Fachdidaktik Englisch / TEFL

Fachdidaktik des Englischen / TEFL

This discipline goes by different names in different countries and contexts. Among the most common are TEFL (Teaching English as a Foreign Language) and TESOL (Teaching English to Speakers of Other Languages).  In a German school context it is commonly referred to as Fachdidaktik des Englischen.

The introductory course at Landau Campus (Module 1.3) focuses on principal issues such as the language learning process, basics in neurobiology, learning strategies, key competences (speaking, listening, reading, writing), course and lesson planning, teaching grammar and lexis, and teaching English at primary and secondary school. The reader on which the introductory course is based is to be purchased at the Secretary's office (Mrs Laux).

First/second year courses (Module 2.3) are concerned with basic issues (such as lesson planning) as well as recent developments in the methodology of language teaching, such as working with portfolios, suggestopaedia and other brain-friendly learning methods, Erlebnisgrammatik, Lernen an Stationen, or Blended Learning.

Third year courses (Module 7.2) engage with selected approaches to TEFL.

Postgraduate courses are designed to deepen students’ understanding of TEFL methodology while catering more specifically to the needs of the different types of secondary schools, viz. Realschule plus and Gymnasium.

Seminars in Module 9.1 introduce students to project work based on authentic (written and audiovisual) texts, providing them with the skills necessary to adapt materials for teaching English at Realschule plus. Module 10.2 concentrates on practical implications of the key concepts explored in Cultural Studies and Intercultural (Language) Learning (Module 10.1). The emphasis is on working with “pre-textbook” and textbook texts as well as ICC (Intercultural Communicative Competence)-related documents such as the Autobiography of Intercultural Encounters and the European Language Portfolio.

Designed for prospective Gymnasium teachers, Module 12.4 is built around the teacher training guidelines (Ausbildungslinien) for Rhineland-Palatinate. These concern the fundamental responsibilities of an English teacher, viz. planning lessons, developing tasks and activities, facilitating learning processes, assessing students’ performance, providing feedback and individual support as well as developing one’s own skills and competences as a teacher.


A bibliography focusing on methodology is available from the Intranet at NetStorage/DriveG@INTRANET/Anglistik/Hescher/Neuere Entwicklungen in der FD/Hinweise Hausarbeiten.doc