Abstract
The language component of a degree in English in Germany, or "Sprachpraxis" as it is known in some universities, has in recent years faced a number challenges. Not only are German universities adapting to the B.A./M.A. system but also the very nature of teaching English globally, primarily teaching English as a Lingua Franca (E.L.F.), has had profound effects. This paper aims to explore the most salient questions that have arisen with regard to issues such the role of the native speaker (NS), identity, culture and language. Further, the question will be discussed as to how "mass customization" may be directly applied to the German university. While the introduction of such a system is not without its problems, it could be beneficial to the student, the practitioner and the university as a whole.
Highlights
1 Introduction The above quote demonstrates that when comparing the degree programmes in English Studies across Europe, on a very basic curricular level, it can be seen that a degree in English Studies in Germany will contain a language component that is absent in the U.K. and Ireland
Johns states "English for Special Purposes (ESP) teachers find themselves in a situation where they are expected to produce a course that exactly matches the needs of a group of learners, but are expected to do so with no, or very limited, preparation time" (Johns 1990: 91), a view reiterated by Swales (2000: 62), who points out that ESP has what he calls "a long tail" in so far as there are very few research positions in this field, which is comprised of primarily part-time teachers
There are many arguments as to why Sprachpraxis and primarily the students of English could benefit from mass customization
Summary
The above quote demonstrates that when comparing the degree programmes in English Studies across Europe, on a very basic curricular level, it can be seen that a degree in English Studies in Germany will contain a language component that is absent in the U.K. and Ireland Unlike established disciplines such as Literary Studies, Linguistics and Medieval Studies, the language component has never gained much attention, in spite of the fact that the very nature of teaching English has been the source of a global debate. There is an argument to suggest that the teaching in German universities has hardly changed in the past decades and the status quo rarely challenged It is highly debatable whether the present form of teaching is still tenable, as a number of global, local and institutional factors have had a huge influence on the teaching of English generally, which in turn apply directly to teaching English at German universities. It will examine strategies that may be employed and how mass customization may be a solution for the future
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