Jentsch, A., & Kirchhoff, P. (2024). Was bedeutet Fachspezifität? Überlegungen und Beispiele zu fächerübergreifender sowie fachdidaktisch konkretisierter Unterrichtsqualitätsforschung. In V. Lohe, A. Lindl, & P. Kirchhoff (Eds.), Unterrichtsqualität in schulischen Fremdsprachen: Theoretische Ansätze und empirische Ergebnisse aus den Fachdidaktiken (pp. 39–55). Waxmann.

Kirchhoff, P. (2024). Machine translation in English language teaching. ELT Journal, Article ccae034. https://doi.org/10.1093/elt/ccae034.
Open access: https://academic.oup.com/eltj/advance-article/doi/10.1093/elt/ccae034/7726906

Kullick, A. (2024). Supporting Young Learners in Speaking English: Tasks and Digital Technologies in Foreign Language Learning in Primary School. Waxmann. https://doi.org/10.31244/9783830998921

Kullick, A., García Hernández, Y., Corral Esteban, A., Acosta Jimenez, A. J., Mayrink O’ Kuinghttons, M. F., & Rogaten, J. (2024). Case Study 3: Virtual Exchange for Student to Student Collaboration. In R. O'Dowd & M. Vinagre (Eds.), Virtual Innovation and Support Networks: Exploring the Impact of Virtual Exchange in Teacher Education (pp. 210–225). Peter Lang.  https://doi.org/10.3726/b21769

Open access: https://www.peterlang.com/document/1487254

Lindl, A. & Kirchhoff, P. (2024). Domänenspezifisches Professionswissen von Englisch- und Lateinlehrkräften – Modellierung und Befunde im Fächervergleich. In D. Gerlach (Hrsg.), Wissen, Können und Handeln von Fremdsprachenlehrpersonen: Professions- und Wissensforschung in den Fremdsprachendidaktiken (S. 113–126). Peter Lang.

Lindl, A., Lohe, V., & Kirchhoff, P. (2024). Fachspezifische Unterrichtsqualität in schulischen Fremdsprachen. Grundlagen und Forschungsansätze. In V. Lohe, A. Lindl, & P. Kirchhoff (Eds.), Unterrichtsqualität in schulischen Fremdsprachen: Theoretische Ansätze und empirische Ergebnisse aus den Fachdidaktiken (pp. 9–37). Waxmann. https://doi.org/10.31244/9783830999201.01

Lohe, V., Lindl, A., & Kirchhoff, P. (Eds.). (2024). Unterrichtsqualität in schulischen Fremdsprachen: Theoretische Ansätze und empirische Ergebnisse aus den Fachdidaktiken. Waxmann.
Open access: https://www.waxmann.com/buch4920

Thomson, K. (2024, in Vorbereitung). Negotiating Cultural Identity in Bilingual Slam Poetry: Spoken Word Art in ELT. In P. Fischer & T. Summer (Hrsg.), From Poetry to Song Lyrics: Analysing and Teaching Verse. Winter.

Kirchhoff, Petra (2023). Hier gibt es keine Abkürzung! Gedanken über den Erwerb einer lernförderlichen Berufssprache von Lehrkräften für den Fremd- und Zweitsprachenunterricht. In: Eva Burwitz-Melzer, Claudia Riemer & Lars Schmelter (Hrsg.), Berufsbezogene Sprache der Lehrenden im Fremd- und Zweitsprachenunterricht. Arbeitspapiere der 43. Frühjahrskonferenz zur Erforschung des Fremdsprachenunterrichts (Giessener Beiträge zur Fremdsprachendidaktik, 1. Auflage, S. 74–85). Tübingen: Narr Francke Attempto.

Thaler, I. S. (2023). (Digital) empathising: (De-)constructing (digital) empathy in foreign language teaching. Training, Language and Culture, 7(3), 23–30. https://doi.org/10.22363/2521-442X-2023-7-3-23-30

Thomson, Katrin (2023). „‚That is a role play. Okay? So you’re going to go into groups in a minute.’: Lehrer*innenseitiges Erklären und Instruieren in classroom management-Szenarien des Englischunterrichts: Komplexe Handlungsanweisungen aus fremdsprachendidaktischer Perspektive.“ In: Erklären als zentrales Vermittlungskonzept der Bildungswissenschaften und Fachdidaktiken. Beiträge für die Lehrkräftebildung. Hg. Julia von Dall’Armi. Weinheim: Beltz Juventa, 91-120.

Thomson, Katrin (2023). “Disability Awareness Education in ELT: Addressing Disability through Short Animation Films.” In: Taboos and Controversial Issues in Foreign Language Education. Critical Language Pedagogy in Theory, Research and Practice. Eds. Christian Ludwig and Theresa Summer. New York: Routledge, 113-125.

