TEaaFL Mündlich

1. Funktionale kommunikative Kompetenz 
2. Interkulturelle kommunikative Kompetenz 
3. Text- und Medienkompetenz 
4. Sprachlernkompetenz 
5. Sprachbewusstheit 

1. Hör-/Hörsehverstehen 
2. Leseverstehen 
3. Sprechen (an Gesprächen Teilnehmen) 
4. Sprechen (zusammenhängendes Sprechen 
5. Schreiben 
6. Sprachmittlung 
7. Verfgen über sprachliche Mittel 
8. Interkulturelle Kommunikative Kompetenz 
9. Text- und Medienkompetenz 
10. Sprachlernkompetenz 
11. Sprachbewusstheit 

• My partner has OCD 
• in school she struggled a lot with the worksheets and book pages she was presented with 
• we wanted to create something that kept that in mind
  • so students with OCD could work with these and not have a hard time 
• no 'unnecessary' pictures 
  • every picture should have a purpose
  • e.g. certain picture indicates scaffolding or vocab etc. 
• We worked with Canva - hard to use because we were not really used to it 
• I like working with worksheet crafter 
  • very easy to use but you need a school license for it 
• Intuitive: we all have worked with worksheets before 
• not intiúitive: you have to reflect in what order you want everything, fonts, sizes etc. and for me personally - I have never thought about it before 
• I also have never thought about what it would be like to view schoolar tools that I use, as someone with certain types of obstructions like OCD 

• both important 
• digital tools more of a mean to actually create something 
• could help a lot if you have mastered it, but at the end of the day, you could also use very basic or easy programms like word 
• didactic concept however is needed to know what you want to create
• important to keep in mind the order of things, what types of texts and tasks you want to include - you could still be doing a fine lesson, even with poorly created worksheets, but now really with no didactic concept 

• got to test out digital tools I don't normally use 
• practice - makes perfect (the more you do it the easier it might get) 
• If I know how to use these tools to create my own worksheets (rather than just downloading them) I can adjust them to be more inclusive, like for example for students with OCD or other learning difficulties or disabilities 

• practice makes perfect 
• takes a while to get into it 
• don't forget to keep students with obstructions in mind 

• clear, accesible and consistent: 
  • font sizes 
  • tasks displayed clearly and logically & recognizable 
  • illustrations only if they serve a purpose 
  • not to crwoded 
  • supportive elements should be embedded in the worksheet and recognizable 
• It should have educational value: Quality of the didactic concept 

• Copyrighted material can be used for educational purposes without having to ask the copyrightholder 
• allowed is: 
  • make copies of material and allow students to download said material 
  • analog material may be copied and distrubuted and digitilized for the use in the lessons 
  • excerpts from books may be incorporated in own lesson materials 
  • students may use these excerpts in presentations 
  • movies, videos etc. may be shown in class 
• not allowed: 
  • make material availabble for those outside of class 
  • publish material on public platforms 

Open educational resources. 

Open Content that classifies as Learningmaterial. 

CC-Licences make open content possible. 

Gemeinfrei means that a certain work is not copyrighted anymore because the Schutzfrist is over. Mostly that is 7 years after the death of the copyrightowner, then it bocomes public domain. E.g. Shakespeares Works. 

ICT inventory

• even though there might be some negative aspects to the story, it focuses on how the older sister feels wearing the hiab and how the little sister views her in a positive way 
• not only about text but also about author 
  • lot of stigma around hijabi women 
  • (many people think that they are opressed) 

1. Communication Dimension 
   • global and digital literacies necessary for digital world, and learners to understand, interpret, manage, share and create meaning in the growing density of digital communication channels and online media. 
2. content dimension 
   • Global and digital context that relate current themes of our times and global issues to digital transformations (e.g. migration, diversity sustainablility) 
3. Identity Dimension 
   • Global and digital participation to strenghten learners' personalities with respect to their increasingly constant online presence and by considering the impact digital environments might have to their identity formation 
4. Inter-/Transcultural Dimension 
   • Global and digital interaction is a crucial component of digital environments where digital media serve as important transmitters of cultural knowledge 
5. Critical and reflective dimension 
   • Awareness for global and digital diversity that makes it possible to reflect on the increasing digialization of learners' life worlds 

1. Organisational Communication 
   • with learners, parents, third parites 
2. professional collaboration 
   • with other educators 
3. Reflective practice 
   • collectively reflect, assess 
   • develop own digital pedagocical practice 
4. Digital Continuous Professional Develoment (CPD) 
   • use digital sources and resources for continuous professional development 

1. Selecting digital resources 
2. creating and modifying digital resources 
3. Managing and protecting digital resources 

1. Teaching 
   • plan and implement digital devices and tools into the teaching process 
   • manage and orchestrate digital teaching strategies 
2. Guidance 
   • digital tech to enhance the interaction with learners 
   • guidance and assistantce 
3. Collaborative learning 
   • use collaborative technologies as part of assignments 
4. Self-regulated learning 
   • use digital tech to support learners self regulated learning 
   • (quizzes) 

