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This article explores the foreign language learning potentials that selected digital tools hold with respect to teaching about U.S. structural racism. Teaching complex topics like structural racism in online learning environments requires highly competent foreign language teachers and high-quality online learning materials. These demands and resulting digital teaching innovations have a significant effect on how university-based (foreign language) teacher training should be structured in the future (Amhag et al., 2019). To address these demands, we have integrated distance teaching as a mandatory element in foreign language teacher training at the Catholic University of Eichstätt-Ingolstadt (Stadler-Heer & Böttger, 2021). This article presents exemplary online lessons on the topic of structural racism which were developed, tested, and evaluated by pre-service teachers in two remote university teacher training courses. Drawing on the principles of task-based language teaching, the presented digital lesson materials aim to foster secondary school students’ intercultural communicative competence.
Enacting America in the Classroom: Introducing Drama Workshops into Pre-Service Teacher Training
(2021)
Besides gaining in-depth knowledge in the fields of linguistics, literature, and culture, pre-service teachers of English need to be trained in intercultural competence and reflexive processes, as well as communicative and performative teaching approaches. Heeding the performative turn in cultural studies and drama pedagogy, the article introduces an educational project that was conducted at the Pädagogische Hochschule Vorarlberg (University of Teacher Education Vorarlberg) and that was designed to offer students both a holistic and aesthetic-practical learning experience. Over the course of the semester, students developed the skills necessary to write a scholarly paper and process the insights gained in the drama workshop. From an evaluative discussion with workshop participants, we infer that the combination of discussion-based seminar and drama workshop provides an ideal setting to explore literary texts and cultural-societal questions, as well as performative skills. The article encourages and enables university teachers to carry out similar projects.
Over the past years and months, and especially so after the reignition of the armed conflict in the Middle East in May 2021, Western countries including the United States have registered an alarming increase in anti-Semitic prejudice and verbal and physical assaults. This trend is particularly concerning in the context of the United States, where anti-Semitism had appeared to have largely subsided, as its resurgence threatens to harbinger radical changes in the society’s value system. Including a discussion of both historical backgrounds and current events, and individual case studies, this article argues for the necessity to thematize anti-Semitism in the United States within the secondary- and tertiary-education EFL/American Studies classroom.
This foreword takes stock of the history and current state of the field of American Studies and its contributions to an educational mission in the past, present, and in the future. Besides its interdisciplinarity, American Studies is characterized by its combination of scholarship and activism. The articles collected in this issue take us from the global protests against systemic racism and state violence in the summer of 2020 after the murder of George Floyd to the violent attack on the U.S. Capitol by Trump supporters on January 6, 2021. Focusing on the repercussions of #MeToo and #BlackLivesMatter, two contributions present innovative digital teaching solutions. Further articles deal with presidential elections in the social media age, migration and immigrant histories, civil disobedience, conspiracy theories, theater about climate change and the American family, and the popular TV series The Americans. Finaly, individual contributions assess transition processes, the implementation of a remedial summer school, and the role of self-efficacy beliefs in teaching in inclusive settings.
Der praxisnahe Beitrag beschreibt, wie sich Studierende des Lehramts Primarstufe mit ‚Content and Language Integrated Learning CLIL‘ als Ansatz für den Englischunterricht auseinandersetzen. Sie lernen Techniken des ‚Scaffolding‘ (Unterstützungsmaßnahmen), planen CLIL-Einheiten für den Englischunterricht und setzen diese in den schulpraktischen Studien um. Damit dies gelingt, müssen sie über explizites Sprachwissen verfügen und sprachsensibel agieren. Das im Studium erlangte pädagogisch-didaktische Handlungswissen für den Englischunterricht wird in Folge auf den ‚Sprachunterricht in allen Fächern‘ übertragen. Anhand der Ergebnisse zweier Fokusgruppen soll gezeigt werden, wie Studierende des Lehramts Primarstufe den bilingualen Ansatz CLIL in Englisch/ Deutsch und die sich daraus ergebenden fächerübergreifenden Synergien bewerten.
