Lehrende/r: Prof. Dr. Donald Kiraly
Veranstaltungsart: online: Seminar/Proseminar
Anzeige im Stundenplan: 06.008.0518
Semesterwochenstunden: 2
Credits: 6,0
Unterrichtssprache: Englisch
Min. | Max. Teilnehmerzahl: - | 35
Prioritätsschema: Senatsrichtlinie zzgl. Bevorzugung höherer Fachsemester Zulassung gemäß Richtlinie über den Zugang zu teilnahmebeschränkten Lehrveranstaltungen vom 07. März 2007. Nähere Informationen hierzu entnehmen Sie bitte www.info.jogustine.uni-mainz.de/senatsrichtlinieÜber die Senatsrichtlinie hinaus werden bei der Platzvergabe für diese Veranstaltung Studierende höherer Fachsemester bevorzugt berücksichtigt.
Voraussetzungen / Organisatorisches: This course will take a close look at an innovative approach to additional language acquisition that the course facilitator has developed at the FTSK over the past 20 years. The approach is called "scaffolded language emergence" (SLE) and was designed specifically to introduce adult students to a new language at the beginner or near-beginner level – without resorting to the typical classroom infrastructure involving passive students sitting and doing exercises out of books and listening to a teacher talk about linguistic structures. Instead, SLE facilitators (who don't teach the language as much as they facilitate the students' learning of it), create a panoply of authenticated communicative activities involving: moving in the classroom, naturalistic role play, cooking, music-making, storytelling and an unlimited number of additional features of real life – all in a classroom setting. The approach was designed for relatively short (2-3 week) intensive courses that students of translation would be able to attend during semester breaks, for example. The main objectives include: re-awakening students' natural and multi-facetted language acquistion skills which we all use when we are learning our respective mother tongue, but which tend to be ignored oftentimes in conventional classrooms. Students will be required to purchase a short, recently published book on SLE and read it PRIOR to our second class (on 21 April). This book will serve as a solid but still basic introduction to the approach. The course facilitator will follow up on this reading with a series of three presentations during our first three regularly scheduled classes. During our fourth session, we will have a brain-storming and organizational session in which we will develop a global group project for the course members to participate in, organized into teams. The project will entail a deepening and expansion of the principles incorporated into SLE and that are outlined in our textbook. The teams will have three weeks to work autonomously on their respective projects, the results of which are to be presented (digitally, of course) during the remaining class sessions. (The facilitator will provide you with a large number of articles in digitial form that are well suited to preparing your presentations). Course requirements: 1. Read the book "Scaffolded Language Emergence in the Classroom," by Donald Kiraly and Sarah Signer, Frank & Timme 2017, BEFORE the course begins. (The book is available from Amazon for less than €20). 2. Attend all of our introductory presentations at the beginning of the semester. 3. Work together in small teams to delve further into the questions raised in our brainstorming session regarding key concepts on which SLE is based. 4. Offer, together with your team, a 90-minute presentation (in English of course) on the team's chosen topic. The presentations will be graded. Each student's grade for the semester will be based on 1) the quality of their team's presentation and 2) their own verbal contributions to class discussions. NO WRITTEN paper will have to be submitted for this course! But a written quiz will be given on the textbook on 21 April as it will be essential for everyone in the group to have read and digested our textbook before proceeding with the rest of the course. A solid passing grade on this quiz will be necessary to receive credit for this course! Aus gegebenme Anlaß: We will be working with Big Blue Button to conduct our online classes this semester. In the seminar your instructor held last semester, it proved VERY difficult for the group to communicate actively because the course members were not required to have their cameras switched on. To avoid having this seminar turn into a lecture course, you will be required to have your cameras turned on during our sessions this semester. (We may have to turn them off from time to time in the event of those occasional network disruptions most of you have probably experienced. But basically, everyone's camera should be turned on whenever possible during our class sessions this semester).
