Carolyn Blume

Carolyn Blume
Technische Universität Dortmund | TUD

Doctor of Philosophy

About

37
Publications
7,148
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138
Citations
Citations since 2016
34 Research Items
138 Citations
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201620172018201920202021202201020304050
201620172018201920202021202201020304050

Publications

Publications (37)
Article
Full-text available
ELT materials tend to use prestige variety speakers as models, an underlying assumption being that this is needed in order to acquire the phonology necessary to parse English speech (Rose & Galloway, 2019). Global Englishes Language Teaching (GELT) (Galloway & Rose, 2018) provides the potential for movement away from such ‘native speaker’ ideologie...
Article
Full-text available
In diesem Beitrag diskutieren wir das Potenzial von Neurodiversität als theoretische Perspektive auf den inklusiven Fremdsprachenunterricht. Neurodiversität, ein Begriff, der ursprünglich in der autistischen Gemeinschaft geprägt wurde, beschreibt eine-im Allgemeinen wertschätzende-Perspektive auf die neuro-logische Vielfalt von Menschen. Der Beitra...
Research
Pre-registration: The Interact4School project investigates individualized learning as a component of institutionalized schooling through the use of an intelligent tutoring system for second language learning (namely, the online workbook FeedBook) in a multisite, cluster-randomized controlled field trial. The project systematically addresses the eff...
Chapter
Full-text available
Am Standort Lüneburg wird Inklusion als Querschnittsaufgabe der gesamten Lehrkräftebildung verstanden und ist daher sowohl in den bildungswissenschaftlichen Studienanteilen als auch in den Unterrichtsfächern verankert. Ausgehend von den Arbeiten des „Zukunftszentrum Lehrkräftebildung – Netzwerks“ (ZZL-Netzwerks) der ersten Förderphase der Qualitäts...
Article
Full-text available
Chapter
Recent trends in German education, most notably resulting from the adoption of the UN Convention on the Rights of Persons with Disabilities and unprecedented refugee movements, have contributed to renewed interest in teacher education to address issues of equity and access. However, narrowly circumscribed notions of inclusivity continue to marginal...
Article
Incorporating inclusive games and game-related tasks enables learners to explore issues of gender and sexuality in the EFL classroom, while simultaneously developing competences relevant specifically to language learning. Carefully selected and didactically prepared games and gaming activities that highlight marginalised genders and sexualities can...
Article
Der Beitrag diskutiert, inwiefern das Konstrukt von Mindset dabei helfen kann, die Professionalisierungsprozesse von Englischlehrkräften und die Entwicklung ihrer Reflexionskompetenz hinsichtlich inklusiver, heterogener Settings innerhalb einer evidenzbasierten Fortbildung zu unterstützen. Ausgehend von den Beitrag rahmenden Fallbeispielen, die pot...
Chapter
Die Schulschließungen im März 2020 zeigten eindrucksvoll auf, was Forschende seit Jahren dargelegt hatten: In vielerlei Hinsicht verfügten deutsche Lehrkräfte und Lernende nicht über die notwendigen Kompetenzen und Werkzeuge, um den Wechsel von Präsenz- auf Onlineveranstaltungen zu bewältigen (Arp u. a. 2020; Eickelmann/Drossel 2020). Dennoch sind...
Chapter
Der vorliegende Beitrag stellt ein an der Leuphana Universität Lüneburg entwickeltes, beforschtes und zwischenzeitlich fest in die Lehrkräfteausbildung integriertes englischdidaktisches Blended Learning-Seminar zum Thema „Teaching in Heterogeneous and Inclusive Settings“ vor. Dabei soll nach einer Beschreibung des Entstehungskontexts und der inhalt...
Article
Full-text available
After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepa...
Chapter
Abstract: In light of shifting discourses regarding inclusive education, and given the centrality of English as a language for social, economic, and civic participation, the importance of preparing teachers to utilize inclusive approaches to teaching English as a foreign language (EFL) is growing. Thus, pre-service foreign language teacher educatio...
Article
Full-text available
Zusammenfassung: Im Rahmen der Qualitätsoffensive Lehrerbildung wurde im Projekt "Theorie- und Praxis-Verzahnung im ZZL-Netzwerk Lehrerbildung" ein fachdidaktisches Seminar zum Thema „Inklusiver Englischunterricht” mit Hilfe eines phasen- und institutionenübergreifenden Teams entwickelt, als Blended-Learning-Angebot erstmalig im Wintersemester 2017...
Book
Vorwort zur Tagungsdokumentation Carolyn Blume, David Gerlach, Nora Benitt, Susanne Eßer, Bianca Roters, Jan Springob & Torben Schmidt (Hrsg.) Perspektiven inklusiven Englischunterrichts: Gemeinsam lehren und lernen. Dokumentation zur Tagung vom 20. und 21. September 2018 an der Leuphana Universität Lüneburg. Die Suche nach didaktisch-methodisch...
Article
Full-text available
In light of the adoption of the UN Convention on the Rights of Persons with Disabilities (2007) as well as increased immigration and concomitant diversity, schools in Germany are addressing the challenge of educating learners in increasingly heterogeneous settings. Given the status of English as a foreign language (EFL) as a core school subject as...
Article
Despite the prevalence of digital gaming as a leisure activity and research attesting to the affordances of digital game-based language learning (DGBLL) for English as a foreign language (EFL), the use of DGBLL remains low, especially outside the United States. A survey was carried out in order to understand both the beliefs and behaviors of pre-se...
Article
While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate bel...
Poster
Full-text available
Angesichts der notwendigen Stärkung der Ausbildung von Lehramtsstudierenden wurde im Rahmen des Projekts „Theorie-Praxis-Verzahnung im ZZL-Netzwerk“ der Qualitätsoffensive Lehrerbildung an der Leuphana Universität Lüneburg ein fachdidaktisches Seminar für Studierende im Bereich der Englischdidaktik konzipiert und im Wintersemester 2017/18 implement...
Article
Foreign language pedagogy is faced with the challenge of developing inclusive teaching and learning approaches that facilitate access to foreign language learning for all. Instruction for people with special educational needs (SEN) can be supported through a wide variety of digital media that do not simply make learning possible, but also enhance i...
Presentation
While task-based language learning (TBLL) is in some ways inclusive of atypical learners, there is evidence that it may present unique challenges to students with specific learning differences. This presentation will introduce some of the theoretical issues to be considered in the context of inclusive TBLL before discussing preliminary findings fro...
Presentation
This presentation describes the use of gamified digital tools for language learning among pre-service English educators. Based on the preliminary results of a survey, this research examines the attitudes and experiences of future teachers regarding their use of digital game-based language learning (DGBLL) for both English acquisition and instructio...
Article
HeaLinGO, a two-year, European-funded international project was established in 2013 at Leuphana University Lüneburg with the goal of analyzing and developing digital games for language learning. In this session, we will present the preliminary results of our research into existing digital games for language learning. While computer-assisted languag...
Conference Paper
Full-text available
Although Prensky [1] famously described the “digital natives,” empirical research illustrates that the relationship between technology usage for pleasure and in knowledge acquisition and application contexts is not straightforward. Based on the preliminary results of a survey, this research examines the attitudes and experiences of future teachers...
Poster
Full-text available
Empirische Studien aus dem Bereich der Lehrerbildungsforschung haben gezeigt, dass die Arbeit mit videografiertem Unterricht eine wirksame Möglichkeit darstellt, um die unterrichtlichen Kompetenzen von Lehrkräften zu erweitern (Mohr und Santagata 2015; van Es und Sherin 2008; Blomberg et al. 2013). Neben vielfältigen Möglichkeiten, welche die Video...
Book
With chapter summaries, teaching activities, and related articles, this study guide is a useful tool for teachers using Friedman's text in their upper-level English courses. In addition to explanatory analyses, the study guide includes critical reading strategies, complete lesson plans, and teaching suggestions.

