UNIVERSITÄT

• How to teach: Praktisch-methodische Umsetzung der Kompetenzen, skills und teaching approaches

• Universitäre Lehramtsausbildung

• Fachdidaktik Englisch (TEFL Methodology, TEFL Theory)

• Master Praxisphase GHR 300 (Vorbereitungs-, Begleit- und Nachbereitungsseminare für GS/HS/RS/IGS)

• Discourse Competence (Oral Communication and Listening Comprehension)

WS 2021/2022

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2021          

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Begleitseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

WS 2020/2021

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2020          

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Begleitseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

WS 2019/2020

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2019          

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Begleitseminar GS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar GS – Praxisphase GHR 300, Mastermodul 1

WS 2018/2019

• TEFL Methodology – Bridging the gap (GS + RS/IGS), BA Aufbaumodul 1

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2018          

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Begleitseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

WS 2017/2018

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2017          

• TEFL Methodology – Secondary schools: How to teach…?, BA Aufbaumodul 1

• Begleitseminar GS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar GS – Praxisphase GHR 300, Mastermodul 1

WS 2016/2017

• Oral Communication and Listening Comprehension, BA Aufbaumodul 2

• Vorbereitungsseminar GS – Praxisphase GHR 300, Mastermodul 1

SS 2016          

• Oral Communication and Listening Comprehension, BA Aufbaumodul 2

• Begleitseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

WS 2015/2016

• Oral Communication and Listening Comprehension, BA Aufbaumodul 2

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2015          

• TEFL Theory: Trends and Issues, BA Aufbaumodul 1

• Begleitseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

• Nachbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

WS 2014/2015                      

• Oral Communication and Listening Comprehension, BA Aufbaumodul 2

• Vorbereitungsseminar RS/IGS/OS/HS – Praxisphase GHR 300, Mastermodul 1

SS 2014                                  

• Oral Communication and Listening Comprehension, BA Aufbaumodul 2

• Begleitseminar Fachpraktikum GS/HS, Mastermodul 1

WS 2013/2014                      

• TEFL Methodology: How to teach…? (HS, RS, OS, IGS), BA Aufbaumodul 1

• Begleitseminar Fachpraktikum GS/HS, Mastermodul 1

SS 2013          

• TEFL Theory: Trends and Issues, BA Aufbaumodul 1

WS 2012/2013           

• TEFL Theory: Media and technology – tools and topics for the EFL classroom!?, BA Aufbaumodul 1

SS 2012          

• TEFL Theory – the Use of Technology and New Media in the EFL classroom, BA Aufbaumodul 1

Bitte bei Anfrage (LINK) zur Betreuung einer Bachelor- oder Masterarbeit als Erstprüfer bei mir folgende Informationen mitteilen:

• voraussichtlicher Titel der Arbeit

• voraussichtliche Abgabe der Arbeit

• Ziel und Bedeutung der Arbeit

• Wahl der Forschungsmethode (Interview, Umfrage, Hospitation…)

• vorläufiger Aufbau der Arbeit (Inhaltsverzeichnis)

• Beispiele für einschlägige Literaturquellen

Für folgende Themenschwerpunkte im Grundschul- und Sekundarbereich stehe ich als Betreuer/Prüfer bei Abschlussarbeiten und Kolloquien zur Verfügung:

1. Motivating Reluctant Learners to Speak in an EFL Classroom by Using Cooperative Methods: An Action-Oriented Approach (BA)

2. The use of hidden picture puzzles in English lessons – Do hidden picture puzzles increase students‘ fluency in English classes? (BA)
   

3. The internet – a digital language teacher? How social media can affect students‘ English language skills (BA)
   

4. Integrating the Theory of Multiple Intelligences in a CLIL Teaching Unit to Enhance Speaking Skills of a 7th Grade History Class in Germany (MA)
   

5. Language Villages – A new communicative form of improving speaking and gaining oral communicative competence in the EFL-classroom? (BA)
   

6. Watching a series in the original version English – implications for students receptive and productive competencies (MA)
   

7. English Lapbooks in Primary School – An Empirical Approach on Their Ability to Promote Speaking (BA)
   

8. The effects of visualizing vocabulary on the learning process at primary school (BA)
   

9. How to increase reading motivation among primary school pupils. A practical approach by running a reading evening. (MA)
   

10. How effectively are didactic principles conveyed in English primary school textbooks? A comparative analysis. (BA)
    

11. Benefits of songs in the EFL classroom proven by a teaching sequence. (BA)
    

12. The Bilingual History Classroom – Using the CLIL Approach to Teach a Unit on Australia (BA)
    

13. The Bilingual Geography Classroom – Using the CLIL-Approach to Teach a Unit on Food Sustainability (MA)
    

14. Feedback in Communicative Language Teaching (BA)
    

15. Connecting English and Music in CCIL Lessons (BA)
    

16. Changes and Developments in the Kinesthetic Language Teaching: Comparing Asher’s Theory to Sambanis‘ Model (BA)
    

17. Necessary Structure and Skills of a Good Geography CLIL Lesson (BA)
    

18. The Provision of Materials for Hard – of – Hearing Learners  In Mainstream Secondary EFL Classrooms (BA)
    

19. The Benefits of Gardner’s Multiple Intelligence Theory in Inclusive Classrooms (MA)
    

20. Challenges of Differentiation in a Primary CLIL Classroom (BA)
    

21. Inclusive Education – A Qualitative Research about the Attitude of Primary Teachers in Hildesheim (BA)
    

22. Teaching English as a Foreign Language to Gifted Children in Regular Primary Schools (BA)