Literature will be provided during the TTC & in the Open Lernweb course.

The TTC is open to students in all phases of their teacher education program and we recommend participation from an early semester in the B.A. in order to be able to pursue the study of multilingualism and interculturality in the long term.

In addition, students who are currently or will be researching multilingualism and translanguaging as part of their "Projektband" seminar, Bachelor's thesis or Master's thesis can also benefit.

Personal experience abroad (incoming or outgoing) or plans to study abroad can be a great motivation for participation, but the main prerequisite is an interest in multilingualism and intercultural exchange.

There are no language level requirements, but participants should be willing and open to communicating in several languages according to their individual background.

Description

The Teacher Translanguaging Camps (TTC) have been held once a year since 2021 to enable student teachers to engage in an intensive and multi-layered examination of the topic of plurilingualism from a theoretical, pedagogical and, above all, intercultural perspective. This year, the TTC is focusing on Multilingualism and Translanguaging in English as a Foreign Language (EFL) Classrooms and Beyond. 

The Teacher Translanguaging Camp (TTC) 2026 serves as the project conference of the international research-based learning program and provides a forum for discussing multilingualism and translanguaging in educational contexts, with a special focus on English as a Foreign Language (EFL) classrooms and interdisciplinary applications.
The TTC invites students of all teacher education programmes as well as students from partner universities to engage with current research and practice-oriented projects developed in the first phase of the international research based learning program.
During the camp, participants will attend student-led research presentations, keynotes, and interactive sessions. They will engage critically and reflectively with questions of linguistic diversity, participation, and re-negotiation of language hierarchies in educational contexts.
To earn credit points, participants document their learning experiences in a reflective learning journal guided by prompts addressing experiences with multilingualism, linguistic inclusion and exclusion, and professional beliefs and intentions related to teaching in multilingual learning groups.
Students who wish to extend their learning may complete an additional transfer task, in which they apply their insights by designing a subject-specific or interdisciplinary learning resource (e.g. teaching concept, poster, professional development module, explainer video, or science communication product) which will be curated into the participatory repository Translang Square.

Intended Learning Outcomes

Option A: 1 LP (30h)

Cognitive Learning Outcomes

By the end of the course, students will be able to:

• Remember / Understand: define and describe core concepts of multilingualism and translanguaging;
• Apply: relate these concepts to examples presented during the TTC (e.g. in keynotes or student research);
• Analyze (introductory): identify similarities and differences in approaches to multilingual education discussed during the event.

Affective Learning Outcomes

During and after the course, students will:

• Receive / Respond: demonstrate curiosity and openness toward multilingual and translanguaging perspectives in education;
• Value: articulate the relevance of multilingualism for participation and learning in their reflective journal;
• Organize (emerging): begin to connect new perspectives on language diversity with their developing professional beliefs.

Option B: 2 LP (60h)

Cognitive Learning Outcomes

In addition to the outcomes of the learning path outlined in Option A above, students will be able to:

• Analyze (advanced): critically compare multilingual and translanguaging practices across educational contexts and disciplines;
• Evaluate: assess the potential and limitations of translanguaging-oriented pedagogies for inclusive teaching;
• Create: design a concrete product (e.g. lesson plan, professional development concept, explainer video, or poster) that translates TTC insights into their own subject or educational setting.

Affective Learning Outcomes

In addition to the outcomes of the learning path in Option A, students will:

• Value (consolidated): express a reasoned commitment to fostering linguistic inclusion in their professional practice;
• Organize: integrate multilingual perspectives into their personal teaching philosophy or disciplinary framework;
• Characterize by Value: demonstrate developing professional integrity that aligns with principles of linguistic justice and inclusive education.

Teilnahmevoraussetzungen und Anrechnungsmöglichkeiten

Die Lehrveranstaltung richtet sich fachübergreifend an alle Lehramtsstudierenden und steht sowohl Studierenden im Bachelor- als auch im Masterstudium offen. Studierende aller Schulformen sind ausdrücklich willkommen.

Anrechnungsmöglichkeiten:

Masterstudium (M.A.)
Je nach Wahl der Studien- und Prüfungsleistungen können 1–2 Leistungspunkte (Credits) im Optionalbereich erworben werden, und zwar im Rahmen der folgenden Module:

Mastermodul Profilierungsbereich Inklusion (LGHR-05a1)

Mastermodul Individueller Profilierungsbereich (LGHR-05b1)

Bachelorstudium (B.A.)
Für Studierende im Bachelorstudium kann die Teilnahme an der Lehrveranstaltung auf das Zertifikat für Interkulturelle Kommunikation und Kompetenz (ZIKK) angerechnet werden.