TU BRAUNSCHWEIG

Bild Prof. Dr. Kubanek

Anschrift

Prof. Dr. Angelika Kubanek
Technische Universität Braunschweig
Institut für Anglistik und Amerikanistik
Abteilung Englische Sprache und ihre Didaktik
Bienroder Weg 80
38106 Braunschweig


Kontakt

Raum 232
Sprechstunde: Montag, 28.08.2017, 16:00 - 17:00 Uhr

Frau Prof. Kubanek ist im SoSe 17 im Forschungsfreisemester und nicht regelmäßig am Institut zu erreichen.

Tel.: +49-(0)531-391 8726
Fax: +49-(0)531-391 8728

E-Mail: a.kubanek[at]tu-bs.de 

 

EU-Studie zum Fremdsprachenfrühbeginn (deutsche Fassung 2007)

Lebenslauf

Ausbildung

English Studies, German Studies, Educational Studies at the Catholic University of Eichstätt

Abschlüsse
  • First state exam (Bavaria) as a secondary school teacher for English and German
  • Diploma in Adult Education (equivalent to M.A.)
  • Second state exam (Bavaria), civil servant status
  • Ph.D. 1987
  • Habilitation 1997

Arbeitsverhältnisse

  • Educational assistant in the Sheiling Schools/Camphill School, Ringwood, England  (2  years prior to university education)
  • 50% Research assistant in the English department of the Catholic University of Eichstätt
  • 50% Junior Researcher in the English department of the Catholic University of Eichstätt
  • Free-lance English teacher in adult education institutions
  • Teacher in 3 state schools in Bavaria, including a school for teenagers with physical and learning problems in Munich
  • Full-time post-doc position at the Catholic University of Eichstätt
  • DAAD visiting lecturer Trakya University, Turkey
  • Visiting Professor University of Koblenz-Landau (Vertretungsprofessur)
  • Full professor C3 (tenure) at TU Braunschweig (since 2001)

Mitgliedschaften / Komitees

  • DGFF (German Society for Research into foreign language teaching and learning)
  • Internationaler Kreis Sonnenberg
  • Weserbund
  • Editorial Board member of Journal “Frühes Deutsch”, edited by Goethe Institute Munich (publisher: W. Bertelsmann)


Forschungsinteressen

  • Foreign languages for children at kindergarten and primary school level: conceptual work, research & development, multilingual teaching material
  • Intercultural learning: educational material, learning processes of university students
  • “Slow teaching” and diagnostic competence: What do teachers of English need to know about motivation, learning paths and interests of those pupils who are the “lower performing” 50% of the class?
  • Ecoliteracy - with a focus on renewable energies -, public understanding of science (the multidimensional role of English didactics, renewable energy as topic and educational principle in the English classroom)


Forschungsprojekte (Auswahl)

2006

The main pedagogical principles underlying the teaching of young learners. Key Study for the European Commission (EAC 89/04, Lot 1). 2006/07. Co-author with Peter Edelenbos and Richard Johnstone. English, German, French version. [http://ec.europa.eu/education/policies/lang/key/studies_en.html]

2008

Qualität in bilingualen Kitas im Saarland. [Quality in the bilingual kindergartens of the federal state of Saarland]. Saarbrücken: Ministerium für Familie, Bildung, Frauen und Kultur. Co-author with Peter Edelenbos.

Hörverstehen und Wortschatzkenntnis der englischen Sprache bei Schülern in Klasse 3 und 4. Dokumentation und Hintergrundinformation zu einer Kurzstudie in drei Schulen in Radebeul. Mit einer Lehrerfortbildung. Im Auftrag des Staatsministeriums für Kultus des Freistaates Sachsen, Grundschulreferat. [Listening comprehension and vocabulary knowledge of pupils in grade 3 and 4. For the Saxon Ministry of Education and Culture]. Braunschweig/Groningen. Mit P. Edelenbos.

Language Education Policy Profiling. Sprach - und Sprachunterrichtspolitik in Österreich/ Language and Language Education Policy in Austria. Country Profile. Österreichisches Sprachenkompetenzzentrum, Bundesministerium für Unterricht, Kunst und Kultur, Bundesministerium für Wissenschaft und Forschung. 2008.  Research team member with David Little (Rapporteur),Sera de Vriendt and Jorunn Berntzen. Für den Europarat [for the Council of Europe]

2010 - 2012

Narrative accounts of language support initiatives and attitudes towards the learning of languages in a cityscape – i.e. Braunschweig

2011 - 2014

The introduction of “La valisette franco-allemande/deutsch französische Kinderkiste“. Investigation  on behalf of Deutsch-Französisches Jugendwerk/Office Franco-Allemande pour la Jeunesse (2011-2014). Other research team members: Prof. Dr. Daniela Caspari/Freie Universität Berlin, Prof. Dr. Dominique Macaire/Nancy, Prof. Dr. Gilles Brougère/Paris,  Dr. Julia Putsche/ Strasbourg.

