| CODE | LHG5005 | ||||||||
| TITLE | Anforderungen an DaF-Lehrer und kritische Selbstreflexion / GFL Teacher Inquiry and Reflective Strategy | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | This study-unit focuses on techniques through which GFL teacher reflection and criticality may be increased, enhanced and strengthened. Initially the study-unit starts by defining 鈥榗riticality鈥�. Later it moves on to present practical insights from the local GFL learning context where actually this criticality still tends to be missing. Among others this will include the analysis of GFL textbook choices, GFL texts used in Maltese schools, the way German culture is being presented, as well as other non-curricular techniques used in class (such as classroom management) which also facilitate lack of criticality within the GFL learning context. Study-Unit Aims: The main aims of this particular study-unit are: - To help students inquire and reflect further, rather than just stopping at a stage where they accept things as they are or as they are presented to them; - To develop in students the ability to extend this criticality to their prospective GFL students. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Appraise the meaning of the term 鈥榗ritical鈥� and that this requires gradual implementation; - Distinguish between critical and non-critical choices of curricular (textbooks) and non-curricular authentic texts (including the media) and routines (such as classroom management); - Examine and preempt what they (as reflective GFL teachers) can do in a context which lacks criticality. 2. Skills: By the end of the study-unit the student will be able to: - Assess the critical nature of the particular GFL learning contexts they are working/teaching in; - Take measures and steps through which they can increase their own criticality as teachers through which they eventually can gradually increase the criticality and reflectivity of their GFL students; - Analyze different texts and routines through which they can observe the level of criticality within the particular learning context and thus act on it and increase it. Main Text/s and any supplementary readings: - Pollard, A., Anderson, J., Maddock M., Swatfield S., Warin, J. and Warwick, P. (2008). Reflective teaching 鈥� Evidenced-informed professional practice. London, New York: Continuum. - Richards, J. C. and Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press. - Watts, M. and Jofili, Z. (1995). 'Changing teachers' thinking through critical constructivism and critical action research'. Teachers and Teaching: theory and practice, 1 (2), 213-227. - Williams, K. (2004). 'Review Article 鈥� Critical Pedagogy and Foreign Language Education'. Journal of Philosophy of Education, 38, (1). - Wodak, R. and Meyer, M. (2009). Methods of critical discourse analysis. (2nd ed.). Los Angeles ; London: Sage. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first cycle degree (70 ECTS) in German | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | George Cremona |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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