Diese Stud.IP Veranstaltung wird für die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule) verwendet. Studierende der entsprechenden Masterstudiengänge müssen sich in dem Semester eintragen, in dem Sie das Modul belegen. Die Anmeldung zur Prüfung ist nur über diese Veranstaltung möglich!
Teaching literature in the EFL Classroom
Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”.
For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background.
On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education.
From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically.
The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches.
Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term.
Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored.
The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature.
Lesson planning and the analysis of lessons involves
• realistic target setting,
• allowing for differentiation,
• an appropriate choice of materials and media
• as well as devising appropriate assessment strategies.
Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships.
As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks.
Teaching literature in the EFL Classroom
Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”.
For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background.
On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education.
From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically.
The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches.
Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term.
Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored.
The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature.
Lesson planning and the analysis of lessons involves
• realistic target setting,
• allowing for differentiation,
• an appropriate choice of materials and media
• as well as devising appropriate assessment strategies.
Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships.
As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks.
This seminar investigates the relationship between theory and practice of lesson planning in English Language Teaching (ELT). Participants will use current ELT theories and approaches (such as task-supported language teaching, learner orientation, top down/bottom up processing, differentiation, etc.) as well as relevant phase models to preprare criterion-based lesson plan analyses in order to critically examine a variety of lesson plans (focussing on varying competence areas such as lexis, grammar, reading comprehenion and speaking) to uncover underlying pedagogical choices, teaching strategies and rationale. Insights gained from these lesson plan analyses will directly inform participants’ own lesson plan design practices, fostering a reflective, evidence-based approach to planning theoretically sound English lesson. Emphasis is placed on bridging theory and practice, enabling students to develop coherent, competence-centered lessons.
Assessment will take form of a two-part portfolio for 6KP: one part is going to be an open-book in-class assessment focusing on lesson plan analysis; the other part is going to be a written lesson plan report focusing on lesson planning.
For students in module ang713 it is possible to obtain additional 3 KP by submitting a project, details of which will be discussed in the first session.
Please note that due to the current vacancy of the professorship the possibility to prepone master courses in modules ang701, ang702 and ang713 is subject to availabilty in the summer term 2026, i.e. students who already have a bachelor`s degree receive priority, undergraduate students may only be considered if there are enough places left.
Project Fachdidaktik oder Fachwissenschaften (
Das Projekt kann einerseits im Rahmen des "Fachdidaktik"-Seminars oder andererseits im Rahmen eines weiteren Seminars "Fachwissenschaften" absolviert werden.
From Kipling’s and Forster’s novels Kim (1901) and A Passage to India (1924) to Rokeya Hossain’s short story “Sultana’s Dream” (1905), poems by Rabindranath Tagore and Mulk Raj Anand’s less well-known novel Two Leaves and a Bud (1937): in the course of this class, we will analyse a wide range of early twentieth-century literary texts which negotiate direct British rule over the Indian subcontinent from different perspectives and in different forms, genres and modes. In the first part of the seminar, we will combine postcolonial discourse analysis and close readings of the texts; you will engage with secondary literature as well as with questions of literary history and canonisation. One class (on “Sultana’s Dream”) will be taught by Dr. Antara Chatterjee (Indian Institute of Science Education and Research Bhopal). In the last few sessions, you will practise your presentation skills and develop individual research questions related to the seminar’s topic.
Required reading (primary texts):
- Rudyard Kipling, Kim (1901)
- Rokeya Hossain, “Sultana’s Dream” (1905)
- E.M. Forster, A Passage to India (1924)
- Mulk Raj Anand, Two Leaves and a Bud (1937)
- as well as two poems by Rabindranath Tagore
Please borrow or purchase and read the following editions:
- Rudyard Kipling. Kim. London: Penguin, 2011. [ISBN 978-0141442372]
- E.M. Forster. A Passage to India. London: Penguin, 2015. [ISBN 978-0241214992]
Access to the short story (“Sultana’s Dream”), the poems as well as to Anand’s novel, which is out of print, will be provided.
**Course Description**
If, as cultural studies hold, our identities do not come from inside ourselves so much as from the culture that surrounds us; and if, following Judith Butler, these identities are performative and thus shaped through imitation and repetition, then movies arguably count among the most influential media that, in Western culture, shape people's sense of self and their ideas about who they are. Whether through closeted subtexts or more outspoken independent productions, queer representation in film has for a long time provided a discursive cultural space in which queer desire has been negotiated – meaning censored, silenced and misrepresented but also articulated, liberated, or even empowered.
Situating each film within its relevant historical and theoretical contexts, this seminar will start with the discussion of the documentary film %%The Celluloid Closet%%, before taking a closer look at a selected number of films from queer British cinema, namely %%My Beautiful Laundrette%%, %%The Crying Game%%, and %%Beautiful Thing%%. For the remaining sessions, students will be given the opportunity to pick their own primary text from a pool of different British films so as to be able to prepare a presentation discussing a topic of their own choice.
