Veranstaltungsverzeichnis
School of Linguistics and Cultural Studies
- English course offer for exchange students :
- School of Linguistics and Cultural Studies
- School of Linguistics and Cultural Studies
| VAK | Title | Type | SWS | Teachers | Degree |
|---|---|---|---|---|---|
| 3.02.002 |
Review: Principles of Language Teaching and Learning Part I
Wednesday: 12:00 - 14:00, weekly (from 18/10/23) Description: |
Exercises | - |
Christian Kramer, M.A., (he/him) |
|
| 3.02.304 |
KO New Research in American Literary and Cultural Studies
Tuesday: 10:00 - 12:00, weekly (from 17/10/23) Description: |
Colloquium | - |
Prof. Dr. Martin Butler |
|
| 3.02.121 |
S Songs of Work and Protest
Tuesday: 14:00 - 16:00, weekly (from 17/10/23) Description: Course goals: - to develop an understanding of the ways of articulating protest and resistance (specifically in the field of work) through popular music and to learn about the media-specific aesthetics and social and cultural functions of protest and resistance in different historical settings; - to learn about the formation and development of protest movements and musical scenes of resistance; - to develop and work on individual research questions guided by the above insights and related to the seminar's topic. Requirements: - regular attendance & active participation (e.g. reading assignments and in-class discussions) - Paper on the basis of a presentation ("Referat mit schriftlicher Ausarbeitung", c. 10-12 pp.) OR Hausarbeit (c. 12-15 pp.), due March 15th 2024. A note on presentations: Presentations can be given in groups of no more than three students (if needs be, we can accommodate two presentations in one session). You can pick one of the given topics, i.e. prepare and present one of the secondary texts provided and select an exemplary song that fits thematically; or you may want to choose a song and its context yourselves. The presentations of the latter research groups, who would also have to provide at least one (short) secondary text to read for the rest of the class, will take place during the sessions on January 16 and 23, 2024. Apart from presenting the materials, you are also in charge of chairing the ensuing discussion – accordingly, you may want to prepare some guiding questions that a) relate to the overall theme of the course; b) ideally resonate with the example you chose and c) frame the in-class activities (discussion, group work, ...). Course goals: - to develop an understanding of the ways of articulating protest and resistance (specifically in the field of work) through popular music and to learn about the media-specific aesthetics and social and cultural functions of protest and resistance in different historical settings; - to learn about the formation and development of protest movements and musical scenes of resistance; - to develop and work on individual research questions guided by the above insights and related to the seminar's topic. Requirements: - regular attendance & active participation (e.g. reading assignments and in-class discussions) - Paper on the basis of a presentation ("Referat mit schriftlicher Ausarbeitung", c. 10-12 pp.) OR Hausarbeit (c. 12-15 pp.), due March 15th 2024. A note on presentations: Presentations can be given in groups of no more than three students (if needs be, we can accommodate two presentations in one session). You can pick one of the given topics, i.e. prepare and present one of the secondary texts provided and select an exemplary song that fits thematically; or you may want to choose a song and its context yourselves. The presentations of the latter research groups, who would also have to provide at least one (short) secondary text to read for the rest of the class, will take place during the sessions on January 16 and 23, 2024. Apart from presenting the materials, you are also in charge of chairing the ensuing discussion – accordingly, you may want to prepare some guiding questions that a) relate to the overall theme of the course; b) ideally resonate with the example you chose and c) frame the in-class activities (discussion, group work, ...). |
Seminar | - |
Prof. Dr. Martin Butler |
|
| 3.02.485 |
Prüfungsverwaltung: Module ang702 und ang713 im Fach Englisch
The course times are not decided yet.
