | Donnerstag | 16:15 - 17:45 | 22.01.2021 - 09.04.2021 | Online-Veranstaltung

Inhalt: In this course, Leuphana students will engage in tandem learning and a semianr with students from the University of Worcester and University of Minnesota (UMN). Throughout the semester, Leuphana students will engage in seminar sessions and tandem meetings, often times discussing specified topics and thus contributing to course projects of the UoW and UMN students. The course is built on a basic understanding of tandem learning: “The term tandem learning is used to describe the learning which takes place when one (or more) native speakers and learners of each other’s language get together to learn from each other and help each other learn (Brammerts, 1995, 1996).” Moreover, three principles will guide our way through this semester of tandem learning: 1) Autonomy, 2) Reciprocity, and 3) Intercultural Learning. Brammerts (1995,1996) outlines these principles as follows: 1) “Autonomy: [Students] are responsible for [their] own learning. Tandem learners are responsible for identifying their own needs, setting their own goals and finding the means to achieve them.” 2) “Reciprocity: [Students] are responsible for ensuring mutual benefit. Both partners have a responsibility towards each other to help each other learn so that they benefit equally from the exchange.” 3) “Intercultural learning: As learning in tandem is based upon communication between members of different language-speaking communities and cultures, it also facilitates cultural learning.” Brammerts, H. (1996) ‘Language Learning in Tandem Using the Internet’. In M. Warschauer (Ed.), Telecollaboration in Foreign Language Learning: Proceedings of the Hawai’i Symposium. Honolulu, HI: University of Hawai’i Second Language Teaching and Curriculum Center, pp. 121–130. Brammerts, H. (1995) ‘Tandem Learning and the Internet. Using New Technology to Acquire Intercultural Competence’. In A. A. Jensen, K. Jæger & A. Lorentsen (Eds.), Intercultural Competence: A New Challenge for Language Teachers and Trainers in Europe. Vol. II. The adult learner. Aalborg: Aalborg University Press, pp. 209–222. Woodin, J. (2018). Interculturality, Interaction and Language Learning: Insights from Tandem Partnerships. New York: Routledge.