1. Assesment atrategies 
   • for formative and summative assesssment 
2. analysing evidence 
   • generate, select, analyse digital evidence, performance and progression 
3. Feedback and planning 
   • use didital tech to provide feedback 
   • help them understamd 

1. Accessibility and inclusion 
   • ensure accessibility to learning resources and activities for everybody (including those with special needs) 
   • consider and respond to learners expectations and feedback 
2. Differentiation and personalisation 
   • address learners' diverse learning needsby allowing them to advance at different levels 
3. actively engaging learners 
   • real worls context and hands-on activities 

1. Information and Media Literacy 
   • Incorporate learning activities, assignments and assessments which require learners to articulate information needs, to find information and resources in digital environments
   • organize, process, analyse, interpret information 
   • compare and critically evaluate the credibility and reliability of information and its sources 
2. Digital communication and collaboration 
   • incorporate learning activities, assignments and assessments which require learners to effectively and responsibly use digital technologies for ciómmunication, collaboration and civic participation 
3. Digital content creation 
   • require learners to express themselves through digital means
   • modify and create digital content in different formats 
   • teach learners copyright and licence use 
4. Responsible use 
   • ensure learners' physical and social wellbeing while usimg digital technologies 
5. Digital problem solving 
   • incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems or to transfer technological knowledge creatively to new situations 

It robes people of dignity, because it emphazizes how we are different rather than how we are similar. 

Nigerian Writer Chinua Achebe 

a balance of stories 

It's a term popularized by Nigerian author Chimamanda Ngozi Adichie in her TED Talk, The Danger of a Single Story. It describes the oversimplified, often one-dimensional view of people, places, or cultures based on limited information or stereotypes. 

Adichi grew up reading British and American children books. In these books the characters were always white, ate apples aand talked about the weather. Because of that she had thought for a long time, that characters in stories had to be like that, like something she was not. Because of that, the characters in her books drank a lot of ginger beer, even though she had no idea what it tasted like, because characters in British books drank a lot of ginger beer. 

The only thing Adichis mother told her about Fides family is that they are really poor. So she only ever saw his family as poor and nothing else. Their poverty became her single story of them.  But when she saw, that his brother had made a beautifully patterned basket, she realized that they are not only poor, but also hard working. 

Her roommate was shocked that Adichi speaks English, even though English is an official language in Nigeria. She thought that Adichi listened to "tribal music" and assumed that she didn't know how to use a stove. She felt sorry for her before she saw her. Her roommate had a single story of Africa, a single story of catastrophy. In this single story there was no possibility of Africans being similar to her in any way, no possibility of feelings more complex than pity, no possibility of a connection as human equals. 

Adichi had viewed Mexicans as only immigrants who are "fleecing the healthcare system and sneaking over the border". When she saw people going to work and smoking and laughing she was ashamed. 

Noun that loosely translates to: to be grater than another.

Like our economic and political worlds, stories too are defined by the prinziple of nkali: How they are told, who tells them, when they're told, how many stories are told, are deeply dependent on power. 

She that that is was a shame that "american men were murderers like the characters in American Psycho". 

In a context in which people learn foreign languages there is always an ultimate link to different cultures and realities of live. Now, when we consider the English language, the are so many diverse cultures, places and lives to be considered (simply because of how many places English is spoken in, not to forget all the people who speak English as a foreign language). It evidently becomes dangerous to not create single stories of all the cultures and places and lives that are talked about in an EFL context. For example, I rember that one of the topics we talked about during my A-Levels was India. It is really easy to fall for stereotypes when all you ever hear about are the same stories. "Poor Indian families, with patriarchal structures." But that is nonesense. Because Indian people can be so much more. Creative, hardworking, brilliant etc. If we only ever repeat that one story it becomes a single story, and this single story most of the time highlights negative aspects and tragedy - this makes it patronizing. And as teachers or future teachers it is our job to combat this. Talk about positive aspects of live, highlight different kinds of stories, and include diversity. This may not always be easy, but at least worth a shot. 

1. Homogenization 
2. Hierarchization 
3. Dichotomization 
4. Deletion 

Single stories reduce their subect matter to a few stereotypical aspects and make diversity ivisible. 

Single stories result from power hierarchies and consolidate them. People with power can tell stories, people without power cannot. 

Single stories make use of binary opposites (us vs. them) and clear lines of difference ('othering'). 

Single stories create gaps and delete non-normative perspectives from voice and view. 

“[T]extbooks are not a neutral repository of grammatical forms and lexical
choices; rather they are an important genre that functions to offer the students
a sanctioned view of human knowledge in a particular area, to confer
objectivity upon the subject matter, and to socialize the readers into becoming
a relatively homogeneous interpretive community.” 

“[l]earners wish to and should learn about other aspects of society, and, as
both textbook writers and teachers are concerned with learners’ personal
growth, they need to give them opportunities to learn about other groups and
communities” 

“at the heart of the language teaching textbook is a regime of representation
which constructs the world of the target language for the student”