Prof. Dr. Stephan Breidbach

Die Forschung von Prof. Dr. Stephan Breidbach konzentriert sich auf die Lehrkräftebildung im Kontext von Mehrsprachigkeit und Inklusion. Ein zentrales Thema ist die Implementierung von Content and Language Integrated Learning (CLIL) sowie die Entwicklung professioneller Identitäten von Lehrkräften in bilingualen Settings. Durch empirische Schulforschung und diskursanalytische Ansätze werden innovative didaktische Modelle, insbesondere im Grundschulbereich, evaluiert und weiterentwickelt. Die Arbeit verbindet theoretische Reflexionen mit praktischer Schulentwicklung und fördert den internationalen Austausch durch Open-Access-Publikationen.

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• playingCLIL

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  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

• BUGS - Bilingualer Unterricht in der Grundstufe

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  Zeitraum: 09/2016 - 08/2019 Projektleitung: Prof. Dr. Stephan Breidbach

• Language Awareness in Teacher Education

  2011

  Peter Lang D eBooks · DOI

• ‘Facebook Me’ within a Global Community of Learners of English: Technologizing Learner Autonomy

  2014

  Palgrave Macmillan UK eBooks · 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.