Thomson, Katrin (2023). „‚Different‘ does not mean ‚inferior‘. Mit dem Animationsfilm The Present für den Umgang mit Behinderungen sensibilisieren.“ English 5-10, Themenheft Embracing Diversity, 63, 16-20. (zzgl. Materialpaket: Arbeitsblätter und Erwartungsbilder).

Bracci, L., Biagi, F., & Thaler, I. (2022). Digital citizenship education in foreign language learning: Missing interrelations between European reference frameworks and drafting assessment descriptors. ICC Journal, 4(2), 5–27.

Thomson, Katrin (ed., 2022). Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education. Tübingen: Narr Francke Attempto.

Rezensiert in: Fremdsprachen lehren und lernen 52.2 (2023): 136-138.

Thomson, Katrin (2022). “Introduction: Classroom Discourse Competence (CDC) in Foreign Language Teaching and Language Teacher Education.” In: Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Ed. Katrin Thomson. Tübingen: Narr, 13-30.

Thomson, Katrin (2022). “Conceptualizing Teachers’ L2 Classroom Discourse Competence (CDC): A Key Competence in Foreign Language Teaching.” In: Classroom Discourse Competence.  Current Issues in Language Teaching and Teacher Education. Ed. Katrin Thomson. Tübingen: Narr, 31-55.

Thomson, Katrin (2022). “L2 Classroom Management Competence in Pre-Service EFL Teacher Education: A Classroom Discourse Perspective on a Neglected Issue.” In: Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Ed. Katrin Thomson. Tübingen: Narr, 105-130.

Thomson, Katrin (2022). “Enhancing EFL Classroom Discourse Competence at Pre-Service University Level: ClaDis – A TEFL Course for Advanced Student Teachers.” In: Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Ed. Katrin Thomson. Tübingen: Narr, 237-255.

Kirchhoff, P., Klippel, F., & Legutke, M. (2021). Fremdsprachendidaktische Forschung im Kontext. In D. Caspari, F. Klippel, M. Legutke, & K. Schramm (Hrsg.), Forschungshandbuch Fremdsprachendidaktik (2nd ed.). Narr Francke Attempto.

Schilcher, A., Krauss, S., Kirchhoff, P., Lindl, A., Hilbert, S., Asen-Molz, K., Ehras, C., Frei, M., Gaier, L., Gastl-Pischetsrieder, M., Gunga, E., Murmann, R., Röhrl, S., Ruck, A.‑M., Weich, M., Dittmer, A., Fricke, M., Hofmann, B., Memminger, J., . . . Thim-Maybrey, C. (2021). FALKE: Experiences from transdisciplinary educational research by fourteen disciplines. Frontiers in Education, Article 579982. Advance online publication. https://doi.org/10.3389/feduc.2020.579982

Sgolik, J., Ziegler, T., & Kirchhoff, P. (2021). Medienpädagogische und fachdidaktische Kompetenzmodellierungen für das Lehren und Lernen mit und über digitale Medien. In M. Seifert & S. Jöckel (Hrsg.), Digital Communication Research. Bildung, Wissen und Kompetenz(-en) in digitalen Medien: Was können, wollen und sollen wir über digital vernetzte Kommunikation wissen? (S. 19–54). https://doi.org/10.48541/dcr.v8.2

Thaler, I. S. (2021). ‘Light-bulb moments’ in professional discourse during study abroad exchanges. Issues of Applied Linguistics(42), 7–40.

The interdisciplinary junior research group FALKO-PV (Fachspezifische Lehrkraftkompetenzen - Prädiktive Validierung) deals with the following questions in the six school subjects German, English, Protestant religion, Latin, mathematics and music: What specific subject knowledge do teachers need? What function does this have in the design of high-quality subject teaching? To what extent is it important for the subject-specific learning success of pupils?
The didactics of English at the University of Augsburg is cooperating with the Regensburg junior research team.

Dr. Viviane Lohe from the University of Erfurt, Dr. Alfred Lindl from the University of Regensburg and Prof. Dr. Petra Kirchhoff from the University of Augsburg are working together on this research project. We are pursuing the following questions: What constitutes high-quality foreign language teaching? What are the characteristics of good teaching and which are effective in achieving learning objectives? Are these criteria generic or subject-specific? These questions are not only the current focus of educational science discourse, as numerous special issues of relevant journals attest. These publications encourage critical reflection, subtle identification and differentiated analysis of existing and new characteristics and models of teaching quality. Their theoretical starting point is often the model of the three basic dimensions of classroom management, constructive support and cognitive activation, as developed by Klieme et al. (2006). Possible further developments include, for example, the addition of a fourth dimension such as a general subject-specific component (Lipowsky & Bleck, 2019) or a specific subject aspect (e.g. Schlesinger et al., 2018). However, a refinement and expansion of the original three dimensions to seven dimensions excluding (e.g. teaCh model Wisniewski et al., 2020) or including subject-specific components (e.g. synthesis framework Praetorius et al., 2020) has also been proposed. A lively scientific exchange and the interaction of empirical educational research and subject-specific didactic research prove to be particularly important and fruitful for a goal-oriented and sustainable answer to the questions raised (Reusser & Pauli, 2021).

