Personenseite

Jun.-Prof. Dr. Karen Glaser

Kurzbiographie
Vorträge und Präsentationen
Forschungs-
projekte und
Publikationen
Grundschuldidaktik Englisch
Juniorprofessorin
Kontakt Universität Leipzig
Erziehungswissenschaftliche Fakultät
Grundschuldidaktik Englisch
Marschnerstr. 31, Haus 3, 04109 Leipzig
Raum 118
Telefon +49 (0) 341 97-31855
E-Mail Diese E-Mail-Adresse ist vor Spambots geschützt! Zur Anzeige muss JavaScript eingeschaltet sein!
Sprechzeit
Office hours during the break:
By appointment

Kurzbiographie


CV



since 10/15



University of Leipzig, Department of Primary and Pre-Primary Education
Junior Professor for TEYL/TEFL in Primary School (Grundschuldidaktik Englisch)


10/14 – 09/15



University of Potsdam, English Department
Visiting Professor (Vetretungsprofessorin) of Present-Day English Language and Linguistics


10/11 – 06/14



Leuphana University Lüneburg, Institute of English Studies
PhD Degree in English Applied Linguistics (Topic: Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence)

 
10/07 – 09/14



Chemnitz University of Technology (TU Chemnitz), English Department
English Language Program Coordinator
English Language Instructor in the BA, MA, and Magister programs
[05/10 – 03/12 & 01/14 – 09/14 maternity leave, two children]


04/06 – 09/07



Dresden University of Technology (TU Dresden), English Department
English Language Instructor in the Magister, Teacher Training and BA and programs


01– 04/06



Kent State University, Ohio/USA, TEFL Certificate Program
Instructor in Linguistics, Pedagogical Grammar, and CALL
Teaching Practicum Mentor


08/04 – 12/05



Kent State University
Master's Degree in Teaching English as a Second Language (TESL)
Graduate Assistant
English as a Second Language (ESL) instructor at KSU's ESL Center


10/98 – 07/04



TU Dresden

Master’s Degree (Magister) in English Linguistics, Applied Linguistics (specialization: Teaching ESP), and Mass Communications



Publications

Glaser, K., & Schönmann, L. (in prep.). Developmental sequences in the acquisition of negation structures in young learners of English.

Glaser, K. (forthc.). Enhancing pre-service teacher training through inquiry-based learning: An analytic-reflective classroom interaction research project. In K. Thomson (Ed.), Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education. Tübingen: Narr.

Limberg, H. & Glaser, K. (Eds.) (forthc.). Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht. Frankfurt/M.: Peter Lang.

Glaser, K. & Limberg, H. (forthc.). Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht – Forschung und Praxis. In H. Limberg & K. Glaser (Hrsg.), Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht. Frankfurt/M.: Peter Lang.

Glaser, K. (forthc.). Pragmatikvermittlung im Englischunterricht der Primarstufe: Der Sprechakt ‚Begrüßen‘. In H. Limberg & K. Glaser (Hrsg.), Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht. Frankfurt/M.: Peter Lang.

Glaser, K. (forthc.). Scaffolding creative writing in the Primary EFL Classroom: Exploring the role of picture dictionaries and composition guidelines in the creation of Elfchen poems. In S. Frisch & J. Rymarczyk (Hrsg.), Current Research into Young FL Literacy Skills. Frankfurt/M.: Peter Lang.

Glaser, K. (forthc.). Assessing the L2 pragmatic awareness of pre-service non-NESPTs (non-native English-speaking primary teachers). Lodz Papers in Pragmatics, Special Issue on L2 pragmatic skills across registers, text types and contexts: From description through awareness to assessment.

Glaser, K. (in press). Instruction-giving in the primary English classroom – creating or obstructing learning opportunities? To appear in F. Lenz, M. Frobenius, & R. Klattenberg (Eds.), Classroom Observation: Researching Interaction in English Language Teaching. Frankfurt/M.: Peter Lang.

Glaser, K. & Schrader, A. (2019). What will the weather be like in Sydney? Sachtexten Schritt für Schritt Informationen entnehmen. Grundschule Englisch, Heft 68, 26-29.

Glaser, K. & Schrader, A. (2019). Learning to read, reading to learn: Fremdsprachliche Sachtexte erschließen. Grundschule Englisch, Heft 68, 30-32.