**Primary texts**
%%The Celluloid Closet.%% Dir. Rob Epstein and Jeffrey Friedman. Narrated by Lily Tomlin. 1996. Pro-Fum Media, 2007. DVD. [or any other version]
%%My Beautiful Laundrette.%% Dir. Stephen Frears. Perf. Gordon Warnecke, Daniel Day-Lewis, and Saeed Jaffrey. 1985. Studiocanal, 2010. DVD. [or any other version]
%%The Crying Game.%% Dir. Neil Jordan. Perf. Stephen Rea, Miranda Richardson, Jaye Davidson, and Forest Whitaker. 1992. Studiocanal, 2018. DVD. [or any other version]
%%Beautiful Thing.%% Dir. Hattie MacDonald. Perf. Glen Berry, Scott Neal, Linda Henry, Tameka Empson, and Ben Daniels. 1996. Salzgeber, 2020. DVD. [or any other version]
**Suggestions for presentations, including but not limited to**
%%All of Us Strangers%% (2023)
%%Ammonite%% (2020)
%%Another Country%% (1984)
%%Bent%% (1997)
%%Billy Elliot%% (2000)
%%Blue Jean%% (2022)
%%Breakfast on Pluto%% (2005)
%%The Danish Girl%% (2015)
%%Edward II%% (1991)
%%The Favourite%% (2018)
%%God's Own Country%% (2017)
%%The Killing of Sister George%% (1968)
%%Maurice%% (1987)
%%Notes on a Scandal%% (2006)
%%Orlando%% (1992)
%%Prick Up Your Ears%% (1987)
%%Pride%% (2014)
%%Priest%% (1994)
%%Peter's Friends%% (1992)
%%Prick Up Your Ears%% (1987)
%%Rocketman%% (2019)
%%Saltburn%% (2023)
%%Sunday Bloody Sunday%% (1971)
%%A Taste of Honey%% (1961)
%%Velvet Goldmine%% (1998)
%%Victim%% (1961)
%%Wilde%% (1997)
Description to follow.
Required Reading: We will cover three novels, as well as some background reading on the history of "exploration".
Novels to be purchased and read ahead of the seminar:
1. W. E. Bowman, The Ascent of Rum Doodle (1956), introd. Bill Bryson, Vintage 2010.
2. Petina Gappah, Out of Darkness, Shining LIght (2019), Scribner Books.
3. Richard Flanagan, Wanting (2008), Vintage 2016.
Greta Gerwig’s 2019 film adaptation of Louisa May Alcott’s nineteenth-century children’s classic, Little Women (1868–69), is the latest of numerous adaptations for a variety of media—theater, television, and film. Little Women’s many adaptations have not only maintained the appeal of the 19th-century children’s classic, each of them has also added yet another interpretation of the story. Alongside our study of Alcott’s children’s classic itself (“Part First” and “Part Second”), this class focuses on the four feature films of Little Women from 1933, 1949, 1994, and 2019. The course aims to familiarize students with central theoretical aspects of the theory of adaptation (novels into films) and undertakes a brief foray into (feminist) film theory as well. Moreover, students will develop an understanding of the variations, repetitions, and interpretations which the film adaptations have produced under ever-changing cultural, historical contexts and cinematic, technological developments.
Please purchase and read the following primary texts/films:
- Louisa May Alcott’s Little Women. 1868. Eds. Anne K. Phillips and Gregory Eiselein. New York: W.W. Norton, 2003 (ISBN-13: 978-0-393-97614-4; ISBN-10: 0393976149)
- Little Women. Dir. George Cukor. Perf. Katharine Hepburn, Frances Dee, Joan Bennet, Jean Parker, Paul Lukas, and Douglas Montgomery. RKO Radio Picture, 1933. (If you sign up for archive.org, which is a wonderful source for digitized books as well, you can watch the film here: https://archive.org/details/LittleWomen1933)
- Little Women. Dir. Mervyn LeRoy. Perf. June Allyson, Margaret O’Brien, Elizabeth Taylor, and Janet Leigh. Metro-Goldwyn-Mayer, 1949.
- Little Women. Dir. Gillian Armstrong. Perf. Winona Ryder, Claire Danes, Trini Alvarado, Kirsten Dunst, Samantha Mathis, Susan Sarandon, Gabriel Byrne, Christian Bale. Columbia Pictures, 1994.
- Little Women. Dir. Greta Gerwig. Perf. Saorise Ronan, Emma Watson, Florence Pugh, Eliza Scanlen, and Laura Dern. Columbia, 2019.
The syllabus will be made available a few weeks ahead of the semester together with other reading materials.