Description: 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! 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! |
miscellaneous | - |
Prof. Dr. Wolfgang Gehring Christian Kramer, M.A., (he/him) |
|
| 3.02.029 |
Ü Introduction to Linguistics and the English Language Part 1
Wednesday: 14:00 - 16:00, weekly (from 25/10/23) Description: |
Exercises | - |
Dobrinka Genevska-Hanke |
|
| 3.02.059 |
TUT Introduction to Literary and Cultural Studies I
Dates on Wednesday, 08.11.2023, Wednesday, 29.11.2023, Wednesday, 13.12.2023, Wednesday, 10.01.2024 18:15 - 19:45
Description: |
Tutorial | - |
Lea Christina Behrens |
|
| 3.02.081 |
Informationen zum Basismodul ang080
Friday: 12:00 - 12:30, weekly (from 20/10/23), Language Resource Blocks Dates on Tuesday, 13.02.2024 10:00 - 11:30 Description: |
miscellaneous | - |
Lauren Freede Johanna Hasanen Rachel Ramsay Inga Zalyevska John-Martin Winter |
|
| 3.02.192 |
S Plurilingualism in the EFL Classroom
Thursday: 08:00 - 10:00, weekly (from 19/10/23) Description: In this seminar we are going to explore the multifaceted role of plurilingual competence understood as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages and its status as a pivotal component for effective intercultural communication and language learning. In doing so we will place a special focus on the unique position of English as a foreign language (EFL) both globally where English serves as a global (multi)lingua franca and within the German educational landscape where it holds a prominent status as the most frequently - and usually first – learned foreign language, making it not just a language of communication but also a gateway to intercultural understanding. Relevant educational policy documents such as the companion volume of the Common European Framework of Reference for Languages (2018/2020), the Framework for Pluralistic Approaches to Languages and Cultures (2009), the KMK standards and the current curricula for Lower Saxony will provide us with a comprehensive framework to understand, describe and assess plurilingualism. Throughout this seminar, we will delve into various aspects of plurilingualism such as: intercomprehension understood as the ability to understand and make use of similarities between languages, mediation where language learners become proficient in interpreting and translating between languages as well as translanguaging, a phenomenon where learners fluidly move between languages to convey meaning illustrating the dynamic nature of plurilingualism. Additionally, we will work with language portraits, a visual representation of an individual's linguistic repertoire, which serves as a powerful tool for self-reflection and understanding one's plurilingual identity. Above all, the seminar aims at providing a practical perspective for educators on how to implement plurilingually sensitive teaching practices into the English language classroom in a feasible way. Key Words: plurilingualism, multilingualism, translanguaging, plurilingual competence, English as a foreign language, English as a multilingua franca, intercomprehension, mediation, foreign language learning/teaching/education In this seminar we are going to explore the multifaceted role of plurilingual competence understood as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages and its status as a pivotal component for effective intercultural communication and language learning. In doing so we will place a special focus on the unique position of English as a foreign language (EFL) both globally where English serves as a global (multi)lingua franca and within the German educational landscape where it holds a prominent status as the most frequently - and usually first – learned foreign language, making it not just a language of communication but also a gateway to intercultural understanding. Relevant educational policy documents such as the companion volume of the Common European Framework of Reference for Languages (2018/2020), the Framework for Pluralistic Approaches to Languages and Cultures (2009), the KMK standards and the current curricula for Lower Saxony will provide us with a comprehensive framework to understand, describe and assess plurilingualism. Throughout this seminar, we will delve into various aspects of plurilingualism such as: intercomprehension understood as the ability to understand and make use of similarities between languages, mediation where language learners become proficient in interpreting and translating between languages as well as translanguaging, a phenomenon where learners fluidly move between languages to convey meaning illustrating the dynamic nature of plurilingualism. Additionally, we will work with language portraits, a visual representation of an individual's linguistic repertoire, which serves as a powerful tool for self-reflection and understanding one's plurilingual identity. Above all, the seminar aims at providing a practical perspective for educators on how to implement plurilingually sensitive teaching practices into the English language classroom in a feasible way. Key Words: plurilingualism, multilingualism, translanguaging, plurilingual competence, English as a foreign language, English as a multilingua franca, intercomprehension, mediation, foreign language learning/teaching/education |
Seminar | - |
Christian Kramer, M.A., (he/him) |
|
| 3.02.130 |
S Comparative Indigenous Studies and indigenous cosmopolitanisms: Memory, literature and activism (Blockseminar)