Glaser, K., & Schrader, A. (2019). The role of reading and writing in primary EFL curricula: An exploratory study in two Saxon primary schools. In C. Falkenhagen, H. Funk, M. Reinfried & L. Volkmann (Eds.), Sprachen lernen integriert - global, regional, lokal. Dokumentation zum 27. Fremdsprachenkongress der DGFF, Jena, 27.-30.09.2017 (pp. 389-402). Baltmannsweiler: Schneider Verlag Hohengehren. Link to book

Glaser, K. (2019). Speech act acquisition in instructed pragmatics: Advanced EFL learners’ patterns of downgrading and upgrading in disagreements. In P. Salazar Campillo & V. Codina Espurz (Eds.), Investigating the learning of pragmatics across ages and contexts (pp. 7-39). Leiden: Brill. Link to article

Glaser, K., Kupetz, M., & You, H.-J. (2019). ‘Embracing social interaction in the L2 classroom: Perspectives for language teacher education’ – An introduction. Classroom Discourse, 10(1), 1-9. Link to article

Geist, B., Kupetz, M., & Glaser, K. (2019). Accounting for spellings: Ambisyllabic consonants in L2 German spelling discussions. Classroom Discourse, 10(1), 71-98. Link to article

Glaser, K. (2018). Enhancing the role of pragmatics in primary English teacher training. Glottodidactica - An International Journal of Applied Linguistics, 45(2), 119-131. Link to article

Glaser, K. (2018). Digitaler Mehrwert im Englischunterricht der Grundschule: Wortschatzerwerb mit dem TING-Hörstift. In H. Dausend & B. Brandt (Eds.), Lernen digital: Fachliche Lernprozesse im Elementar- und Primarbereich anregen (pp. 151-178). Münster: Waxmann. Link to book
You, H.-J., Kupetz, M. & Glaser, K. (2018). Report on the International Symposium "From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education" (ARTE 2017)". Gesprächsforschung Online - Zeitschrift zur verbalen Interaktion, 19, 182-188. Link to article
Glaser, K. (2017). Metapragmatic perceptions in native language vs. lingua franca settings: Does target language status during study abroad make a difference? Study Abroad Research in Second Language Acquisition and International Education, 2(1), 107-131. Link to article
Glaser, K. (2016). News from the pragmatics classroom: Contrasting the inductive and the deductive approach in the teaching of pragmatic competence. Intercultural Pragmatics, 13(4), 529-561. Link to article

Glaser, K. (2016). Teaching Pragmatic Skills in University Language Courses: What Method Works Best? Fremdsprachen und Hochschule, 90, 87-123.

Glaser, K. (2014). Inductive or Deductive? The Impact of Method of Instruction on the Acquisition of Pragmatic Competence in EFL. Newcastle: Cambridge Scholars Publishing.
Front Matter & Chapter 1
Review by Li Yang in the Modern Language Journal (2015)
Review by Mir A. Miri in the TESOL Journal (2016)
Review by Ibolya Maricic in TESOL Quarterly (2016)

Glaser, K. (2013). The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL. TESL Canada Journal, 30(7), 150-163. Link to article

Glaser, K. (2009). Acquiring Pragmatic Competence in a Foreign Language – Mastering Dispreferred Speech Acts. Topics in Linguistics, 4, 50-57. Link to article

Kreutel, K. (2007). "I'm not agree with you." ESL Learners' Expressions of Disagreement. TESL-EJ, 11.3, A-1.  Link to article

 

Conference Organization

International Symposium on Classroom Interaction

ARTE Logo

September 13-15, 2017
Herrenhausen Castle, Hanover

organized by
Karen Glaser (University of Leipzig)
Maxi Kupetz (University of Potsdam)
Hie-Jung You (University of Potsdam)

funded by VolkswagenStiftung

While Interaction Research offers the tools for the empirical investigation of communicative encounters, Language Teaching Research addresses classroom phenomena (e.g., teacher instructions, feedback-giving, error correction) and, ultimately, informs language teacher training. Accordingly, by focusing on the analysis of authentic – rather than reported or hypothetical – goings-on in the language classroom, the symposium hopes to contribute to a better understanding of real-life teacher-student interactions and of learning-in-interaction. These insights will help improve language teaching and advance the professionalization of in- and pre-service teacher training. In addition, by focusing on the two novel types of language classrooms CLIL (Content and Language Integrated Learning) and TYLL (Teaching Young Language Learners), the symposium addressed state-of-the art educational policies and research areas that are gaining in importance world-wide. Apart from its interdisciplinary approach, the symposium had an international line-up, bringing German researchers together with colleagues from the UK, USA, Turkey, Finland, Sweden, Canada, and Switzerland.

