BEd/BA Thesis Writing Workshop

 

Mag. Katharina Rodgers
24 January 2019, 12:00-15:00, N.0.42

 

Please register at the English department’s administration office.

 

 

Guest lecture by J. Jesse Ramírez “Waiting for the Martians”

Alien invasion has been one of the most persistent fantasies in US speculative culture since the emergence of science fiction in the late nineteenth century. A technologically superior, extraterrestrial “race” arrives on Earth and defeats most or all of world’s nations. Sometimes the United States alone is able to defeat the aliens; sometimes the planet is saved only by a miracle. Ranging from American revisions of H.G. Wells’s The War of the Worlds to Ted Chiang’s “Arrival,” this talk asks: why has US popular culture dreamed so often and so vividly of America’s destruction by an alien power? Why, in other words, is US speculative culture always waiting for the Martians? Is alien invasion a symptom of dystopian pessimism, utopian hope, or something else?

About the presenter:

Jesse Ramírez teaches and writes about speculative cultures. He holds a PhD in American Studies from Yale University and is currently Assistant Professor (Assistenzprofessor) of American Studies and co-director of the Technologies concentration in the School of Humanities and Social Sciences at the University of St Gallen, Switzerland. His monograph Un-American Dreams: Apocalyptic Science Fiction and Bad Hope in the American Century is under review for Liverpool University Press’s series Science Fiction Texts and Studies, and his monograph Ruse of the Robots: Against Automation Mythologies is under review with Routledge. Jesse grew up near the Sal Si Puedes neighborhood in East San José, California, where César Chávez began his organizing for the United Farm Workers. He is the first person in his family to graduate from college.

Date and place:

January 15, 2020

12-13:30

HS 4

ELT 2020: Insights into Theory and Practice for Future EFL Teachers (by Carmen M. Amerstorfer & Blake Shedd)

On Friday, 17 January 2020, the Department of English will host a conference entitled “ELT 2020: Insights into Theory and Practice for Future EFL Teachers” in the Stiftungssaal der Kärntner Sparkasse (room O.0.1). Seven researchers from educational institutions in Austria, Germany, and the USA will give presentations and workshops related to teaching English as a foreign language in secondary education.

This conference is targeted at students in teacher education programmes at the University of Klagenfurt and our cooperation partners, particularly those who study to become teachers of English or other foreign languages. Teacher educators and researchers in the fields of Applied Linguistics and Foreign Language Teaching Methodology are also welcome to attend this one-day event.

The schedule below provides a quick overview of the presentations. Please download the conference programme for details about the contributions and presenters. We look forward to an inspirational day of talks, workshops, and exchange.

ELT 2020 programme

8:30-9:20 a.m.
Neil Stainthorpe (Private University of Education, Diocese of Linz)
Playing with language: Fun, games, and creativity in the language classroom
9:30-10:20 a.m.
Verena Novak-Geiger (University of Klagenfurt)
Making it stick: The Role of Memory and the Brain in Foreign Language Learning
10:40-11:30 a.m.
Max von Blanckenburg (University of Munich)
Exploring political and cultural performance with language learners
11:40 a.m.-12:30 p.m.
Sarah Mercer (University of Graz)
Language Teaching for the 21st Century and Beyond: Integrating Language and Life Skills
2:00-2:50 p.m.
Dinorah Sapp (University of Mississippi)
Experiential Learning to Improve Grammar, Speaking, and Writing Skills
3:00-3:50 p.m.
Volker Eisenlauer (Bundeswehr University Munich)
Virtual Reality for ELT purposes
4:00-4:50 p.m.
Thorsten Merse (University of Munich)
Countering the Silence: Dialogues between Foreign Language Education and Queer Theory

Excursion to BBS Rohrbach (by Carmen M. Amerstorfer)

From 25th to 27th November, a group of 15 students visited the BBS Rohrbach in Upper Austria to conduct research about teaching English as a foreign language in a student-centred learning environment.

BBS Rohrbach is an innovative vocational school that offers multiple educational emphases, such as Digital Business, Information Technology, Media Design, and Health & Nutrition. Most students at BBS Rohrbach study two or three foreign languages, English being one of them. In 16 classes, a humanistic teaching approach called the Dalton pedagogy is applied to teaching English and other school subjects, such as Natural Sciences or Geography.

The Dalton pedagogy fosters learner autonomy, self-regulation, and cooperation. Students receive self-study assignments, which they complete in teams during open-learning phases at school. The assignments, prepared by the teachers at BBS Rohrbach, often combine different subjects with each other. When completing the assignments, students are free to move within the school building, use the resources available at school and online, and consult the teacher or other students for support.

By working in teams and independently of a teacher, students develop a multitude of skills beyond those related to the subjects they are studying. They learn, for example, how to manage their own time, how to communicate effectively, how to solve problems, how to explain processes, and how to motivate themselves and each other. Their acquired social and communicative competences, as well as their ability to self-regulate their capacities, make graduates from BBS Rohrbach strong competitors on the job market. However, during the excursion we learned that many students at BBS Rohrbach plan to continue studying at university.

The excursion was part of a university course in the teacher education programme at the Department of English at the University of Klagenfurt. The course has a strong focus on research and enables students to gain experience with planning, conducting, and writing about small empirical research projects on topics related to teaching and learning English as a foreign language. The participants were impressed by the way the Dalton pedagogy is implemented at BBS Rohrbach and by the high degree of contentment and self-confidence the students displayed.

We would like to extend our sincere gratitude to the dedicated teachers and the headmaster at BBS Rohrbach, who have been welcoming us for years, and look forward to visits in the future.