Dates on Friday, 20.10.2023 14:00 - 16:00, Friday, 15.12.2023 14:00 - 18:00, Wednesday, 28.02.2024 - Friday, 01.03.2024 09:00 - 16:00
Description: COURSE DESCRIPTION AND GOALS: In the history of colonialism, encounters and shifting power relations between incoming colonisers and the colonies’ indigenous populations have always played a pivotal role. They have also left a lasting, far-reaching impact that has endured long beyond the formal end of imperialism, into the post-independence histories, cultures, economies and politics of formerly colonised countries. This is especially the case in former ‘settler colonies’ where colonising incomers came to outweigh the indigenous peoples demographically and culturally – for instance in North America, Australia, and New Zealand. Despite the immense cultural and geographical differences between them, indigenous peoples in all those countries have often faced similar problems in their attempts to deal with those (post)colonial situations. This has given rise to ‘Comparative Indigenous Studies’ as a field of academic knowledge production. Comparative perspectives have also informed various projects of political and cultural activism (e.g. in order to intervene in post-colonial public memory discourses, build solidarity, form coalitions and learn from each other’s strategies), as well as literary productions. Comparative perspectives necessarily involve looking beyond one’s own particular culture, even if this is often done with the aim of safeguarding the latter’s specific ethnic traditions and rights. Such outward-looking perspectives have also been associated with a stance that is often called “indigenous cosmopolitanism” – but the cosmopolitan can also go further: beyond ‘merely’ seeking connections with other indigenous peoples, it can also involve an espousal of other transnational and transcultural connections. This course will provide an introduction to these issues, combining regionally specific introductions to selected indigenous cultures from different parts of the globe with comparative perspectives on (potentially) shared problems and strategies, an exploration of trans-indigenous alliances and solidarities, as well as analyses of texts that espouse various kinds of cosmopolitanism. Key topics for our discussions include colonial experiences and trauma, hybridity, survivance, educational and language debates, cultures of memory, interfaces of localism and translocalism, political solidarities, as well as the develop¬ment of new cultural forms. We will also investigate potential problems which comparative and cosmopolitan visions may involve. We will use a wide range of sources, including history and memory discourse, literary texts, statements by politicians and activists, and academic theory. Regions we’ll look at will definitely include (parts of) North American, Australia and New Zealand. Additional comparative perspectives (also on countries with smaller proportions of settlers, e.g. some of the smaller Pacific Islands) may also be included. SET TEXTS: Most of our set texts (literary & non-literary texts, filmic material, etc.) will be relatively short, and their selection will be finalised in consultation with students; to leave enough room for students to choose their own foci of interest. As a starting point, only a single text has already been set, of which you should definitely get a copy (but you don’t need to read this until after mid-December, by which time you’ll have the requisite background knowledge). It is: • Witi Ihimaera, “The Thrill of Falling” (a Maori novella from New Zealand), in Ihimaera, The Thrill of Falling, Auckland: Vintage 2012, pp. 208-312. (In Germany, this is only available as an e-book at present, but the e-book comes in different formats (see publisher’s website for an overview: https://www.penguin.co.nz/books/the-thrill-of-falling-9781869799212), and at least some of those formats (e.g. Amazon Kindle; price c.7 €) can also be read without an e-book reader, via a normal computer via a free app. So you should be able to purchase & read it OK. If you have problems with the e-book format, please contact S. Stroh for emergency advice. We’ll also purchase a copy of the book for the departmental library (Semesterapparat), as another emergency fall-back.) Most of our other set texts, once chosen, will be made available via our online course platform Stud.IP. OPTIONAL EXTRA READING: If you would like to do some preliminary / extra reading on social and literary history, and/or need advice on texts to read in preparation for your presentations, you will be able to access a bibliography of key introductory texts on Stud.IP from the beginning of term onwards. Some of those texts will also be made available via our course bookshelf in the university library. COURSE DESCRIPTION AND GOALS: In the history of colonialism, encounters and shifting power relations between incoming colonisers and the colonies’ indigenous populations have always played a pivotal role. They have also left a lasting, far-reaching impact that has endured long beyond the formal end of imperialism, into the post-independence histories, cultures, economies and politics of formerly colonised countries. This is especially the case in former ‘settler colonies’ where colonising incomers came to outweigh the indigenous peoples demographically and culturally – for instance in North America, Australia, and New Zealand. Despite the immense cultural