Prof. Dr. Stephan Breidbach
Profil
Forschungsthemen7
BUGS - Bilingualer Unterricht in der Grundstufe
Quelle ↗Zeitraum: 09/2016 - 08/2019 Projektleitung: Prof. Dr. Stephan Breidbach
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
Quelle ↗Förderer: Erasmus und Erasmus+ Zeitraum: 09/2018 - 08/2021 Projektleitung: Prof. Dr. Stephan Breidbach
Fachdidaktische Qualifizierung Inklusion angehender Lehrkräfte an der Humboldt-Universität zu Berlin
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 07/2019 - 12/2023 Projektleitung: Prof. Dr. Stephan Breidbach, Prof. Dr. Detlef Pech, Prof. Dr. Vera Moser
Fachdidaktische Qualifizierung Inklusion angehender Lehrkräfte an der Humboldt-Universität zu Berlin
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 01/2016 - 06/2019 Projektleitung: Dr. Kristina Hackmann, Prof. Dr. Vera Moser, Prof. Dr. Detlef Pech
Playing beyond CLIL
Quelle ↗Förderer: Erasmus und Erasmus+ Zeitraum: 09/2018 - 06/2026 Projektleitung: Prof. Dr. Stephan Breidbach
playingCLIL
Quelle ↗Zeitraum: 01/2014 - 12/2015 Projektleitung: Prof. Dr. Stephan Breidbach
Sloganizations in Language Education Discourse
Quelle ↗Zeitraum: 04/2014 - 12/2015 Projektleitung: Prof. Dr. Stephan Breidbach
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 14 Treffer85.0%
- Playing beyond CLILK85.0%
- Playing beyond CLIL
- 14 Treffer85.0%
- Playing beyond CLILK85.0%
- Playing beyond CLIL
- 14 Treffer85.0%
- Playing beyond CLILK85.0%
- Playing beyond CLIL
- 14 Treffer85.0%
- Playing beyond CLILK85.0%
- Playing beyond CLIL
- 27 Treffer85.0%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)K85.0%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
- 39 Treffer61.8%
- Realizing Leibniz's Dream: Child Languages as a Mirror of the Mind (LeibnizDream)P61.8%
- Realizing Leibniz's Dream: Child Languages as a Mirror of the Mind (LeibnizDream)
- 5 Treffer59.5%
- Translation for Massive Open Online CoursesP59.5%
- Translation for Massive Open Online Courses
- 5 Treffer59.5%
- Translation for Massive Open Online CoursesP59.5%
- Translation for Massive Open Online Courses
- 5 Treffer59.5%
- Translation for Massive Open Online CoursesP59.5%
- Translation for Massive Open Online Courses
- 35 Treffer59.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP59.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Peter Lang D eBooks · 38 Zitationen · DOI
Palgrave Macmillan UK eBooks · 33 Zitationen · DOI
This chapter explores aspects of learner autonomy which could possibly be the results of technological mediation by examining an online exchange project between German and Hong Kong Chinese learners. Whilst the use of technology for foreign language learning autonomy has a long history (see, for example, Schwienhorst 2008 for further discussion), the advancement of the Web 2.0 tools and the general expansion of internet use has changed the pace and requirements for language teacher professional development. Benson and Chik (2011) proposed categorizing the history of Computer-Assisted Language Learning (CALL) into five phases: behaviouristic, communicative, integrative, networked, and user-driven. The last two phases are based on the rising prominence of Web 2.0 and mobile technologies, and it is where learning through ‘naturalistic’ CALL is happening. Based on emerging findings from relevant studies in the area of New Literacies Studies (NLS) research, Benson and Chik use ‘naturalistic CALL’ to ‘draw attention to computer-based activities that are carried out on the student’s initiative, outside school, and mainly for the purpose of pursuing some interest through a foreign language, rather than for the direct purpose of learning the language’ (2011: 5). In this chapter, we propose that by understanding the operation of ‘naturalistic’ CALL in different cultural and educational contexts, it is possible to examine the social dimensions of learner autonomy as mediated by technology.
