Infos für
Direkt zu
Fakultäten
Schedule
Schedule
23rd September 2013
| OPENING | Welcome and introduction |
| 3:00 p.m. - 3:30 p.m. | For the Ministry of Education and Culture: Ulrich Commerçon, Minister of Education and Culture For the department: Prof. Dr. Astrid Fellner |
| INTRODUCTION | Michaela Mahlberg (Nottingham) |
| 3:30 - 3:45 p.m. | Teachers' Day - How the story began |
| PRESENTATION | John Hudson |
| 3:45 - 4:45 p.m. | Improvisation and learning language |
| John Hudson is from New Zealand and has lived in Germany for 10 years. His improvisational comedy provides teachers with suggestions about how to help students have fun with the English language and to teach with new motivation and excitement. To do this, all John needs is a stage, a sound-system and of course an audience! Active participation is the key! You will roar with laughter when John encourages you to speak English, maybe even discovering talents you didn’t yet know you had. | |
| COFFEE BREAK | |
| 4:45 p.m. - 5:00 p.m. | |
| WORKSHOPS | |
| 5 p.m. - 6:30 p.m. | Matthew George (Frankfurt) |
| Genre-based speaking activities | |
| In this workshop particpants will be able to explore different spoken genres and then practice using the language in different situations, including speeches, interviews and informal conversation. Situations will be created where pupils can use real spoken language in the classroom. Working with techniques like task based teaching, language support and self evaluation pupils they are then able to participate more in classroom speaking activities and use the language they have at their disposal. | |
| Yvonne Symonds (Saarbrücken) | |
| Making mediation tasks meaningful | |
| Classroom mediation tasks aim to simulate real communicative situations and thus encourage learners to actively use the foreign language. Experience has shown that students accomplish mediation tasks most successfully if they have been primed with natural sentence patterns and realistic context-specific expressions. This can be achieved by mirror texts, that is texts concerning the same topics in German and English. This workshop will explore the use of mirror texts (printed, audio and visual media) to facilitate the early learning of such context-specific expressions and how they can be incorporated into meaningful lesson plans for secondary school classes. | |
| Günther Sommerschuh (Kiel) | |
| Making the most of the language of genre: Assignments that matter | |
In this workshop various steps of genre writing will be looked at:
| |
| Stefan Diemer (Saarbrücken) | |
| Texts, trends & tweets: Language teaching with corpora | |
| Web-based corpora, large collections of written and spoken language, can be of considerable help in the language classroom. Corpus activities are easy to plan and set up, require few resources and give intuitive and access to a wide range of areas such as lexis, phraseology, variation or intercultural communication – all with the help of real-life examples. Rather than attempting to keep trends like social media out of the classroom, corpus-based activities integrate the students’ skills in this area and make them aware of how they can be used in a language learning context. The workshop provides practical and ready-to-use examples of how corpora can become valuable teaching aids and motivational tools, from self-guided discovery learning activities to research and cooperative tasks. Examples include: “State of the Union” – Learning English with Barack Obama “COCA, COHA, GLoWBE” – Following words through time, space and genre “BYOC” – Build your own corpus (and your own dictionary, too) “Hungry as a…?” – Catching catchy phrases “Saturday is chicken recipe day” – Using Trend profiles for intercultural context “Google Translate” – or can it? “Tweet and I know who you are” – What can blog entries tell us about language? “I inknow American Styles yet, la” – Web-based World Englishes in the classroom “Building the Urban Dictionary” – Using language wikis in class | |
| Alice Spitz & Claudia Bubel (Saarbrücken) | |
| Genre at the he/art of writing: From novice to expert | |
| This workshop will illustrate a genre-based approach to teaching writing to learners of English at various competence levels ranging from A1 to B1. Language learning is inherently cumulative. The development of writing competence requires frequent and extensive practice over time with a wide range of genres. Taking into consideration both the CEFR and the current Saarland curricula for secondary schools we will look at a variety of activities and exercises focusing on one specific genre for each competence level including birthday invitations, travel brochures, letters of application, and letters to the editor. We will also have a closer look at the genre of recipes exploring how genre analysis can foster intercultural learning. | |
| EVENING EVENT | |
| 6:30 p.m. - 8:30 p.m. | Fingerfood & Fun |
24th September 2013
| OPENING | Welcome and introduction |
| 8:45 a.m. - 9:15 a.m. | For the university: The University President Prof. Dr. Volker Linneweber For the Ministry of Education and Culture: Susanne Walker-Thielen, Head of English Division For the department: Prof. Dr. Astrid Fellner |
| PRESENTATION | Wolfgang Hallet (Gießen) |
| 9:15 a.m. - 10:15 a.m. | Genre-based learning and competence acquisition in the English language classroom |
| For a long time, genres have been more or less ignored in foreign language learning and teaching, and to date genre-based learning is undertheorized and hardly established in the EFL classroom and in course-books. One of the most likely reasons is that, in everyday communication, genres are so routine and ritualized that they have “become natural” and “invisible to actors” (Hanks). However, genres are of paramount importance in every act of communication: they are the building blocks of discourse, they provide individuals with conventionalized structures of communicative interaction and, as symbolic forms, they also determine our ways of thinking and understanding the world. This talk will explicate the relevance of genre in foreign language learning and teaching, provide a theoretical framework for understanding ‘genre’, define its role in competence development and acquisition in the EFL classroom and make suggestions for how ‘genre’ can be integrated in tasks, materials and lesson design. The talk will conclude with a delineation of curricular and cross-curricular aspects of generic learning. | |
