School-Based Experience

Legutke, Michael; Ditfurth, Marita Schocker-v.

doi:10.1017/9781139042710.028

Cited by 18 publications

(6 citation statements)

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“…1 One of the primary concerns leveled against early biliteracy was the fear of overtaxing younger learners. Teachers (and researchers) argued that the scant differences in grapheme-phoneme-correspondence between English and German were too complex for learners to understand simultaneously (Legutke et al, 2009). Hence, teachers as well as researchers often argued that reading and writing in the foreign language should only be introduced once a sufficient basis of L1 literacy has been formed (Piske, 2007).…”

Section: A Glimpse Into the History Of Early Biliteracymentioning

confidence: 99%

“…Another major concern was that the introduction of written elements into the primary school English classroom might lead to these elements superseding oral competences as the primary basis for assessment and school placement in the process of transitioning to secondary school (Bleyhl, 2007;Kierepka, 2010;Legutke et al, 2009). Whereas the other two concerns are related to language learning processes and have been successfully challenged by empirical research, this issue rather stems from the field of teaching practice.…”

Section: A Glimpse Into the History Of Early Biliteracymentioning

confidence: 99%

“…As shown in the preceding section, written English has by now been established as a core part of early English teaching. It is generally agreed upon that encounters with the written language can be used to support the development of oral competences and also contribute to young learners' motivation for language learning (Diehr & Rymarczyk, 2012;Legutke et al, 2009;Mindt & Schlüter, 2007). Additionally, in reviewing current research on early biliteracy, Beinke (2020) identifies that the introduction of written language is beneficial for developing the following competence domains:…”

Section: The Current State Of Reading and Writingmentioning

confidence: 99%

“…Reading Speaking Secondary school teachers of English must be aware of those assessment tasks to know how to adjust secondary school assessment tasks to the learners' prior experience and especially to understand what can be expected from their learners (Legutke et al, 2009). In that respect, the first test should only focus on listening and reading and should not involve any elements of writing.…”

Section: Listeningmentioning

confidence: 99%

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English in Primary Education: Concepts, Research, Practice

2022

Forum Lehrerinnen- Und Lehrerbildung

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This volume focuses on the teaching of English as a foreign language to young learners at primary school. The volume features an introduction that covers essentials of teaching English to young learners from a theoretical, empirical, and neuroscientific perspective while also discussing the notion of a principled mindset, competence development, transcultural learning, the use of materials and literature, and lesson planning. The subsequent contributions cover reading and writing, bilingual programs, the transition from primary to secondary school, storybooks, the importance of self-selected fiction, anti-bias education, ways of encouraging young learners to speak, and professional advice for primary English language educators based on a qualitative analysis of interviews. Based on an international TEFL lecture series, researchers, teacher educators, and practising teachers from Germany, Switzerland, and the United States share their insights into these central issues and offer theoretical concepts for the professional development of (pre-service) primary school English teachers. Practical ideas and examples included in this volume aim to make theoretical constructs accessible and relatable for future teachers of English. The afterword features a look ahead by critically examining future challenges of primary school educators and highlighting (1) the great importance of an early start with English as a foreign language and (2) the need for developing national educational standards. This volume provides a research-based and practice-oriented foundation for (pre-service) English teachers wishing to expand their knowledge and gain an insight into recent developments in foreign language learning theories and concepts. Although mostly aimed at primary school educators, particularly the introductory chapter will be equally relevant for university students or teachers focusing on vocational and secondary school teaching, so that they develop an understanding of specific features of primary English language education and, as concerns secondary school teachers, can contribute to a smooth transition in the fifth grade.

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Section: A Glimpse Into the History Of Early Biliteracymentioning

confidence: 99%

Section: A Glimpse Into the History Of Early Biliteracymentioning

confidence: 99%

Section: The Current State Of Reading and Writingmentioning

confidence: 99%

Section: Listeningmentioning

confidence: 99%

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English in Primary Education: Concepts, Research, Practice

2022

Forum Lehrerinnen- Und Lehrerbildung

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“…Das einphasige Lehramtsstudium für die Sekundarstufe I an einer pädagogischen Hochschule in der Schweiz ist von einer grossen Praxisnähe gekennzeichnet. Die Bedeutung unterrichtspraktischer Erfahrung wird von Legutke/Schocker-von Ditfurth (2009) unterstrichen, die darauf verweisen, dass es für die Ausbildung von Fremdsprachenlehrpersonen unerlässlich ist, dass neben den klassischen Studienbereichen die eigenen Erfahrungen in Schule und Unterricht integriert werden. Das Modell von Legutke/Schart (2016,18f.…”

Section: Introductionunclassified

Critical Incidents im Fachdidaktischen Coaching Englisch der Sekundarstufe I

2022

Atti Del 5° Convegno Sulle Didattiche Disciplinari

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In jedem Englischunterricht ereignen sich Situationen, die nicht geplant waren und die Teil der täglichen Herausforderung im Lehrberuf sind. Diese so genannten Cricital Incidents stehen im Fokus des Beitrags. Sie sind ein Weg, einen für Studierende als sinnvoll erlebten Brückenschlag herzustellen zwischen der hochschulischen Fremdsprachenausbildung und dem erfahrungsbasierten Lernen im Englischunterricht auf der Sekundarstufe im Rahmen eines mehrwöchigen Unterrichtspraktikums. Die daraus resultierende Arbeit mit Critical Incidents erweist sich als tragfähiger Baustein in der persönlichen fremdsprachendidaktischen Professionalisierung. Auf der Grundlage eines theoriebasierten Codesystems wird exemplarisch ein Critical Incident analysiert und in einen grösseren Erkenntniszusammenhang gestellt.

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Multilingualism in an EFL Practicum: Increasing Student Teachers’ Pedagogical Knowledge

Olivero

2015

TESOL J

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Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge necessary to teach, courses should include learning situations through which second language teachers can move from practice to theory (e.g., Kumaradivelu 1999; Tsui, 2003). Such an approach would seem particularly important in practicum courses, because it is known that student teachers develop by studying their own practice (Mann, 2005). In the last de cade, this approach has received great interest among researchers studying the impact of multilingualism on second language acquisition courses (e.g., Angelova, 2005; Thompson & Erdil, 2015). This article reports on the author's introspective case study involving the learning of a third language and its impact on her classroom practices. It describes how the learning of Czech, through diary writing, influenced her as a practicum teacher. As a result, she proposes a technique in which student teachers can be engaged in situated learning tasks using a third language, with the purpose of having them reflect on their own practices and increase their pedagogical knowledge.

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School-Based Experience

Cited by 18 publications

References 0 publications

English in Primary Education: Concepts, Research, Practice

English in Primary Education: Concepts, Research, Practice

Critical Incidents im Fachdidaktischen Coaching Englisch der Sekundarstufe I

Multilingualism in an EFL Practicum: Increasing Student Teachers’ Pedagogical Knowledge

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