Dr. Katharina Urbann

Profil

Zusammenfassung

Dr. Katharina Urbann erforscht Sprachdidaktik und Inklusion mit Fokus auf gehörlose und schwerhörige Lernende. Sie entwickelt Lehr- und Lernkonzepte für Gebärdensprache und Fremdsprachenunterricht, untersucht die Professionalisierung von Lehrkräften in diesem Kontext und beschäftigt sich mit Schutzaspekten vulnerabler Gruppen. Ihre Expertise ist für Bildungseinrichtungen und Organisationen relevant, die inklusive Sprachenprogramme gestalten oder die Qualifizierung von Fachkräften verbessern möchten.

Skills

Name

Dr. Katharina Urbann

Titel

Dr.

Fakultät

Kultur-, Sozial- und Bildungswissenschaftliche Fakultät

Institut

Institut für Rehabilitationswissenschaften

Arbeitsgruppe

Gebärdensprach- und Audiopädagogik

E-Mail

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Telefon

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HU-FIS-Profil

Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:13:56

• herzfroh 2.0 – DGS

  Quelle ↗

  Förderer: Bundesministerium für Bildung, Familie, Senioren, Frauen und Jugend Zeitraum: 01/2026 - 12/2027 Projektleitung: Prof. Dr. Claudia Becker, Dr. Katharina Urbann

• Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler

  Quelle ↗

  Förderer: Erasmus und Erasmus+ Zeitraum: 12/2025 - 12/2028 Projektleitung: Prof. Dr. Claudia Becker, Dr. Katharina Urbann

🔒 Das System hat 38 mögliche Industrie-Partner gefunden — Firmen, Scores und Begründungen sind nur für eingeloggte Nutzer:innen sichtbar. Anmelden

• Course design for L2/Ln sign language pedagogy

  2019

  4 Zitationen · DOI

  Sign language L2/Ln courses are currently taught in many countries. A review of literature reveals that the curricula used in the courses are adaptations from traditional forward designs that were originally developed for spoken languages. A current trend in curriculum design is the development of L2/Ln courses that are learner-centered, promotes language learning through meaningful activities and tasks, and is grounded on standards, research studies, and learner outcomes. Future research studies and pedagogical applications in course designs that are learning centered and backward designed are suggested.

• L1 sign language teacher preparation, qualifications, and development

  2019

  3 Zitationen · DOI

  Teacher preparation programs (TPP) that prepare individuals to become teachers in classrooms where learners use sign language as their first language (L1) are needed in order to qualify competent sign language teachers to use sign language to teach scholastic subjects. This competence can be acquired through specific coursework, projects, and practicum experiences that focus on not only the teaching of scholastic subjects but also Deaf children’s sign language development, Deaf culture, and sign language assessment A TPP that emphasizes L1 sign language is described to illustrate the requirements and preparation that are needed. Future trends in L1 sign language TTPs are proffered.

• “Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

  2024

  Frontiers in Education · 2 Zitationen · DOI

  Introduction Teaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom. Methods Utilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH. Results The findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement. Discussion This study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

• Colegio Gaudem

  Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler

  other

• Ecole Pouchet

  Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler

  other

• Masaryk-Universität

  Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler

  university