32 Zitationen · DOI
Contents: Stephan Breidbach/Britta Viebrock: CLIL: Complementing or Compromising Foreign Language Teaching? Effects and Perspectives of Education Policy Plans - Peeter Mehisto: Integrating with Other Mainstream Discourses - Bettina Deutsch: Mehrsprachigkeit und CLIL - zwei unverbundene Konzepte in der europaischen Sprachen- und Bildungspolitik? - Henriette Dausend/Daniela Elsner/Jorg-U. Kessler: Bilingual, offen, konzeptlos - Was Schulen mit reformpadagogischen Bildungskonzepten zum fremdsprachlichen Lernen versprechen und nicht halten - Ozlem Etus: Transnationalism in Education: Experience in Turkey - Lauretta D'Angelo: The Construction of the Subject Teacher Identity - Francesca Costa: Dealing with the Language Aspect? Personally, No. Content Lecturers' Views in an ICLHE Context - Julia Huttner/Christiane Dalton-Puffer: Der Einfluss subjektiver Sprachlerntheorien auf den Erfolg der Implementierung von CLIL-Programmen - Petra Burmeister/Michael Ewig/Evelyn Frey/Marisa Rimmele: CLIL-Teacher Training at the University Level: Bridging the Gap between Theory and Practice - Irina Adriana Hawker: The Learning Experience: Strategies and Underlying Knowledge Employed by Limited English Primary School Students during Conceptual and Linguistic Comprehension - Dominik Rumlich: Students' General English Proficiency Prior to CLIL: Empirical Evidence for Substantial Differences between Prospective and Non-CLIL Students in Germany - Ulrich Wannagat: Sprachlernprozesse im bilingualen Geschichtsunterricht - Marie-Anne Hansen-Pauly: as a New Momentum for Learning? Reconsidering the Differences between Languages as Subjects and Vehicular Languages in Luxembourg Schools? - Katja Lochtmann/Vinciane Devaux: Deutsch als Fremdsprache fordern - ein Fall fur CLIL? Sichtung empirischer Befunde in Belgien und Frankreich zu Einstellungen und Sprachlernmotivation im Zusammenhang mit Content and Language Integrated Learning - Katharina Prufer: Modules in the Mathematics Classroom - Reasons for Their Implementation and First Empirical Results - Andreas Bonnet/Christiane Dalton-Puffer: Great Expectations? Competence and Standard Related Questions Concerning Moving into the Mainstream - Almut Kuppers/Matthias Trautmann: It's Not That Is a Success - Students Are! Some Critical Remarks on the Current Boom - Gotz Schwab: Bili fur alle? Ergebnisse und Perspektiven aus einem Forschungsprojekt zur Einfuhrung bilingualer Module in einer Hauptschule - Wolfgang Zydatiss: Generalisierbare sprachlich-diskursive Kompetenzen im bilingualen Unterricht (und daruber hinaus).
TESOL Quarterly · 32 Zitationen · DOI
Peter Lang D eBooks · 27 Zitationen · DOI
23 Zitationen
Multilingual Matters eBooks · 22 Zitationen · DOI
Language Culture and Curriculum · 16 Zitationen · DOI
The paradox of support for diversity and the drive for integration is one that is evident in the development of nation states and in the emergence of a new European space. The role played by language teaching in both historical phases is one that has to accept this general paradox, and in particular the relationship between language and identity. At a European level the wide use of English points towards increasing linguistic unity whereas multilingual education is promoted to support diversity. It is argued here that competence in English and complex, plurilingual competence are cornerstones for further European integration and the development of a European identity. A model of democratic participation dependent on diverse linguistic competences at different levels of democracy would provide the basis for communicative integration which is fundamental to the European project.