 


Academic Teaching Portfolio

·   Introduction to ELT at Primary School
·    Planning for the Primary EFL Classroom
·    Understanding the Primary EFL Classroom
·    EFL Teachign Practicum
·    Computer-Assisted Language Learning and Teaching (CALL/CALT)
·    Intercultural Pragmatics
·    Contrastive Linguistics
·    Politeness in Linguistics
·    Ethnographic Research
·    Academic Writing
·    ESL Grammar
·    TOEFL Preparation
·    Reading
·    Listening and Speaking
·    American Culture
·    Translation English-German and German-English


Memberships

GAL - Gesellschaft für Angewandte Linguistik (German Applied Linguistics Association): https://gal-ev.de/


TESOL International Association:
www.tesol.org


DGFF - Deutsche Gesellschaft für Fremdsprachenforschung
(German Association for Foreign and Second Language Research): www.dgff.de


AILA Research Network in Early Language Learning (ELL-ReN): http://www.ell-ren.org


IPrA – International Pragmatics Association: http://ipra.ua.ac.be/


Service to the Field

Reviewer for

Publikationen

Aus den Jahren 2018-2020 (alle anzeigen).
  • Glaser, Karen: & Limberg, Holger: Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht – Forschung und Praxis. To appear in: H. Limberg & K. Glaser (Hrsg.), Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht. Frankfurt/M.: Peter Lang.
  • Limberg, Holger; Glaser, Karen (Hg): (forthc.). Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht. Frankfurt/M.: Peter Lang.
  • Glaser, Karen: Assessing the L2 pragmatic awareness of pre-service non-NESPTs (non-native English-speaking primary teachers). To appear in: Lodz Papers in Pragmatics, Special Issue on L2 pragmatic skills across registers, text types and contexts: From description through awareness to assessment.
  • Glaser, Karen: Enhancing pre-service teacher training through inquiry-based learning: An analytic-reflective classroom interaction research project. To appear in: Thomson, K. (Ed.), Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education. Tübingen: Narr.
  • Glaser, Karen: Instruction-giving in the primary English classroom – creating or obstructing learning opportunities? To appear in F. Lenz, M. Frobenius, & R. Klattenberg (Eds.), Classroom Observation: Researching Interaction in English Language Teaching. Frankfurt/M.: Peter Lang.
  • Glaser, Karen: Pragmatikvermittlung im Englischunterricht der Primarstufe: Der Sprechakt ‚Begrüßen‘. To appear in: H. Limberg & K. Glaser (Hrsg.), Pragmatische Kompetenzen im schulischen Fremdsprachenunterricht. Frankfurt/M.: Peter Lang.
  • Glaser, Karen: Scaffolding creative writing in the primary EFL classroom: Exploring the role of picture dictionaries and composition guidelines in the creation of Elfchen poems. To appear in: S. Frisch & J. Rymarczyk (Hrsg.), Current Research into Young FL Literacy Skills. Frankfurt/M.: Peter Lang.
  • Geist, Barbara; Glaser, Karen; Kupetz, Maxi: Accounting for spellings: Ambisyllabic consonants in L2 German spelling discussions. Classroom Discourse 10(1), 71–98. 2019
  • Glaser, Karen; Schrader, Anne: Learning to read, reading to learn: Fremdsprachliche Sachtexte erschließen. Grundschule Englisch, Heft 68, 30-32. 2019.
  • Glaser, Karen: Speech act acquisition in instructed pragmatics: Advanced EFL learners’ patterns of downgrading and upgrading in disagreements. In P. Salazar Campillo & V. Codina Espurz (Eds.), Investigating the learning of pragmatics across ages and contexts (pp. 7-39). Leiden: Brill. 2019.
  • Glaser, Karen; Schrader, Anne: The role of reading and writing in primary EFL curricula: An exploratory study in two Saxon primary schools. In: C. Falkenhagen, H. Funk, M. Reinfried & L. Volkmann (Eds.), Sprachen lernen integriert - global, regional, lokal. Dokumentation zum 27. Fremdsprachenkongress der DGFF, Jena, 27.-30.09.2017 (S. 389-402). Baltmannsweiler: Schneider Verlag Hohengehren. 2019.
  • Schrader, Anne; Glaser, Karen: What will the weather be like in Sydney? Sachtexten Schritt für Schritt Informationen entnehmen. Grundschule Englisch, Heft 68, 26-29. 2019.
  • Kupetz, Maxi; Glaser, Karen; You, Hie-Jung: ‘Embracing social interaction in the L2 classroom: Perspectives for language teacher education’ – An introduction. Classroom Discourse, 10(1), 1-9. 2019.
  • Glaser, Karen: Digitaler Mehrwert im Englischunterricht der Grundschule: Wortschatzerwerb mit dem TING-Hörstift. In: H. Dausend & B. Brandt (Eds.), Lernen digital: Fachliche Lernprozesse im Elementar- und Primarbereich anregen (pp. 151-178). Münster: Waxmann, 2018.
  • Glaser, Karen: Enhancing the role of pragmatics in primary English teacher training. In: Glottodidactica - An International Journal of Applied Linguistics, 2018, 45(2), 119-131.
  • Glaser, Karen; Maxi Kupetz; Hie-Jung You: Report on the International Symposium "From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education" (ARTE 2017)", in: Gesprächsforschung Online - Zeitschrift zur verbalen Interaktion, 19, 2018.182-188.

