Fremdsprachendidaktik inhalts- und lernerorientiert / Foreign Language Pedagogy - content- and learner-oriented

Content and Learner-oriented Foreign Language Pedagogy is dedicated to theoretical, practical and current issues in foreign language learning and teaching. One of the main focuses of Hannover's Department of Foreign Language Pedagogy is media didactics. It encompasses fields such as artistic media, fine arts and music, (volumes 1, 12 and 17) as well as digitized media. They are analyzed from the perspective of their potential contribution to language education (volumes 7 and 28). As well as discussing media-related pedagogy (also covered in volumes 1, 11, 15 and 20 on media didactics) this book series deals with teaching literature (volumes 5 and 10) and content and language integrated learning (CLIL) (volumes 9, 21 and 26). Over the last few years, empirical research has been published on learner language, assessment and the implementation of the language portfolio (volumes 23, 25 and 26). Previous publications have included work by guest researchers, and the publishers welcome ideas for future manuscripts. Co-founder: Karlheinz Hellwig Prior to publication, the quality of the works published in this series is reviewed by all editors of the series. Content and Learner-oriented Foreign Language Pedagogy is dedicated to theoretical, practical and current issues in foreign language learning and teaching. One of the main focuses of Hannover's Department of Foreign Language Pedagogy is media didactics. It encompasses fields such as artistic media, fine arts and music, (volumes 1, 12 and 17) as well as digitized media. They are analyzed from the perspective of their potential contribution to language education (volumes 7 and 28). As well as discussing media-related pedagogy (also covered in volumes 1, 11, 15 and 20 on media didactics) this book series deals with teaching literature (volumes 5 and 10) and content and language integrated learning (CLIL) (volumes 9, 21 and 26). Over the last few years, empirical research has been published on learner language, assessment and the implementation of the language portfolio (volumes 23, 25 and 26). Previous publications have included work by guest researchers, and the publishers welcome ideas for future manuscripts. Co-founder: Karlheinz Hellwig Prior to publication, the quality of the works published in this series is reviewed by all editors of the series. Die Reihe Fremdsprachendidaktik inhalts- und lernerorientiert ist forschungsstrategisch wichtigen theoretischen und praktischen sowie aktuellen Fragestellungen der Fremdsprachendidaktik verpflichtet. Ein Forschungsschwerpunk der Hannoverschen Fremdsprachendidaktik liegt in der Mediendidaktik, sowohl künstlerische Medien, wie Bildende Kunst und Musik (Bände 1, 12 und 17), als auch Medien der digitalisierten Welt werden auf ihren Beitrag zu Bildung (Bände 7 und 28) befragt. Neben einer durchgängigen Behandlung von mediendidaktischen Fragestellungen, die auch durch die Publikationen zum mediendidaktischen Kolloquium (Bände 1, 11, 15 und 20) zum Ausdruck kommt, bilden Literaturunterricht (Bände 5 und 10) sowie bilingualer Sachfachunterricht (CLIL) einen weiteren Schwerpunkt (Bände 9, 21 und 26). In den letzten Jahren sind mehrere Publikationen mit vorwiegend empirischen Fragestellungen entstanden, wie z.B. zur Lernersprache, zur Leistungsmessung und zur Portfolioarbeit (Bände 23, 25 und 26). Gastherausgeberschaften kommen erfolgreich zum Einsatz und auch Manuskriptvorschläge sind erwünscht. Mitbegründet von Karlheinz Hellwig Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch alle Herausgeberinnen der Reihe geprüft.

45 publications

Minding the Media

This series is designed for those engaged in pedagogy and pedagogy and media. Using a critical perspective, authors will be invited to contribute volumes of approximately 85,000 words to this series. The editors anticipate acquiring between 5 and 8 volumes per year. Around the world today, there are blatant and insidious uses and effects of media in a hyperreal society. As educators we watch the media curriculum which pervades childhood and youth and understand that it would be impossible for young citizens to escape this curriculum. We recognize that teachers and administrators are often unequipped and/or unwilling to address their students’ embedded media curricula. Students walk into schools with the expectations that they must shirk their knowledge (and often obsessions) of media to drink the weakened Kool-Aid of public school curriculum. Minding the Media is the first book series specifically designed to address the needs of both students and teachers in watching, comprehending, using, and reading the media. We will acquire books from a wide range of authors in theoretical, technical and practitioner media disciplines.

30 publications

Cinema and Media Cultures in the Middle East

ISSN: 2770-9051

The purpose of this series is to demarcate and critically examine the shifting terrain of film- and media-making in the Middle East, and of practices of film and media studies regarding it, testing them both against their larger, social enabling conditions at the national, regional, and transnational levels. Titles in the series will engage recent developments in the field of Middle East film and media studies and will help point the field in an intellectually meaningful, pedagogically effective direction in relation to both current and, in some cases, significant, previously ignored older work. The series is conceived at a moment during which Middle Eastern film and film criticism have begun to develop in new directions. Recent years have witnessed a modest increase in scholarly engagement with topics and modes of inquiry often previously considered outside academic discourse. A handful of books and special journal issues published in English over the past half-decade, focusing on specific Middle Eastern countries, such as Tunisia, Morocco, Syria, Iran, Palestine/Israel and Turkey, as well as the long-overdue establishment of cinema studies as an emerging field of academic inquiry within universities located in the Arab world indicate a preponderance of previously unproblematized issues now circulating within the field. These include critical questions from queer and transgendered perspectives about the representation of women, and from indigenous and settler-colonial studies perspectives about the representation of migrant workers and refugees, the growing importance of documentary, digital animation and hybrid shooting, the continuing influence of global cinema imperatives, and the revival of interest in militant, revolutionary and third cinema aesthetics.

2 publications