EFL Education - Prof. Dr. Eva Wilden
Chair of EFL Education Prof. Dr. Eva Wilden
Wilden, E. & Rossa, H. (Eds.). (2019). Fremdsprachenforschung als interdisziplinäres Projekt. Kolloquium Fremdsprachenunterricht. Berlin: Lang. https://doi.org/10.3726/b15580
Wilden, E. & Porsch, R. (Eds.). (2017). The professional development of primary EFL teachers. National and international research. Münster: Waxmann.
Porsch R. & Wilden, E. (2017). The development of a curriculum-based C-test for young EFL learners. In J. Enever & E. Lindgren (Eds.), Researching the complexity of early language learning in instructed context (pp. 289-304). Clevedon: Multilingual Matters.
Eva Wilden is Professor of English as a Foreign Language (EFL) Education. Her research interests include empirical research on primary and secondary EFL education, inclusive foreign language education, culture and language education, digitalization and language learning as well as EFL teacher education. Before coming to the University of Duisburg-Essen, Eva Wilden was full professor of EFL education at the University of Vechta as well as junior professor at the Universities of Bielefeld and Bochum. She had further research positions at the universities of Frankfurt (PostDoc) and Kassel (PhD). Eva Wilden has also worked as a secondary school teacher of EFL, History as well as CLIL History in both Germany and England. She studied English and History at the University of Essen, the Educatieve Fakulteit Amsterdam/NL and the University of Sunderland/GB and completed the Postgraduate Certificate in Education (PGCE) in Nottingham in 2008.
This project is dedicated to innovative EFL teacher education at the University of Duisburg-Essen with a special focus on both developing novice EFL teachers’ digital literacy as well as exploiting digital media for professional and reflective teacher education. The main objective of this project is to develop a moodle-based digital learning platform for beginning EFL teacher students in the bachelor’s program. The platform will then be implemented in the introductory module FD1 following the inverted classroom approach: With the help of this platform students prepare the in-class meetings by independently acquiring knowledge of fundamental models, approaches and skills of foreign language education. Following this, the face-to-face meetings in class will focus on novice EFL teachers experimenting with the practical implementation and application of their knowledge and skills from the start of their teaching career. This project thus aims at bridging the gap between theory and practice of EFL education in school contexts as well as educating reflective EFL practitioners.
Here is an interview that provides more information on the project.
In the German context, foreign language education is a relatively new school subject at primary level. Since the school year 2004/05 learning English as a Foreign Language (EFL) has been a compulsory primary school subject in most of the 16 German federal states. In all federal states children learn a foreign language at least from year 3 onwards; in four states (i.e. North Rhine-Westphalia, Brandenburg, Hamburg & Rhineland-Palatinate) the age of onset is earlier, in the second half of year 1 (effective: May 2019). There is insufficient evidence regarding an early or late start in primary EFL education and its effects on learners’ target language proficiency. Furthermore, there is little empirical knowledge about other factors in early EFL education, such as teaching quality or teacher characteristics. The TEPS study is addressing these research gaps by exploring the conditions and outcomes of primary EFL education in two different federal states with different ages of onset, North Rhine-Westphalia and Lower Saxony.
The TEPS study is a cross-sectional study in two federal states testing the receptive EFL proficiency of primary learners’ with different ages of onset at the end of year 4. Furthermore, both learners and primary EFL teachers were surveyed regarding further variables. For the main study in data was collected among 770 primary learners and 844 primary EFL teachers in summer 2017 (pilot study: summer 2016).
The I-TEPS study evaluates the inclusive EFL (English as a foreign language) education at a special educational needs (SEN) school, the Kardinal-von-Galen Haus (KVG) in the German federal state of Lower Saxony. KVG is a SEN school with a special focus on physical and motor disabilities and implements inclusion ‘the other way round’ by admitting non-SEN children to its primary branch. Prior results from the evaluation of this school project showed highly findings for learners’ academic achievements (maths and German) as well as their wellbeing (Gebhard, Olliges & Schumacher 2013; Gebhard & Schröter 2014, 2017). The I-TEPS study contributes on the one hand to evaluating primary EFL education at the project school. On the other hand, it contributes to closing a dramatic empirical research gap regarding inclusive (primary) EFL education.
For the cross-sectional study (control group design) the receptive EFL skills of non-SEN learners attending KVG were tested at the end of year 4, shortly before leaving the school to continue their (regular) schooling at secondary level. These proficiency scores were compared to those of primary school children who had attended regular non-SEN primary schools in the same federal state.
Supported through the Association of Applied Linguistics (AILA)