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Lehrende: Helena Livia Dedecek Gertz
Veranstaltungsart:
Blocklehrveranstaltung
Anzeige im Stundenplan:
Credits:
3,0
Unterrichtssprache:
Englisch
Min. | Max. Teilnehmerzahl:
- | -
Weitere Informationen:
Das Angebot richtet sich an Studierende aller Fachrichtungen der Universität Hamburg.
Weitere Informationen zur Veranstaltung werden in Kürze hochgeladen.
Kommentare/ Inhalte:
Course with the objective of presenting and proposing theoretical and practical elements of language education for teachers from different areas of knowledge (Physical, Life, Earth and Human Sciences) to be used with immigrants and refugees in the classroom, aiming at the creation of research-action projects. Topics divided into the following themes will be worked on: a) understanding your surroundings: history of (im)migrations and linguistic rights; b) how to prepare: scientific production on immigrants and refugees; c) how to work: presentation of language education for and with immigrants and refugees; d) how to prepare a research-action project: analysis of research projects and beginning of the elaboration of proposals for own projects; e) how to share experiences: collective discussion about the proposals and creation of spaces/support networks.
Lernziel:
a) present and discuss theoretical and practical elements of language education in different areas of knowledge
b) relate language education to migration studies, aiming at the creation of research-action projects
Literatur:
1. Cardozo, Poliana Fabíula; Puh, Milan (2022). What Does Tourism Do To Teach?: Ethnic Tourism in Parana and its Educational Actions. Educação Em Revista (Online), V. 38, P. 1-16.
2. PUH, M.; FREIRE, Pedro Henrique Camargo ; FAVARO, L. V. . Como organizar um curso de línguas: mapeamento linguístico, propostas formativas e ensino pluri/translíngue. Revista Conexão ComCiência, v. 2, p. 1-20, 2022. (translated: How to organize a language course: linguistic mapping, educational proposals and pluri/translingual teaching)
3. GLICK SCHILLER, N. (2010). A global perspective on transnational migration: theorising migration without methodological nationalism. In R. Baubo¨ck, & T. Faist (Eds.), Diaspora and transnationalism: concepts, theories and methods. Amsterdam: Amsterdam Univ. Press.,p. 109-129.
4. FU¨RSTENAU, Sara. CARNICER, Javier A. (2019). Transnational Education. A Concept for Institutional and Individual Perspectives. In: Discourse. Journal of Childhood and Adolescence Research, p. 385-389.
5. FAIST, T. (2013). The mobility turn: A new paradigm for the social sciences? Ethnic and Racial Studies 36(11), p.1637–1646.
6. MARGINSON, Simon (2022). Global science and national comparisons: beyond bibliometrics and scientometrics, Comparative Education, 58:2, p. 125-146.
7. Puh, Milan; Nobre, Flávia; Toth, Júlia; Bolini, Camila (2024). Plurilingual scientific literacy: a teaching and research experience at the University of São Paulo. Estudos da Ásia, v.4, p.1.20.
Zusätzliche Hinweise zu Prüfungen:
3 in-class activities (19.04, 14.05 and 07.06): individual and groups of 2 or 3
Oral presentation of a small research project about the topic (08.06): groups of 2 or 3
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