Overview
Sustainable language teaching and learning, part 2
In this new run of the course, participants are invited to join a learning community of foreign language teachers who are interested in developing sustainable ways of language teaching and learning. We understand learning as a relational process. Hence we will look at the subject, the teacher and the child.
We have divided the original course into two parts. As preparation for this second part of the course, it is useful to enroll in part 1 first. With regard to language learning, part 1 focuses on the realm of orality. Moreover the basic tools of action research and collegial conversations – the backbones of our elewa courses – are introduced which enable teachers to learn from their own teaching as well as from each other. Through watching the videos, reading the texts and working on the various tasks which focus on child development including natural language acquisition and the basic steps in the learning process, you will be well prepared to start with this second part of the course.
In part 2, we will focus on reading and writing and introduce various ways and projects which aim at sustainable language acquisition. Examples are taken from the lower classes up to class 12. Moreover, we will introduce a variety of methods that can help children and teenagers to learn new languages in school according to their own capabilities, motivated by joy and interest.
With a holistic perspective on the human being, we work with inspiration and imagination towards creative ways of teaching and learning languages in a globalized world. It is part of our vision of a global learning community of teachers that participants communicate with each other and learn with and from each other throughout the course.
The second part of the course is divided into 5 sections which equal approximately the workload for one week each. As in part 1, the first section offers some introductory information. Moreover we invite you to find colleagues to team up with for collegial communication – as it was explained in part 1 / week 1 of the course. With section 2 the Sustainable language teaching and learning course will than resume with “week 3”.
So all in all (part 1 and 2), you are invited to engage with thoughts and experiences about Sustainable language teaching and learning for nine weeks. During this time you will get to know background material, work on various tasks and assignments and get into contact with other colleagues.
We hope you will enjoy the course!
Course Features
- Lectures 49
- Quizzes 0
- Duration 20 hours
- Skill level Intermediate
- Language English
- Students 55
- Assessments Yes
Curriculum
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Section 1: Introductory week (part 2)
Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
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Section 2: Developing literacy
- Welcome and overview
- Journaling
- Voices: Books … I couldn’t live without them!
- Bringing the world into the classroom
- Voices: The meaning of literature in FLL
- Teaching FL in classes 1 to 3
- Voices: That’s how it all starts!
- Voices: Storytelling in the lower classes
- Voices: A time of transition – getting familiar with the alphabet
- Voices: taking steps towards literacy
- Journaling
- Reading in the middle school
- Extensive reading in the middle school
- Extensive reading in the upper school
- Reading projects and presentations
- Intensive reading in the upper school
- Assignment: practitioner research project
- Community circle meeting
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Section 3
- Welcome and overview
- Journaling
- Voices: getting children involved and interested
- We learn what we are interested in …
- … and what seems to be relevant for us.
- Voices: an anthroposophical perspective on learning
- Journaling
- Voices: “Doing the real thing”
- More thoughts on authenticity
- Assignment: practitioner research
- Community circle meeting
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Section 4
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Section 5
Instructor