In contrast to mathematics and science, there are hardly any comprehensive approaches for foreign language school subjects that define high-quality teaching in line with educational science concepts (Wilden, 2021). It is therefore necessary to create theoretical foundations that not only preserve the subject specificity and culture of the respective foreign language, but are also in line with current educational science discourse. On the other hand, it is necessary to empirically examine complex models for good foreign language teaching and to investigate the effects postulated therein in order to gain further insights into quality characteristics and optimization possibilities in the teaching and learning of foreign languages at school.

The “proof - process organization and feedback in performance assessment” school trial by the Bavarian Educational Pact Foundation aims to provide pupils in Bavaria with even more individual support in future - with the help of AI-supported analyses. Teachers will also benefit from this. Prof. Dr. Petra Kirchhoff from the University of Augsburg is a member of the scientific advisory board of the school trial.

The International Research Colloquium on Language Didactics (InFoKoS) provides a framework for research discourse in the field of (foreign) language didactics and related disciplines with a focus on German-speaking countries. Researchers from Germany, Austria, France, Italy and Switzerland meet twice a year or once a semester to present and discuss current research projects and qualification work (dissertation projects, habilitation projects). The meetings are organized by the chairs of foreign language didactics at the University of Augsburg, Didactics of English (Prof. Dr. Petra Kirchhoff, Prof. Dr. Engelbert Thaler) and Didactics of Romance Languages and Literatures (Prof. Dr. Christiane Fäcke), as well as by the working group Didactics of Foreign Language Teaching of the Department of Romance Studies at the Paris Lodron University of Salzburg (Assoc. Prof. Dr. Michaela Rückl) and take place alternately on the Fraueninsel/Chiemsee and in Salzburg.

The origin of this international research colloquium is the joint foreign language didactics colloquium held by the Chair of English Language Teaching and the Chair of Romance Languages and Literatures at the University of Augsburg since 2014, which was initially developed into a binational colloquium through cooperation with the University of Salzburg. An additional expansion resulted from the cooperation with doctoral students from Switzerland, specifically from the University of Applied Sciences Northwestern Switzerland (FHNW) and the Bern University of Teacher Education (PH Bern). InFoKoS also offers a framework for doctoral and post-doctoral students from other universities and other institutions.

Applicant and project leader of the overall project

Funding body: BMBF

As part of the project, the needs of the existing range of teaching-related courses at the University of Erfurt were identified with regard to the possibilities for implementing digital teaching and learning. In the next step, interdisciplinary and subject-specific concepts for implementation and evaluation in teaching were developed and made available to teaching staff at the University of Erfurt.
Digital learning was demonstrated using various online modules (OER) on the didactics of English language, literature and culture as examples. At the heart of the online teaching and learning units is an in-depth understanding of the digital representation of content and its reception processes (Lobin 2018/COST-E READ 2019). In addition, several spring schools on media education were offered. The OER developed for these are available via the digiLL university network.

Cooperation partner and supervision of a doctoral student

BMBF Quality Offensive Teacher Training

Funding for one doctoral position based at the University of Regensburg for a total of three years

Funding body: BMBF

A total of 14 different disciplines are involved in the interdisciplinary project FALKE (Fachspezifische Lehrkraftkompetenzen im Erklären), which is funded by the Federal Ministry of Education and Research as part of the Quality Initiative for Teacher Education at the University of Regensburg. These include the eleven subjects biology, chemistry, German, English, Protestant religious education, history, primary school education, art, mathematics, music and physics as well as linguistics and speech sciences. On a common theoretical and methodological basis, they examine how teachers explain things in the classroom from an interdisciplinary and, in particular, a subject-specific perspective.

FALKO-English is a sub-project of the interdisciplinary Regensburg research group FALKO (Fachspezifische Lehrerkompetenzen), which is based on the COACTIV study in terms of methodology and content. FALKO-English is intended on the one hand to record the subject-specific professional knowledge of English teachers and on the other hand to answer the following research questions:

• How can large parts of English teachers' pedagogical content knowledge (PCK) and content knowledge (CK) be assessed reliably, objectively and validly using a paper-pencil test?
• Which subject-specific sub-facets characterize the subject English?
• Which sub-facets of CK are considered relevant by experienced teachers?
• What constructs underlie these sub-facets? Can these also be operationalized in a paper-pencil test?