Fremdsprachenunterricht (Englisch) – Fachdidaktik und Unterrichtsentwicklung
This domain tests whether you can plan, justify and develop competence-oriented English lessons that align with the Schleswig-Holstein Fachanforderungen Englisch and the KMK Bildungsstandards for the Erster allgemeinbildender Schulabschluss (ESA). The focus is not on naming methods but on showing how a task builds functional communicative competence and how you adapt instruction from evidence.
Core principles
- Competence orientation: plan around Hören, Lesen, Sprechen, Schreiben and Sprachmittlung, plus interkulturelle kommunikative Kompetenz, Sprachbewusstheit and Sprachlernkompetenz. A method is not an aim.
- Task-based, action-oriented design: learners use English to achieve a meaningful outcome for an audience; authentic texts and scenarios support this.
- Scaffolding: provide linguistic, methodological and content support, then remove it gradually. Support access to the same competence, not a lower aim.
- Differentiation: vary task support, text length, time, grouping or output mode while keeping the competence focus shared.
- Classroom discourse: English as the working language; teacher talk should model, prompt and recast without interrupting meaning.
Planning model
Use backward design: (1) name the competence and the task outcome; (2) define success criteria; (3) select authentic material; (4) build scaffolding; (5) plan feedback. In SH, link this explicitly to the Fachanforderungen competence areas and to a topic that gives learners a reason to communicate.
Worked example
An ESA Year 9 class works on a short job-application email. The competence is Schreiben, supported by Lesen (job advert). The task: read an advert for a weekend job and write a formal email applying for it. Reasoning: the outcome is authentic; criteria cover content (all required information), communicative design (register, structure, salutation) and language (range and accuracy). Scaffolding includes a model email, sentence starters and a checklist. Differentiation offers a gap-fill version or an extension asking for a follow-up question. A grammar worksheet first would separate form from purpose and weaken the competence focus.
Traps that cost marks
- Describing activities (role play, gallery walk) without naming the competence they develop.
- Over-scaffolding until learners only copy; the task no longer tests the target competence.
- Treating interkulturelle Kompetenz as background information rather than a planned learning outcome.
- Planning without transparent criteria, so feedback and assessment cannot be aligned.
- Ignoring the ESA level: tasks that are too open or too advanced for the target group.