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Projects

Projects (7)
Project
DELT - Digitally-enhanced Language Teaching
Project
An interdisciplinary research and development project together with the University of Tübingen, the Leuphana University Lüneburg, and the TU Dortmund, bringing together NLP, artificial intelligence, motivational psychology, and school-based EFL to design digitally-enhanced, competence-oriented opportunities for language practice within a task-based model of language learning.
Project
Neurodiversity is a term that was originally developed within online lay discourses (Singer 2017), and popularized by the nascent Autistic Pride Movement (Silberman 2015). It was then extended to include a wider range of individuals not part of the neurological mainstream. A neurodivergent person is thus understood as a person who belongs to a minority neurotype, e.g., by being autistic, dyslexic, or by having ADD or ADHD. The term “neurodiversity should not be read as a medical term, though neurotypes are traditionally defined clinically, but as „the consideration of differences in brains as an element of diversity within societies“ (Baker 2011: 3): „Fundamentally, neurodiversity asserts that neurological differences can be understood and experienced as much as a source of community and communal identity as can differences more routinely associated with politicized diversity, such as race, ethnicity, gender, religion, and sexual orientation.“ (Baker 2011: 20) We believe that these experiences and opinions of neurodivergent learners can be highly relevant information for (future) teachers. While not all learners’ intuitions about their learning process are borne out by the facts (this applies to learners of all neurotypes), they are essential starting points for investigating how to best support each learner. This project will contribute to teacher training by collecting first person accounts of neurodivergent learners and making them available as means for teacher training and professional development. These first person accounts are intended not as mere data points or illustrations to research results, but as voices of key stakeholders in any discourse about heterogeneity in education. Teacher training students will be involved at every stage of the project, both in conducting interviews, and in working with the resultant texts, in a context of Inquiry-based learnin (IBL). While the roots of IBL can be traced back to Dewey (1933), its implementation in higher education settings remains challenging, despite its potential to contribute to the development of the reflective practitioner (Wallace 1991; Fichten 2010). Preparing students-as-future-teachers to investigate issues of importance as defined by them not only strengthens their own ability to critically pursue significant questions situated in specific contexts as part of a community of practice (Justice et al 2007; Lave & Wenger 1991); it also models the stances and skills these pre-service teachers will need to engage with neurodivergent learners in contemporary, heterogeneous school settings. This project involves teacher training students in researching the needs of a specific learner group by interviewing learners themselves, i.e., by treating neurodivergent learners as evolving experts of their learning process. By scaffolding the IBL-related skills and competencies of pre-service teachers for their own learning, this initiative equally models how, in partnership with neurodivergent learners, the target population’s learning strengths and needs can be critically identified, analyzed, and addressed in educational settings.