and geographical differences between them, indigenous peoples in all those countries have often faced similar problems in their attempts to deal with those (post)colonial situations. This has given rise to ‘Comparative Indigenous Studies’ as a field of academic knowledge production. Comparative perspectives have also informed various projects of political and cultural activism (e.g. in order to intervene in post-colonial public memory discourses, build solidarity, form coalitions and learn from each other’s strategies), as well as literary productions. Comparative perspectives necessarily involve looking beyond one’s own particular culture, even if this is often done with the aim of safeguarding the latter’s specific ethnic traditions and rights. Such outward-looking perspectives have also been associated with a stance that is often called “indigenous cosmopolitanism” – but the cosmopolitan can also go further: beyond ‘merely’ seeking connections with other indigenous peoples, it can also involve an espousal of other transnational and transcultural connections. This course will provide an introduction to these issues, combining regionally specific introductions to selected indigenous cultures from different parts of the globe with comparative perspectives on (potentially) shared problems and strategies, an exploration of trans-indigenous alliances and solidarities, as well as analyses of texts that espouse various kinds of cosmopolitanism. Key topics for our discussions include colonial experiences and trauma, hybridity, survivance, educational and language debates, cultures of memory, interfaces of localism and translocalism, political solidarities, as well as the develop¬ment of new cultural forms. We will also investigate potential problems which comparative and cosmopolitan visions may involve. We will use a wide range of sources, including history and memory discourse, literary texts, statements by politicians and activists, and academic theory. Regions we’ll look at will definitely include (parts of) North American, Australia and New Zealand. Additional comparative perspectives (also on countries with smaller proportions of settlers, e.g. some of the smaller Pacific Islands) may also be included. SET TEXTS: Most of our set texts (literary & non-literary texts, filmic material, etc.) will be relatively short, and their selection will be finalised in consultation with students; to leave enough room for students to choose their own foci of interest. As a starting point, only a single text has already been set, of which you should definitely get a copy (but you don’t need to read this until after mid-December, by which time you’ll have the requisite background knowledge). It is: • Witi Ihimaera, “The Thrill of Falling” (a Maori novella from New Zealand), in Ihimaera, The Thrill of Falling, Auckland: Vintage 2012, pp. 208-312. (In Germany, this is only available as an e-book at present, but the e-book comes in different formats (see publisher’s website for an overview: https://www.penguin.co.nz/books/the-thrill-of-falling-9781869799212), and at least some of those formats (e.g. Amazon Kindle; price c.7 €) can also be read without an e-book reader, via a normal computer via a free app. So you should be able to purchase & read it OK. If you have problems with the e-book format, please contact S. Stroh for emergency advice. We’ll also purchase a copy of the book for the departmental library (Semesterapparat), as another emergency fall-back.) Most of our other set texts, once chosen, will be made available via our online course platform Stud.IP. OPTIONAL EXTRA READING: If you would like to do some preliminary / extra reading on social and literary history, and/or need advice on texts to read in preparation for your presentations, you will be able to access a bibliography of key introductory texts on Stud.IP from the beginning of term onwards. Some of those texts will also be made available via our course bookshelf in the university library. |
Seminar | - |
PD Dr. Silke Stroh |
|
| 3.02.020 |
V Introduction to Linguistics and the English Language Part 1
Wednesday: 10:00 - 12:00, weekly (from 18/10/23) Description: |
Lecture | - |
Prof. Dr. Marcel Schlechtweg |
|
| 3.02.050 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 08:00 - 10:00, weekly (from 20/10/23) Description: |
Exercises | - |
Dr. Alena Cicholewski |
|
| 3.02.990 |
S Literary Characters
Wednesday: 10:00 - 12:00, weekly (from 18/10/23) Description: The concept of the literary character has been around since the nineteenth century, partly supplanting the more traditional concept of the 'hero' or 'heroine' of a story. The question of what defines literary characters and how they compare to actual humans has given rise to different answers and conceptions at different times. In contemporary discussions, the question of non-human entities as literary characters has become a particularly important issue. Our course will shed spotlights on the historical changes in the conception of literary characters - and at the ways and techniques of narrating them -, as well as on the relationship between conceptions of literary characters and the conceptions of the human vs. the non-human. We will work with a set of shorter texts of different genres and periods, as well as with a range of analytical approaches to the phenomenon of the literary character. In addition to some historical and contemporary material theorising the concept of the