| COFFEE BREAK | |
| 10:15 a.m. - 10:45 a.m. | |
| WORKSHOPS | First round |
| 11:00 a.m. - 12:30 p.m. | Stefan Diemer (Saarbrücken) |
| Texts, trends & tweets: language teaching with corpora For abstract see above | |
| Werner Kieweg (München) | |
| Genre-based teaching for students with learning difficulties | |
The genre-based teaching should help the students develop their ability to recognise the typical patterns of oral and written interaction. Knowing sets of patterns is essential for every student especially for those with learning difficulties. It is of enormous help for them to know the generic features of various text types and the structure of everyday dialogues. | |
| Debbie Coetzee-Lachmann (Osnabrück) | |
| Ways of using the concept of genre in the CLIL classroom | |
| Subject communities use language and texts in specific ways in order to achieve their aim of furthering our knowledge about a specific field. Subject-specific language use and subject-specific text types or genres therefore show distinguishable patterns that learners should be able to identify and understand in decoding subject-specific texts, as well as use in their own text production. In this workshop, we will be investigating the ways in which the activities of subject communities shape their language use and texts. Based on our analysis, we will identify ways in which the concept of genre can be used in selecting and working with tasks in teaching and testing situations and discuss the potential and limitations of a genre-based approach in the context of a CLIL-classroom. | |
| Hellmut Schwarz (Mannheim) | |
| 'Generic Learning' in sixth form English teaching | |
| Dealing with texts in an intercultural context, training functional-communicative and methodological skills, and preparing for class tests and the Abitur exam are all part and parcel of language teaching in the Oberstufe – and each one of them is an essential part of the new coursebook Context 21. But at the same time new trends in the world of didactics such as differentiation and generic learning are starting to have an impact on classroom teaching. This presentation highlights their importance and shows particularly how such skills such as ‘speaking’ and ‘writing’ can be adequately trained with the coursebook. | |
| Günther Sommerschuh (Kiel) | |
| Making the most of the language of genre: Assignments that matter For abstract see above | |
| Patricia Sift (Essen) | |
| Getting to grips with genre | |
| In daily encounters and in our work successful communication depends not only on using the appropriate vocabulary and correct grammar but to a large extent on textual success, both orally and in writing. Be it an email, a report, an essay, a phone call or a presentation, we need to be familiar with the conventions and constraints that define and distinguish these genres. We need to equip our students with the necessary toolkit to identify genres, internalise them and ultimately produce them autonomously. This process starts at lower levels of teaching/learning English and is gradually refined as students progress in their studies. In this workshop, we will cover a range of genres and subgenres from the areas of General English, Business English and Vocational English. We will focus on practical activities at all levels for both genre comprehension and production, designed for sparking your students’ interest and building up their knowledge and confidence in Getting to Grips with Genres. | |
| LUNCH BREAK | |
| 12:45 p.m. - 1:45 p.m. | |
| PRESENTATION | Michaela Mahlberg (Nottingham) |
| 1:45 p.m. - 2:45 p.m. | Teaching at the interface of language and literature: corpus stylistics and fictional characters in Dickens |
| This talk will look at how corpus linguistic methods can be employed to support the analysis of literary texts. With a focus on examples from novels by Charles Dickens the paper will deal in particular with the retrieval and interpretation of linguistic patterns that provide character information. Characterisation is a process in the reader’s mind that combines information derived from the text with background knowledge about people in the real world. Corpus linguistic methods can help to identify patterns of character information that readers may not be consciously aware of. Some of these methods open up great potential for activities in the classroom that can complement close reading and help students find textual evidence to support or challenge their impressions of fictional characters. | |
| COFFEE BREAK | |
| 2:45 p.m. - 3:15 p.m. | |
| WORKSHOPS | Second round (For abstracts see above) |
| 3:15 p.m. - 4:45 p.m. | Matthew George (Frankfurt) |
| Genre-based speaking activities | |
| Werner Kieweg (München) | |
| Genre-based teaching for students with learning difficulties | |
| Yvonne Symonds (Saarbrücken) | |
| Making mediation tasks meaningful | |
| Hellmut Schwarz (Mannheim) | |
| 'Generic Learning' in sixth form English teaching | |
| Debbie Coetzee-Lachmann (Osnabrück) | |
| Ways of using the concept of genre in the CLIL classroom | |
| Patricia Sift (Essen) | |
| Getting to grips with genre |
Location: Saarland University
| Presentations | building A3 3 Aula |
| Workshop Kieweg | building C5 3, room 4.08 |
| Workshop Symonds | building C5 3, room 3.24 |
| Workshop Diemer | building C5 3, room 2.09 |
| Workshop Sift | building C5 3, room 2.06 |
| Workshop Schwarz | building C5 3, room 1.20 |
| Workshop Sommerschuh | building C5 3, room E26 |
| Workshop George | building C5 3, room U13 |
| Workshop Coetzee-Lachmann | building C5 3, room U10 |
| Workshop Bubel/Spitz | building C5 2, room 1.28 |
Book exhibition
building A3 3 (Aula)
(see university map)
Parking
Since parking on campus has become very expensive, we suggest you park in one of the parking garages (€1,00/hour, €3,00/day).