Inhalt
Kurzkommentar |
First meeting: 10.10.2019
Please note that if you do not come to the first meeting, you run the risk of losing your place.
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Kommentar |
As visual texts play an increasingly important role in identity formation, it has been recognized that learners should facilitate their understandings of the surrounding world and become able to decode the semantics of everyday products, e.g. film posters or commercials (Rowsell & Walsh, 2011: 56). Due to this ‘re-conceptualization’ of the idea of literacy in education, new literacies have emerged, influencing foreign language learning in that English education should encompass global media, electronic communication, deal with socio-cultural aspects of life, and shape multimodal learners – learners who display transcultural awareness, can critically reflect on texts, and have mastered a variety of literacies (cf. North Rhine-Westphalian syllabus for secondary schools, subsection on dealing with text and media). Visual narratives, which can be defined as a way to tell a story by using visuals such as photos, graphics or art, correspond to this rapid shift from the printed texts to the age of digital media. As such, visual narratives can be successfully adopted by language teachers to actively engage students of various learning preferences and styles (Cara, 2009: 11).
This course allows students to explore the potential and implementation of visual narratives in the English classroom with pupils of various age groups. Students are encouraged to explore English language teaching and learning with a variety of multimodal texts, e.g. picture books, street art, graphic novels, film posters, and commercials. With each kind of text, the focus is put on fostering intercultural communicative competences as well as strengthening pupils’ receptive and productive skills. This class also investigates the role of visual narratives in bringing the global education issues into the EFL classroom and finally, finding such narratives outside of the walls of the classroom.
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Literatur |
Recommended:
Elsner, D., & Viebrock, B. (2013). Developing multiliteracies in the 21st century: Motives for new approaches of teaching and learning foreign languages. In D. Elsner, S. Helff, & B. Viebrock (Eds.), Films, graphic novels & visuals. Developing multiliteracies in foreign language education – An interdisciplinary approach (pp. 17–32). Münster: LIT.
Etus, Ö. (2013). New realms of meaning making: Multimodal literacies in language classroom. In D. Elsner, S. Helff, & B. Viebrock (Eds.), Films, graphic novels & visuals. Developing multiliteracies in foreign language education – An interdisciplinary approach (pp. 33–51). Münster: LIT.
Further texts will be made available throughout the course.
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Bemerkung |
Please register via WUSEL between 19.08.2019 to 01.09.2019 Registrations before or after this time will not be considered.
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Voraussetzungen |
MEd 2014: Successful completion of the D module as part of your BA. Please hand in a copy of the required document with your pre-task.
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Leistungsnachweis |
2 LP: weekly reading assignments and presentations in class. |
Zielgruppe |
Kombi-BA 2015: ANG-H-D (Komponente c)
MEd 14 Lehramt GymGe: M-ENG 9 a
MEd 14 Lehramt H, R, Ge: M-ENG 6 a
MEd 14 Lehramt Grundschule: M-ENG 3 a |