literary character, as well as some older examples, we will focus on two recent novels: Nicola Barker, I Am Sovereign (2019), and Laline Paull, Pod (2022). Both are readily available at our local bookshop, and of course elsewhere. Please obtain and start reading these novels as soon as your participation in the seminar is confirmed. Further details on primary and secondary readings will follow. The concept of the literary character has been around since the nineteenth century, partly supplanting the more traditional concept of the 'hero' or 'heroine' of a story. The question of what defines literary characters and how they compare to actual humans has given rise to different answers and conceptions at different times. In contemporary discussions, the question of non-human entities as literary characters has become a particularly important issue. Our course will shed spotlights on the historical changes in the conception of literary characters - and at the ways and techniques of narrating them -, as well as on the relationship between conceptions of literary characters and the conceptions of the human vs. the non-human. We will work with a set of shorter texts of different genres and periods, as well as with a range of analytical approaches to the phenomenon of the literary character. In addition to some historical and contemporary material theorising the concept of the literary character, as well as some older examples, we will focus on two recent novels: Nicola Barker, I Am Sovereign (2019), and Laline Paull, Pod (2022). Both are readily available at our local bookshop, and of course elsewhere. Please obtain and start reading these novels as soon as your participation in the seminar is confirmed. Further details on primary and secondary readings will follow. |
Seminar | - |
Prof. Dr. Anton Kirchhofer |
|
| 3.02.048 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: |
Exercises | - |
Dr. Anna Auguscik |
|
| 3.02.025 |
Ü Introduction to Linguistics and the English Language Part 1
Monday: 10:00 - 12:00, weekly (from 23/10/23) Description: |
Exercises | - |
Dobrinka Genevska-Hanke |
|
| 3.02.036 |
TUT Introduction to Linguistics and the English Language Part 1
Tuesday: 18:00 - 20:00, weekly (from 17/10/23) Description: |
Tutorial | 2 |
Edda Hagemann |
|
| 3.02.170 |
S Interlanguage Pragmatics: Studying EFL Learners' Pragmatic Competence
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: “Hwæt sceolan we drinkan?”, what looks like an odd mixture of English and German is actually correct English – just more or less 1300 years old. One can still rather easily recognize the interrogative pronoun “what” only that the “hw” is nowadays reversed. “Sceolan” is probably a little hard to decipher at first glance, however at least for German natives it should – especially in combination with the last word of the question – be quickly identifiable as the equivalent to Modern English “shall” (or sollen – in OE the “sc” was pronounced as “sh”). The fellow who phrased this particular question therefore spoke perfect (Old) English, and yet how come that it looks more like a heavy German dialect than proper English? This issue will be one of the leading questions for this seminar. Where did the English language come from? Why is it even called English? Where did the languages before English go? Was there something like an “Old English period”? To answer those (and other questions) a period of language history lasting around 800 years will be examined. The focus will thereby not only lay with understanding the basics of Old English spelling, phonology and surface structure, but also in identifying key concepts of language contact and language change and how they have left traces within the everyday language we use. “Hwæt sceolan we drinkan?”, what looks like an odd mixture of English and German is actually correct English – just more or less 1300 years old. One can still rather easily recognize the interrogative pronoun “what” only that the “hw” is nowadays reversed. “Sceolan” is probably a little hard to decipher at first glance, however at least for German natives it should – especially in combination with the last word of the question – be quickly identifiable as the equivalent to Modern English “shall” (or sollen – in OE the “sc” was pronounced as “sh”). The fellow who phrased this particular question therefore spoke perfect (Old) English, and yet how come that it looks more like a heavy German dialect than proper English? This issue will be one of the leading questions for this seminar. Where did the English language come from? Why is it even called English? Where did the languages before English go? Was there something like an “Old English period”? To answer those (and other questions) a period of language history lasting around 800 years will be examined. The focus will thereby not only lay with understanding the basics of Old English spelling, phonology and surface structure, but also in identifying key concepts of language contact and language change and how they have left traces within the everyday language we use. |
Seminar | - |
Moss Bohrer, (they/them) |
|
| 3.02.058 |
TUT Introduction to Literary and Cultural Studies I
Dates on Monday, 06.11.2023 18:00 - 20:00, Thursday, 30.11.2023, Thursday, 14.12.2023 12:00 - 14:00, Monday, 08.01.2024 18:00 - 20:00, Location: A14 0-031, V03 0-D001, V03 0-D003
Description: |
Tutorial | - |
Lea Christina Behrens |
|