This seminar will introduce students to the genre of so-called walking simulators—story-driven exploration video games where walking around constitutes the primary gameplay mechanic—and the scholarly and public discussions surrounding it. Students will choose two to three primary texts from a list of walking simulators and are asked to play and engage critically with those games. The course will begin with a short introduction to the genre of walking simulators and an overview of how to analyze video games using the tools of transmedial narratology. While our first three sessions are dedicated to acquiring the vocabulary and analytical skills necessary for a scholarly discussion of video games more broadly and walking simulators in particular, the following sessions are loosely organized around recurring tropes and themes in those types of games. During those sessions, we will talk about selected secondary texts and reflect on how they could be made productive for an analysis of the students’ selected primary texts. Ultimately, students will leave this course with a deeper insight into the genre of walking simulators and their affordances, the debates they inspire in both public and academic spaces, and the ability to develop research questions that can be made productive for an analysis of those types of video games.
The main aim of this course is for students to practice selecting effective, level‐appropriate reading materials for the English language classroom and to design tasks to accompany them.
“Practical translation” aims to heighten your awareness of the differences between German and English, and to enable you to circumnavigate common translation problems. We will begin by looking at different types of translation (from literal to free) and move on to scrutinizing common problems such as translating complex noun phrases, relative clauses, false friends, progressive / simple / perfective aspects as part of a topic-based unit on the course topic: Great cities. You will then be given the opportunity, in small groups, to select your own text to translate; political, a film review, tourism, education, news report, which will be presented in class for peer review. Practical translation thus focusses on fine-tuning your accuracy and use of idiomatic English as well as equipping you with the tools to edit and translate a variety of genres of text.
Hinweise zum Modul
Prerequisites
abgeschlossenes Bachelor Studium (vgl. PO M.Ed. Gym §2) aktive Teilnahme (vgl. fachspezifische Anlage §2)
Reference text
Das Modul sollte besucht werden im 1. oder 2. Studienjahr. Das Modul soll innerhalb eines Semesters abgeschlossen werden. Die Belegung eines fachdidaktischen Seminars sowie einer sprachpraktischen Übung ist vorgegeben. Die Belegung eines Projektes kann entweder in der Fachdidaktik oder in einer der ausgewählten Fachwissenschaften (Sprachwissenschaft/Linguistik/Literatur-/Kulturwissenschaft) erfolgen.
Module examination
Für Studierende mit Studienbeginn ab WS 2023/24: 3 Prüfungsleistungen: 1 Hausarbeit oder 1 Referat/Präsentation mit schriftlicher Ausarbeitung oder 1 Portfolio oder 1 Poster-Session mit schriftlicher Ausarbeitung (Fachdidaktik 50%) und 1 Projekt (25%; Fachdidaktik oder andere anglistische Fachwissenschaft) und 1 Portfolio Sprachpraxis (25%)
Für Studierende mit Studienbeginn vor WS 2023/24: 2 Prüfungsleistungen: 1 Hausarbeit oder 1 Referat/Präsentation mit schriftlicher Ausarbeitung oder 1 Portfolio oder 1 Poster-Session mit schriftlicher Ausarbeitung (9 KP) und 1 Portfolio (3 KP)
Für Studierende mit Studienbeginn vor WS 2022/23: Ein bereits nach den bisherigen Bestimmungen absolviertes Modul ang702 behält seine Gültigkeit und wird als Teilleistung mit 9 KP für das Modul ang713 anerkannt. 3 KP sind noch zu absolvieren. Für ein bereits begonnenes, jedoch noch nicht vollständig abgeschlossenes Modul ang702 gilt S. 1 unter Berücksichtigung der jeweiligen bisherigen Prüfungsleistungen entsprechend.
Hinweis: Die von den Lehrenden festgelegte aktive Teilnahme in den Übungen wird mit bestanden / nicht bestanden gewertet.
Hinweis zur Liste der Lehrenden: Bitte beachten Sie, dass jeweils die im Semester Lehrenden prüfungsberechtigt sind
Skills to be acquired in this module
Studierende können didaktische und methodische Problemstellungen beim Aufbau von fremdsprachlichen Kompetenzen reflektiert darstellen und auf Aspekte der Unterrichtsgestaltung übertragen und insbesondere
Hypothesen und Theorien zum Fremdsprachenerwerb anwendungsorientiert beschreiben und erläutern
Ansätze und Verfahren kommunikativen Unterrichtens erläutern
Entwicklungen von fremdsprachlichen Fähigkeiten theoriegeleitet beschreiben
Neuere didaktische Konzepte auch digitalisierten fremdsprachlichen Lehrens und Lernens einordnen und erläutern
Kriterien für die Evaluation von Unterrichtsmodellen theoriegeleitet entwickeln und benennen
Unterrichtsmodelle entwerfen und theoriegeleitet begründen
Unterrichtsmaterial lerner_innen- und kompetenzorientiert erstellen und in semi-authentische Unterrichtskontexte (Micro-Teaching) integrieren
Prozesse der Didaktisierung erörtern und auf Aspekte der Unterrichtsplanung sowie - durchführung anwenden
Dimensionen von Heterogenität, Diversität und Inklusion fachspezifisch aus fremdsprachendidaktischer Sicht für die Unterrichtspraxis erläutern und einordnen.