Language Learning and Communication

1
Talent development and lesson development with complex tasks
2
Lessons from the past – lessons for the future
3
Methods in Foreign Language Learning
4
Digital Distance Learning with an Old Master
5
Life under Corona as a complex task
6
Digital distance learning with complex tasks
7
Learning in the cloud
8
Flipped-classroom grammar

Talent development and lesson development with complex tasks

Since the national research network “Leistung macht Schule” (“Excellence in School Education”) started its work in 2018, we have been working with teams of English teachers (English as a Foreign Language, EFL) at 18 schools in the English subproject. With them, we are testing whether and in what way complex tasks can serve to identify, […]

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Digital Distance Learning with an Old Master

When the Corona pandemic required schools and universities to provide opportunities for distance learning in March 2020, TEFL lecturers at Wuppertal University faced a double challenge: New forms of digital distance learning for future use in schools had to be developed. At the same time, we had to enable student teachers who could not complete […]

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Life under Corona as a complex task

The Corona virus has significantly changed our everyday life. Since 16 March 2020, regular classes as we know them no longer take place. Instead, the new directive was to make learning possible through various online options, which poses new challenges for teachers as well as students and their parents, and in a 5th grade in […]

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Digital distance learning with complex tasks

Learning at a distance requires a way of learning that does not rely on permanent pedagogical control, small-step instruction and control and constant reassurance. Instead, students must learn to organise their work and learning processes with a high degree of independence, activating all the abilities and competences available to them Distance learning with tasks However, […]

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Flipped-classroom grammar

Teaching grammar in the modern classroom should always be adapted to the target group, structured, communicative and organised in a sequence of learning stages (see Ziegésar&Ziegésar, 1992, and Hass 2019). Grammar-oriented teaching scenarios allow for an acquisition-oriented language learning process, including foreign language skills. The target-oriented structure of learning stages is modeled upon native language […]

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Copyright © 2018 Wolfgang Hallet