This is a research colloquium for MA and PhD students who are planning on writing or are are currently working on their final theses in the fields of (applied) English linguistics, World Englishes or SLA.

In the colloquium, we discuss research projects that PhD and MA students are currently pursuing.

Die Veranstaltung findet digital statt!
Kultur ist wie Sauerstoff – solange es genügend davon gibt, ist sie selbstverständlich.
Erst, wenn die vorhandene Menge immer kleiner wird, fällt der Wert von Kultur auf. Die Gemeinschaft braucht Kultur wie die Luft zum Atmen und damit diese wertvolle Atmosphäre erhalten bleibt, braucht es ein gutes Kulturmanagement.
Das Seminar „Ist Subkultur nicht doch eher oben? - Kreative Konzepte für Kultur-Qualität“ definiert die Formen von Kultur, ihre Bedeutung für Wirtschaft und Gesellschaft sowie die mögliche Bandbreite der Akzeptanz von Kultur. Vermittelt werden Grundlagen für die gezielte Öffentlichkeits-Arbeit sowie Grundlagen zum Einwerben von Fördermitteln oder für die Suche nach Sponsoren. Interaktive Text-Übungen für die Online-Präsenz gehören ebenso zum Seminar wie die Organisation von Pressekonferenzen oder PR-Aktionen.
Die Block-Veranstaltungen zeichnen sich durch viele Praxisbeispiele zum Kulturmanagement aus.

Helmut Stapel arbeitet bundesweit als freier Journalist, PR-und Marketingberater, Autor und Dozent. Zu seinen Kunden gehören Medien wie DIE ZEIT, GEO , der Deutschlandfunk und andere. Der 53-jährige hat als Reporter und verantwortlicher Redakteur im Print, Hörfunk und Fernsehbereich gearbeitet und Online-Redaktionen aufgebaut. Zu den weiteren Kernbereichen seiner Arbeit gehören neben der Organisation von Großveranstaltungen auf Bundesebene auch das Medientraining für Wirtschafts-Unternehmen und Bundesinstitute. Die Themenschwerpunkte in der Berichterstattung liegen in den Bereichen Reise, Kultur, Wissenschaft, Wirtschaft und Politik.

Content
In the current area of increasing migration, foreign language learning is gaining momentum, as acquir-ing the target language is widely understood as one means to enable newly arrived migrants integra-tion and participation. In the seminar, we will examine recent research and practical projects to en-hance our understanding of the role language proficiency can play in the process of integration. We will also explore “best practice” examples to understand the conditions under which languages in im-migration contexts can successfully be taught and acquired.
Within the realm of language teaching and learning, language tests are coming under scrutiny, as they are used and abused as gate keeping devices and as policy instruments to regulate entry and access. We will critically discuss ethical implications of different kinds of language test use. By reviewing recent research projects and studies, we will deepen our understanding of the purposes language tests could and should serve in integration and migration contexts in order to ensure fairness, justice and ethical values.
You will have the opportunity to become familiar with current research and teaching projects in my working group and at the languages centre. You will also have the chance to explore a relevant aspect of your choice in more depths and present your findings in the seminar.

Dates
We meet on the following seven Mondays, in room GW2, A3220, from 10:15am to 13:45pm.
This way we have enough space to engage in group work and discussions.
First session: 27.4.2020 18.5.2020 25.5.2020
22.6.2020 29.6.2020 6.7.2020 13.7.2020

Initial reading
McNamara, T. & Shoamy, E. 2008. Language tests and human rights. International Journal of Applied Linguistics. 18, 89-95.
Pulinx, R., Van Avermaet, P., & Extramiana, C.: Linguistic integration of adult migrants: policy and prac-tice. Final report on the 3rd Council of Europe survey. Council of Europe, 2014. Available online: https://rm.coe.int/16802fc1ce
UN (2018): Global Compact for Migration, available online https://www.un.org/pga/72/wp-content/uploads/sites/51/2018/07/migration.pdf
 
Prerequisites for a successful completion of the seminar
For 3 ECTS points (GS and MA ESC “unbenotete Studienleistung”, FD3 “benotete Prüfungsleistung”)
1. Regular and active participation in preparatory tasks, seminar groups, discussions, and team-work.
2. Preparatory reading of the assigned texts and preparation of the tasks that will be published in advance on StudIP.
3. Presentation of a project/issue/document on a relevant aspect of the seminar.
For 6 ECTS points (GS and MA ESC, “benotete Prfungsleistung”)
4. In addition, a 9-10 page written academic documentation of the project, incl. literature review, rationale and implications.
Further reading
Beacco, J., Krumm, H., Little, D. & Thalgott, P. (eds). 2017. The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes. Some lessons from research / Les enseignements de la recherche. DE GRUYTER MOUTON. Available online: https://www.degruyter.com/viewbooktoc/product/472830
Council of Europe, Linguistic Integration of Adult Migrants: www.coe.int/de/web/lang-migrants
Council of Europe, Language Support for Adult Refugees: https://www.coe.int/en/web/language-support-for-adult-refugees
Harding, L., Brunfaut, T. & Unger, J. 2019. Language Testing in the ‘Hostile Environment’: The Discur-sive Construction of ‘Secure English Language Testing’ in the UK. Applied Linguistics, Online first doi:10.1093/applin/amz017, https://academic.oup.com/applij/advance-article-pdf/doi/10.1093/applin/amz017/28601704/amz017.pdf
Heckmann, F. (2008). Education and the integration of migrants: challenges for European education sys-tems arisingfrom immigration and strategies for the successful integration of migrant children in Europe-an schools and societies. (NESSE Analytical Report, 1). Bamberg: europäisches forum für migrationsstu-dien (efms) Institut an der UniversitätBamberg. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-192500
Hogan-Brun, G., Mar-Molinero, C. & Stevenson, P. (eds) 2009. Discourses on Language and Integration: Critical Perspectives on Language Testing Regimes in Europe. John Benjamins Publishing Company.
McNamara, T. F., Khan, K. & Frost, K. 2015. Language tests for residency and citizenship and the con-ferring of individuality. In: Bernard Spolsky, Ofra Inbar-Lourie, Michal Tannenbaum (eds) Challenges for language education and policy: Making space for people, 11-22.
Pulinx, R., Van Avermaet, P. & Extramiana, C.: Linguistic integration of adult migrants: policy and prac-tice. Final report on the 3rd Council of Europe survey. Council of Europe, 2014. Available online: https://rm.coe.int/16802fc1ce
Roever, C. & McNamara, T. 2006. Language Testing: The Social Dimension. Blackwell Publishers.
Shohamy, E. 2001. The power of tests: A critical perspective of the uses of language tests. Harlow: Longman.
Shohamy, E. 2006. Language policy: Hidden agendas and new approaches. Routledge: London.
Shohamy, E. 2011. Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal 95(3), 418-429.
Shohamy, E. 2013. The discourse of language testing as a tool for shaping national, global, and trans-national identities. Language and intercultural communication (13)2, 1-12.
Shohamy, E. & McNamara, T. 2009. Language tests for citizenship, immigration, and asylum. Language Assessment Quarterly 6, 1–5.
Spolsky, B., Inbar-Lourie, O. & Tannenbaum, M. 2015. (eds.): Challenges for Language Education and Policy: Making Space for People. New York: Routledge.
UN: https://news.un.org/en/story/2018/12/1028041
UN Global compact on refugees: https://www.unhcr.org/towards-a-global-compact-on-refugees.html
Van Avermaet, P. 2009. Fortress Europe? Language policy regimes for immigration and citizenship. In: Hogan-Brun, Mar-Molinero & Stevenson (eds). s. above.