The Interpreter and Translator Trainer · 13 Zitationen · DOI
Language learning and language teaching · 11 Zitationen · DOI
Abstract This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013 ), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.
10 Zitationen
Multilingual Matters eBooks · 6 Zitationen · DOI
European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public Sphere was published in Context and Culture in Language Teaching and Learning on page 81.
Multilingual Matters eBooks · 5 Zitationen · DOI
5 Zitationen
Der Band vereint Beitrage zur interkulturellen Fremdsprachendidaktik von kooperierenden Wissenschaftler/innen aus drei europaischen Landern. Im Zentrum stehen mentale Prozesse des Fremdsprachenerwerbs sowie innovative und handlungsorientierte Unterrichtsformen. Die relevanten Grundbegriffe Kultur, Sprache und Verstehen werden in einem ersten Teil aus Sicht der Mehrsprachigkeitstheorie, des Konstruktivismus und der Relevance Theory untersucht. In einem zweiten Teil werden Formen des Fremdsprachenlernens als mentales Handeln in schulischen Erwerbskontexten beschrieben. Weitere Schwerpunkte bilden Selbstkonzepte von Lehrenden und Bilingualer Sachfachunterricht als schulinstitutionelle Innovation.
Channel View Publications eBooks · 4 Zitationen · DOI
Dialnet (Universidad de la Rioja) · 4 Zitationen
This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.
Estudios sobre Educación · 4 Zitationen · DOI
This paper presents an analysis of a set of semi-structured interviews conducted with a group of CLIL and non-CLIL teachers from Germany and Spain on topics related to CLIL and the use of drama games. The purpose of this study is to determine the conceptualizations and attitudes they have about these two methods and the combination of both. We conducted a thematic analysis and a case study, and determined the similarities and differences among the teachers interviewed. We also examined the degree of ‘investment’ (Norton, 2013) they may be willing to make regarding a new method resulting from the project ‘playingCLIL’.
FLuL – Fremdsprachen Lehren und Lernen · 4 Zitationen
This article aims at analysing the relationship between the concepts of Critical Literacy and both Multiliteracies and foreign language education. A definition of Critical Literacy and an overview of the process of how this concept has developed are given. We understand Critical Literacy as an educational approach and an ideology. It is an inherent part of the concept of Multiliteracies, to which it contributes a necessary querying element. Finally, we explore political, pedagogical and didactic consequences of teaching for Critical Literacy within the context of school-based foreign language education.
Verlag Barbara Budrich eBooks · 3 Zitationen · DOI
3 Zitationen
Multilingual Matters eBooks · 2 Zitationen · DOI
Peter Lang eBooks · 1 Zitationen · DOI
Channel View Publications eBooks · 1 Zitationen · DOI
SPIRE - Sciences Po Institutional REpository · DOI
The eighth volume of the Langscape open-access, peer-reviewed online journal will be devoted to the theme of Connecting family and school language policies Family Language Policies (FLP) are wide and varied. They may range from conscious explicit planning to an implicit mixed approach where two or more languages are used by all family members following few specific guidelines. In this sense, seven types of language use within the family context are described by Barron-Hauwaert (2004): “(a) “OPOL-ML” (one parent, one language - majority language), (b) “OPOL-mL” (one parent, one language - minority language), (c) “Minority-Language at Home” (mL@H), (d) “Trilingual or multilingual strategy”, (e) “Mixed strategy”, (f) “Time and Place strategy”, and (g) “Artificial” or “Non-Native strategy”” (in Andritsou & Chatzidimou 2022, 103). FLP can be influenced by parents’ ideologies as well as by macro, meso and micro factors in societies, from official laws and regulations (macro) to linguistic policies implemented in early childhood education, educational counselling and schools (meso), to the everyday informal uses of speakers (micro). Teachers’ ideologies and attitudes may also produce emerging classroom practices related to these changing social realities and values. These ideologies are often shaped by the prestige and diffusion of the languages involved and are relevant because “they shape children’s developmental trajectories, connect in significant ways with children’s formal school success, and collectively determine the maintenance and future status of minority languages” (Kendall et al 2008). On the other hand, School Language Policies (SLP) usually include only the official languages of the geographical area where the institutions are situated, usually along with training