How can technology-enhanced tasks be used to support oral communication in heterogeneous English as a Foreign Language (EFL) primary classrooms? This study explores pre-service and in-service teachers' cognitions on the use of technologyenhanced foreign language learning tasks in the young learners' classroom. The study investigates the aspects of technology-enhanced tasks that participants consider as having a relevant impact on the development of learners' oral communicative competence, the criteria participants consider relevant for the design of such tasks in ways that cater for the needs of heterogeneous groups, and the support participants consider helpful in order to create and implement such tasks. Data were collected by carrying out three small-scale technology-enhanced projects in EFL primary school classrooms in the German federal state of Baden-Württemberg. The findings suggest that technology-enhanced tasks are well suited to supporting heterogeneous groups of primary school children in speaking English. Andreas Kullick has taught at primary and secondary schools and has also worked as a teacher trainer in English language teaching. He holds a PhD from the University of Education in Schwäbisch Gmünd and has been a Senior Lecturer in English Language Teaching at the University of Augsburg since February 2024.
How can technology-enhanced tasks be used to support oral communication in heterogeneous English as a Foreign Language (EFL) primary classrooms? This study explores pre-service and in-service teachers' cognitions on the use of technologyenhanced foreign language learning tasks in the young learners' classroom. The study investigates the aspects of technology-enhanced tasks that participants consider as having a relevant impact on the development of learners' oral communicative competence, the criteria participants consider relevant for the design of such tasks in ways that cater for the needs of heterogeneous groups, and the support participants consider helpful in order to create and implement such tasks. Data were collected by carrying out three small-scale technology-enhanced projects in EFL primary school classrooms in the German federal state of Baden-Württemberg. The findings suggest that technology-enhanced tasks are well suited to supporting heterogeneous groups of primary school children in speaking English. Andreas Kullick has taught at primary and secondary schools and has also worked as a teacher trainer in English language teaching. He holds a PhD from the University of Education in Schwäbisch Gmünd and has been a Senior Lecturer in English Language Teaching at the University of Augsburg since February 2024.
This book argues that the lack of adequate theories of contemporary capitalism is due to the increasing separation of the sub-disciplines of Comparative and International Political Economy. Theorizing only takes place in one of the two over-specialized sub-disciplines of Political Economy, thereby leading to a neglect of the interplay between national and international dimensions of capitalism. The author seeks to rectify this gap by developing a theory of Second Image IPE. Based on the “second image” notion developed by Kenneth Waltz, he furthers the classical theoretical approaches as developed by Peter Gourevitch and Peter Katzenstein. For this purpose, he incorporates recent analytical developments in Comparative Capitalism and Growth Model analysis. The book demonstrates the usefulness of Second Image IPE theory by studying the major empirical topics of Global Political Economy, including security, finance, regional integration, trade, production and global order.
Perception. What is the smallest unit and what can we do with it. Quantum physics. Quantum cultures. Phonon is the smallest unit of sound. A photon the smalles unit of a picture. The bion the smallest unit of life. The logon the smallest unit of language. Quantum aesthetics. // True words are smaller than all this. They re smaller than the tongues
In school my teacher used to call me a "dreamer". Had I been born 40 years later I might have been diagnosed with ADHD - inattentive. Diagnosis or none, I have muddled through life, living most of it in my head. When I was little I dreamed of becoming a fantasy writer. When I first learned the meaning of the word "escapism", I knew most of my dreaming merely served to escape the "real world". My passion for books and superheroes. Even when I was a teenager I didn't become "practical", I didn't find a girlfriend and seemed to live in my own little world, my "ivory tower" or "my planet" as I like to call it since having read The Little Prince. Later, I became acquainted with fascinating ideas such as constructivism, which said there was no such thing as an objective reality and that we construct our own reality and existentialism which said that life has no objective meaning and we need to find the meaning ourselves. I now know that these philosophical positions are only partially true, however they opened up the possibility that we all live in ideas and my fantasy world only arose because I didn't like the idea of reality most people held. Even much later I found out that I could best connect to other "idea people", like me. We don't necessarily have to share the same interests, but we can connect via deep topics, such as the fabric of reality, evolutionary psychology or chaos theory. I am an introvert and I have never been a person of many words, but whenever I met someone like me, we just didn't stop talking for hours and hours. Of course, not all our conversations were deeply philosophical, however talking about ideas has always been so much more joyful to me than, say, about cars or football results or about "practical stuff" for that matter. Even later, when I had become a huge fan of evolutionary psychology, it occurred to me that such idea people are an evolutionary paradox. Not only because we tend to become loners and be cut off from mainstream society (e.g. Newton, Tesla, Cavendish or Darwin), but also because idea people tend to have fewer offspring than people who follow the mainstream without too much reflection. The number of idea people who died in poverty and/or childless is huge and include the above Tesla and Newton, Schubert, Melville, Van Gogh, Rembrand, Mozart, Poe and Diogenes. Many idea people were disregarding during their lifetime for their ideas: Van Gogh, Mendel, Semmelweis, Boltzmann. Many idea people did not only live for their ideas, they also died for them: Socrates, Jesus, Giordano Bruno, Thomas Moore and many others. This book is meant to tackle the paradox of the idea people. The content of this book (and much more) is available for free on my blog The Bigger Picture. In fact, I have put the post of my blog together to create this themed ebook. A lot of the core ideas therefore get repeated over and over again. I apologise to the reader.
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