2012 ff.

Promoting intercultural and didactic competence of students in English Studies through creating a personal storybook about a long-term stay abroad (au pair, work and travel…) and presenting this narrative format in a primary or secondary class.

2012 ff.

Ecoliteracy / renewable energies: 

  • Fremdsprache Technik? Expert explanation formats and laymen comprehension processes  (laymen = pupils and teachers in the English classroom, teacher training students enrolled in the Humanities).
  • The special go-between role of English didactics


Publikationen (Auswahl)

Bücher

Das Bild der Dritten Welt in deutschen Lehrwerken für den Englischunterricht.  [The image oft he Third World in German ELT textbooks.] Ph.D. Thesis. Regensburg 1986

Ed. Immersion - Fremdsprachenlernen - Primarbereich. [Immersion – foreign language learning – primary level]. München 1996

Kindgemäßer Fremdsprachenunterricht. Band 1: Ideengeschichte. Band 2: Didaktik der Gegenwart.  [Child-oriented foreign language teaching. Vol 1: A history of ideas. Vol. 2 Present-day didactics. Münster 2001 und 2003 (= Habilitationsschrift of 1997)

Ed. „I beg to differ. Beiträge zum sperrigen interkulturellen Nach­denken über eine Welt in Frieden.[I beg to differ. Contributions towards the recalcitrant intercultural reflections about a world at peace. ]Festschrift für Hans Hunfeld. (mit/ with Hans-Eberhard Piepho). München 1998

Fremdsprachenlernen mit Spaß. Wie Eltern ihre Kinder fördern können. [ Fun with learning foreign languages – how parents can support their children] Freiburg 2001 (mit/with Peter Edelenbos)

Ed. Fremdsprachen in Kindergarten und Schuleingangsstufe. [Foreign languages at kindergarten level and in the first years of primary school]. Donauwörth 2004 (mit/with Peter Edelenbos)

Ed. Trittsiegel. Gedichte von Hans Hunfeld mit Illustrationen von Roberta Bergmann und Anne-Luise Janßen. Künstlerbuch auf Subskriptionsbasis. Aus Anlass der Emeritierung von Hans Hunfeld. Braunschweig 2004. [Deer tracks. Poems by Hans Hunfeld illustrated by Roberta Bergmann and Anne-Luise Janßen. Artist book produced on occasion of the retirement of Hans Hunfeld].

Gute Praxis im Frühen Fremdsprachenunterricht. [Good practice in early foreign language teaching]. Braunschweig 2010 (mit/ with Peter Edelenbos)

Ed. Fremde Heimat Deutschland. Migranten erzählen. [Germany: new home, yet remote. Stuttgart 2011 (mit/ with Murat Ham).

Sprachen sind ein Schatz. Ein Lesebuch über Sprachförderung in Braunschweig. 2012 [Languages are a treasure. A book of narratives about language learning support and attitudes towards the learnin g of languages in Braunschweig]

Edition of some issues of the journal Frühes Deutsch (zunächst: Primar]  [Early German, original title: Primar] – Research, Quality, Experimenting, Time.


Aufsätze (Auswahl)

"Research into primary foreign language learning in Germany: a trend towards qualitative studies." In: Edelenbos, P./ Johnstone, R. (eds.):  Researching languages in primary school.  London: Centre for Information on Language Teaching (CILT)/ Scottish CILT/ Universität Groningen 1996, 3-15.

“‘A glimpse of something beyond’” - Zum Sinn des Erzählens im Frühen Fremdsprachenunterricht.” [The significance of storytelling in early foreign language teaching] In: Wendt, M./ Zydatiß, W. (eds.) Fremdsprachliches Handeln im Spannungsfeld von Prozess und Inhalt. Bochum: Brockmeyer 1997, 138-146.

“Englische Wege in Eichstätt.” [Historical traces of English culture in Eichstätt] In: Kubanek-German, A./ Piepho, H.-E. (eds.): I beg to differ, 1998, 317-334.