| 3.02.022 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 10:00 - 12:00, weekly (from 24/10/23) Description: |
Exercises | - |
Dr. Ilka Flöck, she/ her |
|
| 3.02.970 |
S Kinship and Narration in Salman Rushdie's Midnight's Children, Shame and Victory City
Wednesday: 18:00 - 20:00, weekly (from 18/10/23) Description: Dear participants, In order to facilitate textual analysis and discussion in the classroom, please make sure to borrow or purchase the novels in the following editions: - Salman Rushdie, Midnight's Children: ISBN 9780099511892 - Salman Rushdie, Shame: ISBN 9780099578611 - Salman Rushdie, Victory City: ISBN 9781787333451 As Midnight's Children is a rather long novel, I would recommend that you read it before term starts. Dear participants, In order to facilitate textual analysis and discussion in the classroom, please make sure to borrow or purchase the novels in the following editions: - Salman Rushdie, Midnight's Children: ISBN 9780099511892 - Salman Rushdie, Shame: ISBN 9780099578611 - Salman Rushdie, Victory City: ISBN 9781787333451 As Midnight's Children is a rather long novel, I would recommend that you read it before term starts. |
Seminar | - |
Prof. Dr. Julia Wurr |
|
| 3.02.112 |
Ü Written English: Writing about British Asian Cinema
Wednesday: 08:00 - 10:00, weekly (from 18/10/23) Description: |
Exercises | - |
Rachel Ramsay |
|
| 3.02.037 |
TUT Introduction to Linguistics and the English Language Part 1
Wednesday: 18:00 - 20:00, weekly (from 18/10/23) Description: |
Tutorial | 2 |
Thorben Milde |
|
| 3.02.997 |
Ü English Language Help Centre
Thursday: 14:00 - 16:00, weekly (from 19/10/23) Description: The English Language Help Centre is open to all bachelor and master students in the English Department. Each session has a specific focus; participants can choose what they find useful and relevant to improve their English language skills. Participation is optional. You are welcome to use this course simply as a resource. The English Language Help Centre is open to all bachelor and master students in the English Department. Each session has a specific focus; participants can choose what they find useful and relevant to improve their English language skills. Participation is optional. You are welcome to use this course simply as a resource. |
Exercises | - |
Johanna Hasanen |
|
| 3.02.006 |
TUT Principles of Language Teaching and Learning Part I
Tuesday: 08:00 - 10:00, weekly (from 17/10/23) Description: |
Tutorial | 2 |
Malte Björn Peick |
|
| 3.02.004 |
TUT Principles of Language Teaching and Learning Part I
Monday: 08:00 - 10:00, weekly (from 16/10/23) Description: |
Tutorial | - |
Sarah Kaltofen, (she/her) |
|
| 20.01.316 |
English for University Studies 4 - Reading and Speaking
Monday: 16:00 - 18:00, weekly (from 16/10/23), Location: A06 0-011 Thursday: 16:00 - 18:00, weekly (from 19/10/23), Location: A15 1-113 Description: |
Language course | 4 |
Dr. Maike Engelhardt Lehreinheit sprachenzentrum |
|
| 3.02.162 |
S The Impact of Typological Difference on Bilingual Grammars
Wednesday: 08:00 - 10:00, weekly (from 18/10/23) Description: |
Seminar | - |
Dobrinka Genevska-Hanke |
|
| 3.02.185 |
V Methods in Linguistics
Wednesday: 12:00 - 14:00, weekly (from 25/10/23) Description: |
Lecture | - |
Dr. Ilka Flöck, she/ her |
|
| 3.02.055 |
Ü Repetitorium: Introduction to the Critical and Scholarly Discussion of Literature
Friday: 14:00 - 16:00, weekly (from 20/10/23) Description: |
Exercises | - |
Dr. Anna Auguscik |
|
| 3.02.035 |
TUT Introduction to Linguistics and the English Language Part 1
Tuesday: 08:00 - 10:00, weekly (from 17/10/23) Description: |
Tutorial | 2 |
Sarah Kaltofen, (she/her) |
|
| 3.02.950 |
S Spoken English: From Theory to Empirical Work
Wednesday: 08:00 - 10:00, weekly (from 18/10/23) Description: |
Seminar | - |
Prof. Dr. Marcel Schlechtweg |
|
| 3.02.410 |
Ü English for Educational Purposes: Working with Grammar and Vocabulary
Monday: 14:00 - 16:00, weekly (from 16/10/23) Description: |
Exercises | - |
Lauren Freede |
|
| 3.02.402 |
Ü English for Educational Purposes: Teacher Talk in ELT
Wednesday: 12:00 - 14:00, weekly (from 18/10/23) Description: Course description In this course, we will be focusing on the spoken language used by teachers in the EFL classroom. We will be discussing topics such as teachers' use of L1 in the classroom, teacher talk time (TTT), non-native language use and corrective feedback and we will examine how to use teacher talk effectively and efficiently, including how to give spoken instructions. Course description In this course, we will be focusing on the spoken language used by teachers in the EFL classroom. We will be discussing topics such as teachers' use of L1 in the classroom, teacher talk time (TTT), non-native language use and corrective feedback and we will examine how to use teacher talk effectively and efficiently, including how to give spoken instructions. |
Exercises | - |
Johanna Hasanen |
|
| 3.02.114 |
Ü Written English: College Commencement Speeches (Tues 14-16)
Tuesday: 14:00 - 16:00, weekly (from 17/10/23), Location: A14 1-114, A15 1-113 Description: |
Exercises | - |
Johanna Hasanen |
|
| 3.02.960 |
S American English
Thursday: 14:00 - 17:00, weekly (from 19/10/23) Description: |
Seminar | - |
Prof. Dr. Ronald Geluykens |
|
| 3.02.047 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 08:00 - 10:00, weekly (from 20/10/23) Description: |
Exercises | - |
Dr. Christian Lassen |
|
| 3.02.131 |
S Titel folgt
The course times are not decided yet.