Vorträge und Präsentationen

08/2020

AILA2020 Conference, Groningen/NL, Symposium ‘Foreign Language Class-room Interaction from a Micro-Analytical Perspective’: Instruction-giving in the EFL classroom – studying classroom interaction to inform teacher training

04/2020

20th PLL conference (Pragmatics and Language Learning), Indiana University, Bloomington/USA: The development of pragmatic and grammatical awareness in school contexts: A modified replication of Bardovi-Harlig & Dörnyei (1998) with German upper secondary EFL learners

06/2019

Invited Guest Lecture:
Carl von Ossietzky University, Oldenburg:
Pragmatic and grammatical awareness in advanced EFL learners: The special case of language teacher trainees.

 
03/2019

 


2. Symposium
'Lernen Digital',
TU Chemnitz: TING im Englischunterricht der Grundschule: 3 (+1) explorative Untersuchungen.

 07/2018

Invited Plenary Speech:
Conference ‘Exploring and Assessing Pragmatic Aspects of L1 and L2 Communication: From Needs Analysis through Monitoring to Feedback’, Università degli Studi di Padua, Italy: Assessing and fostering the pragmatic competence of non-native English speaking primary EFL teacher candidates


09/2017


27
th DGFF Conference, Friedrich Schiller University Jena: The role of reading and writing in primary EFL curricula – an empirical perspective. (with Anne Schrader)


07/2017


1
5th International Pragmatics Association (IPrA) Conference, Belfast, UK, Panel 'Student Mobility and Pragmatic Competence': The pragmatics of lingua franca vs. native language settings through the learner lens: Students' perceptions during study abroad.


03/2017



Symposium
'Lernen Digital: Fachliche Lernprozess im Elementar- und Primarbereich anregen', TU Chemnitz: Workshop: TING-Materialien im Englischunterricht der Grundschule.


01/2017

Invited Plenary Talk
Conference 'THE LANGUAGE MAGICIAN at work: Evaluating Foreign Language Competence at Primary Level', University of Leipzig: A ready-to-use-digital tool - TING audio pens in primary English language teaching.


10/2016

Symposium 'Medien, Materialien, Möglichkeiten', Teaching Aids Center (Lernwerkstatt) at University of Leipzig
: Workshop: Using TING materials in the primary English classroom.



09/2016


35th Second Language Research Forum (SLRF), Teachers College, Columbia University, New York, USA: Understanding the young language learner classroom: Effects of weekly instruction time in an EFL setting.


10/2015



34th Second Language Research Forum (SLRF), Georgia State University, Atlanta, USA: Inductive or deductive? The impact of instruction method in the teaching of pragmatic skills.


06/2015



4th BAEL Conference, Rheinische Friedrich-Wilhelms-Universität Bonn: Pragmatic Skills in the Advanced EFL Classroom: A look at effectiveness of instructional method and learner perceptions


01/2015



Invited Plenary Talk
ESIP Conference (English Studies in an International Perspective)
University of Potsdam: Teaching English In Germany: A Focus on Pragmatic Skills


06/2013



Conference 'Pragmatics on the Go: Teaching and Learning about Pragmatics: Principles, Methods and Practices', Università degli Studi di Padua, Italy: Deductive or Inductive? The Impact of Teaching Method on the Acquisition of Pragmatic Competence


Zuletzt aktualisiert: Montag, 17. Februar 2020 16:55