”Primary foreign language teaching in Europe - trends and issues.” Language Teaching, (31) 1998, 193-205. state-of-the-art article

“Early Language Programmes in Germany.” In: Nikolov, M./Curtain, H. (eds.): An Early Start: Young Learners and Modern Languages in Europe and beyond. Graz: European Centre for Modern Languages/ Strasbourg: Council of Europe Publishing 2000, 59-69.

“Emerging intercultural awareness in a young learner context: A checklist for research.” In: Moon,J./ Nikolov, M. (eds.): Research into teaching English to young learners. Pécs: University Press 2000, 49-63.

“L’éducation cosmopolite en Allemagne.” Recherche et formation , 33/2000, 111-116.

“Aufmerksamkeitsmuster.” [Patterns of attention] In BMW AG: Life. Ideen und Materialien zum interkulturellen Lernen. [Ideas and material for intercultural learning.] München 2001, S. 1-18.

“Diagnostic competence” as a key qualification of the foreign language teacher in the 21st century. In: Ahrens, R./Weier, U. (eds.): Erwachsenenbildung im dritten Jahrtausend.  Englisch. [Adult education in the 21st century – the case of English]. (mit/with Peter Edelenbos)

“Global English and global education.” In: Gnutzmann, C./Intemann, F.  (eds.): The globalisation of English and the English Language classroom”. Tübingen: Narr 2005, 245-258.

“Teacher assessment: the concept of `diagnostic competence`.” Language Testing,  21(2004), 3, 259-283 (mit/with Peter Edelenbos)

„Blended Learning – besseres Lernen? Zu dem Kurs Faszination Sprachenlernen.“ ]Blended learning – an asset? Thoughts about the training course `the fascination of learning an early foreign language`]. Erschienen in der Festschrift für Michal Legutke, November 2004 (mit/with Karin Bothe).

“Intercultural learning.” Multimedia MA Kurs e-lingo/ Fremdsprachen-Frühbeginn Didaktik der PH Freiburg. 2004 (mit/with Isabel Kobus)

“What can a learner and teacher friendly English vocabulary test look like?” In: Humanising Language teaching, 2008. (online Zeitschrift) Mit P. Edelenbos. <http://www.hltmag.co.uk/aug08/sart04.htm>.

"Early foreign language learning: Published research, good practice and main principles." In : M. Nikolov (ed.): The Age factor and early language learning. Berlin: Mouton de Gruyter 2009, 39-58. (Mit P. Edelenbos).

“Qualität”. Lexikon Fremdsprachendidaktik, ed. C. Surkamp. Stuttgart: Metzler, 254-257.

„Diagnostische Kompetenz im Englischunterricht – von Fingerspitzengefühl zu evidenzbasiertem Handeln.“ [diagnostic competence in the English classroom – from intuitive to evidence-based teaching] (Mit/with Peter Edelenbos). In: Hansmann, W., Dirks, U. & Bambuch, H.: Professionalisierung und Diagnose-Kompetenz. [Professionalisation and diagnostic competence Online Schriftenreihe Nr. 14, Kapitel V 1. Archiv.ub.uni-marburg.de/es/2012/0002

„Überlegungen zum Stellenwert eines ´narrativen Prinzips` im Fremdsprachenunterricht.“ Babylonia, XX (2012), 2, 61-68.


Teaching

English Language Teaching Didactics – Considerations for an Agenda 2020

  1. The Lower Saxony strategic plan to abolish the difference in study time between future grammar school teachers of English and teachers for Realschule, Hauptschule, Gesamtschule, Oberschule and Grundschule (i.e. to create a 2 year Master of Education for the latter) will hopefully lead to their deepened insight into teaching and learning processes. More diagnostic skills can be acquired. Teachers need such skills to develop learning plans for heterogeneous classes. Students will have more time to observe and actively intervene in particular learning situation.
  2. In German as well as European foreign language teaching didactics there has been a marked focus on structural thinking and assessment. Competence levels and standards have been developed and described, types of assessment been researched and analysed (Portfolios, DESI, Vergleichsaufgaben, CEFR, Bildungsstandards for the end of the secondary I level and recently for the Abitur level). One keyword in this context is “output orientation”. Regular formative and summative assessment based on transparent and comparable competence level descriptions will hopefully lead to better achievements.
  3. However: Considering the overarching educational principles of English language teaching in the 21st century (i.e. education for peace and education for sustainable living) a renewed look at topics (Inhaltsorientierung) and explanation formats seems to be necessary.
  4. The subject  English and the didactics of teaching English as a foreign language can play a special part as regards Umweltbildung/ecoliteracy/renewable energies.  It is a language of international communication, it is the medium of much music listened to by teenagers, it is the top international language of science. Communicating, simplifying, transfer processes, hermeneutic interpretation of comprehension processes of laymen, the role of word and text vis a vis infographics and direct contact with the phenomena can be studied.
  5. As far as teaching English/ a foreign language to children is concerned, the following dimensions are important in training:
  • knowledge about language acquisition, insight into selected recent research and an interest in research methods
  • making use of autobiographical experiences with languages, travelling, interculturality in class, e.g. via storytelling
  • a political attitude, i.e. interest in future-oriented topics, topics of sustainability, and how to transfer them into various program types of English teaching (regular, CLIL, immersion-type)
  • knowledge of, and active attempts at trying out diagnostic activities
  • appreciation of learners with a multilingual background
  • higher expectations as regards the possible learning achievements of foreign language teaching in primary school
  • a more structural  teaching approach, especially to benefit slow learners, more explicit instruction and language awareness than has been the case since the early 1990s.

