ETE - English Teacher Education
Our research
The current research projects focus on:
- how diversifying ideas of culture affect the way we think and teach (socio-/sub-)cultures in the English language classroom and beyond (Lotta König)
- how fictional texts can be taught to analyze, engage with and reflect on aspects of diversity in the texts, their contexts, and learners’ lives (Lotta König),
- how cultural issues are negotiated in moments of mediating between or communicating in (un-)familiar languages (Lotta König)
- how English as a Global Language affects views on teaching English at school (Carolin Zehne, Peter Schildhauer),
- what happens in the classroom when cooperative learning is put into practice (Peter Schildhauer),
- how big data and algorithms can and should be addressed and used in ELT (Peter Schildhauer),
- how a portfolio can be developed and integrated to chart children’s language-learning progress, to foster self-assessment skills and to help children transition from a bilingual primary to a secondary school (Manon Greenyer-Schüler, Patricia Skorge and Carolin Zehne),
- how teachers understand the definition and implementation of critical literacies in their language classrooms (Eleni Louloudi),
- how to combine analog (e.g., picturebooks) and digital (e.g., social media) materials to work towards (student-centered) social justice practices with prospective English teachers (Eleni Louloudi),
- how young adult dystopian TV series and films can facilitate bilingual teaching in pedagogics (Sandra Winkelmann)
- how democracy education can be incorporated in ELT as a continuum from primary school to ETE as university (Anne Reeßing)
- how to integrate task-based teaching into university teacher education (Sebastian Miede)
- how teacher education bridges didactics and Fachwissenschaft, for example teaching and analysing children’s and young adult literature as well as conversation analysis in the English classroom (Sebastian Miede)
- how guided reflection tasks can foster a better understanding of the relevance of Fachwissenschaften like linguistics and literary/ cultural studies for future primary school teachers (Janine Perlik)
Our recent publications
- Publication List
König L., Römhild R., & Schildhauer P. (Eds.) (2023). Themenheft 'Global Englishes‘. Der Fremdsprachliche Unterricht. Englisch, 53(183).
König, L. (2023). Critical Literacy im Kontext fremdsprachendidaktischer Kanonisierungstendenzen. Einführung in eine überfällige Sektion. PraxisForschungLehrer*innenbildung. Zeitschrift für Schul- und Professionsentwicklung (PFLB), 5(3), 13-22.
König, L. (2023). Differenzkategorien im Unterricht reflektieren, ohne die Differenz zu reproduzieren …? Eine fremdsprachendidaktische Annäherung an ein Paradox am Beispiel von Gender und Sexualität. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, 5(2), 29-44.
König, L. (2024). Resisting language or language of resistance? Die Rolle der Fremd*sprache bei der Aushandlung kontroverser Themen. k:ON -Kölner Online Journal für Lehrer*innenbildung, Sonderheft 5/2024 'Agonalität als didaktische Herausforderung und Chance', 28-46.
König, L., & Louloudi, E. (2024). Critically important: Integrating the critical into English language teacher education. In S. Braselmann, L. Eibensteiner, & L. Volkmann (Eds.), Teacher Education in (Post-)Pandemic Times: International Perspectives on Intercultural Learning, Diversity and Equity (pp. 79-101). Berlin: Peter Lang.
König, L., & Merse, T. (2023). “Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL Learners’ Engagement with Shakespeare’s Sonnet 18 and Contemporary YA Fiction. Revista Latinoamericana de Estudios Educativos, 53(2), 135-173.
König, L., & Schildhauer, P. (2023). Exploratives Lernen mit linguistic landscapes. Der Fremdsprachliche Unterricht. Englisch. Themenheft 'Global Englishes‘, 53(183), 8-10.
König, L., Reckermann, J., Römhild, R., & Schildhauer, P. (2023). Global Englishes Language Teaching. Diskursfähigkeit, Sprachbewusstheit und Kommunikationsstrategien für den Umgang mit varieties of English erwerben. Der Fremdsprachliche Unterricht. Englisch. Themenheft 'Global Englishes‘, 53(183), 2-7.
Louloudi, E. (2023). (Re-)envisioning picturebooks for social justice education in advanced audiences: A critical literacy perspective from Canada. In G. Alter & T. Merse (Eds.), narr STUDIENBÜCHER LITERATUR- UND KULTURWISSENSCHAFT. Re-thinking picturebooks for intermediate and advanced Learners: Perspectives for secondary English language education Tübingen: Narr Francke Attempto.
Louloudi, E. (2023). Investigating Teachers’ Perspectives of Critical Literacies: A Comparison of Case Studies in Canada and in Europe.