in foreign languages, with little or no recognition of the home languages of the students. Fortunately, due to an increase in globalization and migrations at the turn of the 21st century, researchers and educators have become more interested in language acquisition policies and in the study of the social and affective experiences of speakers in multilingual environments. Here, mainly three strands that are gathering momentum are brought together: the Social Turn in Applied Linguistics (David Block 2003), the Multilingual Turn in foreign language learning (Stephen May 2014), and socio-constructivist approaches to learning in Education Studies (Vygotsky 1930-35/1978). These are backed by studies in Psychology where issues regarding respect for identity and self-esteem are related to self-efficacy and well-being (Bandura 1977). These strands are progressively taking shape as they are integrated in plurilingualism-based pedagogies in (foreign) language learning where home and minority languages are acknowledged and, sometimes, included in the curriculum (González-Davies 2018). Although it seems logical that language use in families and language use in schools should fit together seamlessly, the relationship between families and schools may turn out to be confusing, misleading and even conflictive. Therefore, updated research on this topic is much needed so that effective teacher training and institutional policies enable language and culture-sensitive practices that favour positive connections between families and educators. Paths should be drawn for all students to feel that they are welcomed along with their family backgrounds and, so, learn to acknowledge and respect linguistic and cultural diversity, and improve both their academic aptitudes and social attitudes.
edoc Publication server (Humboldt University of Berlin) · DOI
Volume 4 of the Langscape journal offers a selective overview of the role and significance of pluri- and multilingualism in education and training contexts for teachers of modern language. Under the general heading of Pluri- and Multilingualism in Initial Language Teacher Education and Training, the volume presents contributions from an international and contrastive viewpoint. Different angles have been chosen in this context, e.g. European language policy and its orientation towards pluri- and multilingualism, didactic discourses on pluri- and multilingualism in the different European countries, discourses on intercomprehension, and the specific role of English. The general aim is to investigate the role and pedagogy of pluri- and multilingualism in educational syllabi, including tertiary education, for example, at the level of study programmes (organization of teacher education, educational curricula or exams and assessment), or with regard to educational material and reflection on educational policy. The volume specifically focuses on the education and training of future language teachers. The topic is approached from different points of view through research in psychology, sociology, politics, and linguistics. The contributions in this volume investigate various themes such as the organization of study programmes for language teachers, the objectives of the educational system, and developments in a variety of related fields, e.g. educational policies, learning tools, intercultural education, and teacher training. In brief, the articles presented take as their starting and reference point the following question: How are pluri- and multilingualism and pluri- and multiculturalism taken into account in the studies of future foreign language teachers? The eight contributions in this volume testify to the diversity of views on and approaches to the subject. The articles are written in English, French, and German and discuss the role and significance of pluri- and multilingualism within initial language teacher education contexts in different countries: Germany, France, Croatia, Austria, and Turkey.
Kooperationen15
Bestätigte Forscher↔Partner-Paare aus HU-FIS — Gold-Standard-Positive für das Matching.
Playing beyond CLIL
other
Playing beyond CLIL
other
Playing beyond CLIL
other
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
other
Playing beyond CLIL
other
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
Playing beyond CLIL
university
Playing beyond CLIL
university
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
Playing beyond CLIL
university
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
university
Stammdaten
Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Prof. Dr. Stephan Breidbach
- Titel
- Prof. Dr.
- Fakultät
- Zentralinstitut Professional School of Education
- Telefon
- +49 30 2093-46680
- HU-FIS-Profil
- Quelle ↗
- Zuletzt gescrapt
- 26.4.2026, 01:03:10