|
Lehrende/r: Prof. Dr. Günther Lampert
Veranstaltungsart:
online: Seminar
Anzeige im Stundenplan:
05.008.200
Semesterwochenstunden:
2
Unterrichtssprache:
Englisch
Min. | Max. Teilnehmerzahl:
- | 30
Anmeldegruppe: Engl Ling 200
Prioritätsschema: Senatsrichtlinie
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/senatsrichtlinie
Voraussetzungen / Organisatorisches:
In a first introductory section you will want to read and study some selected texts that provide a rough survey of the vast research paradigm of World Englishes. As a first task for complying with the requirements for active participation, you will have to answer some study questions on these texts.
In a second section, you are supposed to browse a selection of texts dealing with the status of English in Europe and, particularly, in Germany. A reading report on one of these texts will be the second task to fulfill for active participation.
The third section will then narrow down the focus of texts to be read to teaching World Englishes in the German language classroom. For active participation, you will have to create a scientific poster on one of these texts.
Taken together, these activities will, hopefully, lead you to writing a term paper (3000-3500 words, to be graded as ‘Modulprüfung’) which can either be on a theoretically oriented topic (say, on models and statuses of English), or on applying theoretical insights to a self-selected issue of teaching English as an International or global language.
All the material needed for successfully participating in this on-line class will be found in a downloadable format on the LMS platform (lms.@uni-mainz.de), which you can immediately access after you have registered.
Inhalt:
It has become an almost trivial fact to state that English is, by far, the global language, documented by its inevitable presence in practically all countries of the world and in many spheres of daily life. And this rise is not mainly due to changes in native speaker numbers—they have been outnumbered, in one generation, by about three to four times as many fluent (or not-so-fluent) non-native speakers.
This on-line class has been planned to survey the major processes and agents that have made English the language on which, indeed, ‘the sun never sets.’ While earlier research put an emphasis on the (not always wanted) linguistic legacies of British and American colonialism, the focus has now shifted to the consequences of the use of English as the language of communication (lingua franca) in political, economic, and cultural globalization on the one hand, and to increasing tendencies of localization, on the other—summed up in the catch phrase of the glocalization of English. This trend has brought up new questions: whether, for instance, the usual labels attached to different statuses of English, such as English as a Native, a Second, and a Foreign Language are still appropriate, or whether standard frameworks and models of describing the different Englishes can account for the dynamism of the global ‘spread’ of English. The class will offer a glimpse of these scholarly debates (including critical ones), emphasizing their practical consequences.
Against this background, the class is to offer, in addition, two special foci that each relate to the language situation in Germany: First, it will try to sort out the hierarchical status of German and English in a post-Brexit Europe and scrutinize the ways English has been integrated (or not) into the present-day German language ecology. Second, it will look into the implications the world-wide diversification and globalization of the English language might have for English Language Teaching.
A very recent research collection (Callies et al. 2022) has described the present state as follows: “We are currently witnessing a paradigm shift towards Teaching English as an International Language (TEIL) that aims to promote multilingualism and awareness of the diversity of Englishes, increase exposure to this diversity, embrace multiculturalism, and foster cross-cultural awareness. Numerous initiatives that embrace TEIL can be observed around the world, but ELT and teacher education in Germany (and other European countries) appear to be largely unaffected by this development, with standard British and American English and the monolingual native speaker (including the corresponding cultural norms) still being very much at the center of attention.” We will address these issues and see if and how TEIL can or should be introduced into ELT in German secondary schools.
Empfohlene Literatur:
Digitale Lehre:
All the relevant material will be found on lmsœuni-mainz.de
|