Louloudi, E. (2023). Rezensionen: Embracing Diversity. Embracing Diversity: Vielfältige interkulturelle Perspektiven, 63
Louloudi, E. (In Press). “But, are you really fine?”: Reconstructing Mental Health through a Critical Literacy Lesson Developed by Pre-Service Teachers of English. In C. Ludwig, T. Summer, M. Eisenmann, D. Becker, & N. Krüger (Eds.), Mental Health in English Language Education. Narr.
Louloudi, E., & Schildhauer, P. (2023). Envisioning Social Justice Education as Part of Inclusive Education Deconstructing Gender Biases with Pre-Service English Teachers . DiMawe. Die Materialwerkstatt: Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innenbildung und Unterricht , 5(4), 182–195.
Miede, S. (2019). Förderung des Sprechens im kompetenzorientierten Englischunterricht der gymnasialen Oberstufe: Eine qualitativ-empirische Studie. Tübingen: Narr Francke Attempto.
Panagiotopoulou, J., Louloudi, E., & Hammel, M. (2023). Critical literacy, translanguaging and social justice education: Making connections and comparisons. Crossroads of Languages and Cultures’ (CLC6): Plurilingualism, Variation, Spaces of Literacy. Abstracts, 181.
Rolletschke, D., Schildhauer, P., & Schröder, A. (2023). Authentic Englishes.nrw - Understanding, Describing, and Teaching Varieties of English. PraxisForschungLehrer*innenbildung. Zeitschrift für Schul- und Professionsentwicklung (PFLB). Themenheft 'Standard - Margins - New Horizons II. Canons for the 21st Century Teaching', 5(3), 206-215.
Sauer J., Louloudi E., & Schildhauer P. (Eds.) (2024). Inklusive Fremdsprachendidaktik: Evidenzbasierte Zugänge und Perspektiven aus den Fächern Englisch und Latein. DiMawe. Die Materialwerkstatt, 6(2)
Sauer J., Schildhauer P., & Schröder A. (Eds.) (2023). Standard - Margins - New Horizons II. Canons for the 21st Century Teaching (5.3).
Sauer, J., Schildhauer, P., & Schröder, A. (2023). Standards – Margins – New Horizons II: Einleitung. PraxisForschungLehrer*innenbildung. Zeitschrift für Schul- und Professionsentwicklung (PFLB). Themenheft 'Standard - Margins - New Horizons II. Canons for the 21st Century Teaching', 5(3), 1-12.
Schildhauer, P., & Louloudi, E. (2023). Lesson to go on social injustice: Mit der Power Flower Ungleichheit reflektieren. Embracing Diversity: Vielfältige interkulturelle Perspektiven, 63
Schildhauer, P., Sauer, J., & Louloudi, E. (2024). Inklusive Fremdsprachendidaktiken: Rückblick auf eine Forschungskooperation der Latein- und Englischdidaktik. In J. Sauer, E. Louloudi, & P. Schildhauer (Eds.), 6: Vol. 2. Inklusive Fremdsprachendidaktik: Evidenzbasierte Zugänge und Perspektiven aus den Fächern Englisch und Latein. Themenheft DiMawe. Die Materialwerkstatt (pp. 1-20).
Skorge, P. (2023). “So I suppose you want to ask me why I spared the werewolves”. Collaborative Creative Writing as a Motor for 'Languaging' in the English L2 Classroom, Using Born-Digital Prompts. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung (PFLB), 5(3), 282-295.
Zehne, C. (2023). Reconceiving the E in English Language Teaching in Germany. An investigation of teacher, student, and curricular concepts of English in the light of its global use. Bielefeld: Universität Bielefeld.
Zehne, C. (2023). What is English in the light of Its global use? Exploring students’ concepts of English. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- Und Professionsentwicklung. (PFLB), 5(3), 174–192.
Zehne, C. (2024). The potential of location-based technologies and mobile-assisted language learning for ELT. In S. Kersten & C. Ludwig (Eds.), Born-digital texts in the English language classroom (pp. 220-232). Bristol, Blue Ridge Summit: Multilingual Matters.
Past Events
UNTERRICHT_KULTUR_THEORIE II 21.-23. FEBRUAR 2024
Kulturelles Lernen interdisziplinär weiterdenken
Program: UKT-II-Flyer-and-Program.pdf
Teachers for Social Justice Conference
March 22, 2024, Bielefeld University
A conference on Social Justice Education (SJE) hosted by Eleni Louloudi and Dr. Peter Schildhauer, featuring a keynote by David Gerlach and student presentations about a variety of topics.
Flyer, program and registration:
Contact: socialjustice@uni-bielefeld.de