Principles

Our English seminar preparing would-be teachers for their professional career and daily work  in ELT is build on the following principles:

  • A theory-related reflection of daily practice and experiences during the  training
  • The focus is on the methodology of ELT in an action-oriented- learning framework
  • ELT is aimed at strengthening the skills and competences of the learner who is in the center of the learning process (Don’t teach me – make me learn! )
  • “Survival strategies” in the different areas of the vocational sector for the time after the indoor-service training
  • Clear criteria for the assessment of the tuition skills of the trainee with regard to the planning of  lessons and the following implementation of these in the classroom

Contents

  • Criteria to analyse and evaluate the learning group from an ELT viewpoint
  • Aims in the ELT learning process ( “Four skills”, social and methodical competencies, Common European Framework of Reference for Languages)
  • Rituals, strategies and methods to introduce the learning process in ELT
  • Ideas to break down the language barrier in ELT (“Make them speak”)
  • Ways to improve the listening skills of the students
  • Media in the classroom (Worksheets, Films, Transparencies, Poster)
  • Strategies and techniques to judge and evaluate students in the ELT classroom and in the different areas of the vocational sector (e.g. Diagnostic test, written exams, Abitur, oral tests, certificates)
  • Songs in ELT
  • From station to station
  • Click and learn? – Information Technology in the ELT classroom
  • Inter –cultural learning
  • ...

Background

English Language Teaching (ELT) in the vocational sector differs in many respects from the lessons one is used to know from primary schools or grammar schools. To name just a few these differences can be summarized by

  1. normally heterogeneous learning groups due to a wide range of students with different educational background;
  2. the overall low motivation for this subject because English is either not a part of their final examination or former school visits have lead to a negative attitude on the side of many students;
  3. the extreme short time available in many courses not only to bring students on par with the required knowledge but also to evaluate and assess the progress the learners have made.
   
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