Veröffentlichtes Lehrmaterial (Auswahl)

  • Approaching the Third World.  (mit/with Hans Hunfeld und/and Ben Mwaura). München: BSV 1998.
  • Dokumentations-Video Faszination Sprachenlernen. [Documentary about intensified early foreign language learning in Saxony]. Radebeul 2002. (Konzeption des Videos und Begleitbroschüre, camera and cutter: Harald Schluttig]
  • “Faszination Sprachenlernen.” Ein Multimedia Kurs für Aus- und Fortbildung im Bereich Fremdsprachen-Frühbeginn. [The fascination of learning a foreign language. A multi-media training course for university training and in-service training] 2003/2004. Team members: Karin Bothe, Dipl.Päd. Heidemarie Bothe, Dr. Isabel Kobus, Ursula Bader, M.Ed., Dipl.-Des. Gabi Schluttig, Ulrich Wolf (Programming).
  • Internet-Unterrichtseinheiten für Klasse 4-6 auf der Website des Westermann Verlags [internet teaching units]
    1. Tea-bags;
    2. The story behind Santa Claus;
    3. Europa nostra - Comenius;
    4. Aspects of Ghana;
    5. Language detectives: walking in the city, looking into kitchen cupboards.
    6. Polar Regions (mit Ursula Bader). Braunschweig 2002, 2003.
  • I am learning English. Ich lerne Niederländisch. Ik leer duits. Dreisprachiges Lernheft. 2005. Mit P. Trapp und T. Becker. Design: A.-L. Janssen. Braunschweig 2005
  • www.interkulturelleslernen.eu  (webportal, R & D ELAN 2 Teilprojekt, Mittel des Wissenschaftsministeriums Niedersachsen ). 2005 ff.
  • Wortschatztest. Englisch in der Grundschule. Teil 1: Klasse 3. Langenscheidt: München. Mit P. Edelenbos. 2008
  • Wortschatztest. Englisch in der Grundschule. Teil 2: Klasse 4. Langenscheidt: München. Mit P. Edelenbos. 2008
  • Englisch. Klasse 3. Schülerbuch. München: Langenscheidt 2008 (mit Adelheid Kierepka, Paulene Grabenkamp-Frayne & Werner Kieweg).
  • Englisch. Klasse 4. Schülerbuch. München: Langenscheidt 2008. (mit Adelheid Kierepka, Paulene Grabenkamp-Frayne & Werner Kieweg).
  • Englisch. Klasse 3. Lehrerband – Einführung. München: Langenscheidt, 2008.

2012: Guidance: Material development project: Multilingual language and culture brochures for adult absolute beginners of German, created by groups of students in the seminar Intercultural Learning and Intercultural Communication.



Outreach activities/ impact:

  • In-Service Training:
    For teachers in Lower Saxony, other regions of Germany, and international (e.g. France, Brazil, Belorus, Turkey, Netherlands, Greece)
  • the study written for the European Commission 2006 was a key document which reached educational institutions across the EU
  • publications for parents

 

Recent invited lectures (selection):

2011

Universitas Negeri Padang, Sumatra-Indonesia: Action research in the context of English teacher education

2012

EDR Studientag Groningen: Dealing with diversity in the foreign language classroom via “Differenzierung”

2013

Opening day  of DaZ Net Gifhorn-Peine [network of support teachers for German as a second language]
Plenary speech 1st Hellenic Conference on Early Language Learning


Consultancy

Schools, ministries of education


  aktualisiert am 05.07.2017
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