Because of social distancing, our class focus will be on reading and thinking together by doing a lot of commenting on the texts we read and on the issues people bring up in their comments. Those of you who know me from previous classes will know that I am a firm believer in the relevance of context to any kind of human interaction; hence, I struggle with the notion of a virtual classroom. The syllabus and activities presented on ILIAS take into consideration that on-line learning presents students with a different set of demands than regular classroom instructions (this is also true for instructors ☺). Each week, we will read one text together; either a book chapter or a research article. I will post questions for discussion for each of the readings, and I will provide feedback on student comments.
Think of the class as an on-going conversation and chime in when you can.
Language teaching in multilingual contexts (VL)
This lecture class investigates models and ideologies as they inform multilingual education. Invited speakers will present on various contexts in which they provide instruction or conduct research studies.
In our class discussions, we will explore to what extent monolingualism or alternative notions such as translanguaging inform language instruction in the examples chosen by our presenters
Multilingual education (HS)
In this advanced seminar, we will discuss scenarios in which ALL education is based on the multilingual turn: what might happen in classrooms when language separation and monolingualism lose their ideological privilege? What changes and which problems can be anticipated?
Students will devise their own projects and provide detailed ideas for implementation of a scenario of their choice.
Linguistics and language learning (KO)
This class is a 'Prüfungskolloquium.' Students will contribute their work and provide peer feedback. Planning for exams, choosing topics, further preparation, as well as formal expectations will be discussed.
The syntactic underpinnings of biliteracy (HS)
While bilingual language acquisition during childhood has received a lot of attention from linguists and especially psycholinguists, literacy in two or more languages remains a challenge both in how it ought to be described and in how it can be accounted for. In this advanced seminar, we will work on contrastive language analysis and universals of (second) language acquisition.
Previous experience with syntactic theory is recommended. Students will identify a particular task at the intersection of syntax and discourse/pragmatics and eleborate on the syntactic pre-requistes that will facilitate biliteracy.
Advanced readings in generative syntax (OS)
This class offers a framework to explore generative syntactic theory. Students will explore a phenomenon of their choice and accordingly compile a reading list. They will share their work via the ILIAS platform and provide peer feedback.
Synchronic Linguistics (PSSP)
This class will provide an introduction in the description of linguistic phenomena in current language use. It will also examine the structural aspects of this convoluted cognitive system and further explore the linguistic functions throughout all different language layers, starting with the smallest particles in terms of morphology and phonology towards lexical and structural compositions. The class will lay the groundwork for future classes and research in linguistics. The participants will have the opportunity to get introduced to and become familiar with simple and complex language phenomena and will acquire knowledge of the main principles of linguistic research.
Please note: A letter of recommendation can only be issued after completion of at least one class. Issuing will take approximately 3 weeks.