Description: |
Seminar | - |
Karsten Levihn-Kutzler |
|
| 3.02.024 |
Ü Introduction to Linguistics and the English Language Part 1
Monday: 08:00 - 10:00, weekly (from 23/10/23) Description: |
Exercises | - |
Dobrinka Genevska-Hanke |
|
| 3.06.306 |
Collective practices in art (LA Edith Ruß Haus)
Dates on Friday, 12.01.2024 10:00 - 12:00, Friday, 12.01.2024 14:00 - 16:00, Monday, 05.02.2024 - Wednesday, 07.02.2024 10:00 - 13:00, ...(more)
Description: Blocktermine im Januar/Februar 2024/Block dates in January/February 2024. (teaching language English) Collective practices in art will be a workshop-based course designed to practice collaborative art making and experience all stages of production of a small group project. The students will be given a theme of their art research. During six days of intense collaboration they will define their common artistic goal, choose the working method, prepare, implement and present the final work. The class will consist of workshops, discussions, research trips and introduction to chosen inspirational achievements of artists practicing co-authorship, participatory activities, and community art. Blocktermine im Januar/Februar 2024/Block dates in January/February 2024. (teaching language English) Collective practices in art will be a workshop-based course designed to practice collaborative art making and experience all stages of production of a small group project. The students will be given a theme of their art research. During six days of intense collaboration they will define their common artistic goal, choose the working method, prepare, implement and present the final work. The class will consist of workshops, discussions, research trips and introduction to chosen inspirational achievements of artists practicing co-authorship, participatory activities, and community art. |
Seminar | - |
Dr. Karolina Bregula |
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| 3.02.504 |
Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP)
Tuesday: 14:00 - 16:00, weekly (from 17/10/23) Description: Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. |
Exercises | - |
Christian Kramer, M.A., (he/him) Jane Küwen |
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| 3.02.032 |
Ü Repetitorium: Introduction to Linguistics and the English Language Part 1
Tuesday: 16:00 - 18:00, weekly (from 24/10/23) Description: The revision courses ("Repetitorium") in the linguistics introductory module are optional teaching sessions and do not count as a regular exercise sessions ("Übung"). In order to get credit points for the module, students need to participate in one of the regular exercise sessions (3.02.021 - 3.02.029). The revision courses are meant to give students the opportunity to ask questions about or discuss in more detail the content covered in the lecture and the regular exercise sessions. The revision courses ("Repetitorium") in the linguistics introductory module are optional teaching sessions and do not count as a regular exercise sessions ("Übung"). In order to get credit points for the module, students need to participate in one of the regular exercise sessions (3.02.021 - 3.02.029). The revision courses are meant to give students the opportunity to ask questions about or discuss in more detail the content covered in the lecture and the regular exercise sessions. |
Exercises | - |
Dr. Ilka Flöck, she/ her |
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| 3.02.308 |
KO Anglistisches-Amerikanistisches Forschungskolloquium
Thursday: 16:00 - 18:00, weekly (from 19/10/23) Description: |
Colloquium | - |
Prof. Dr. Anton Kirchhofer Prof. Dr. Martin Butler |
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| 3.02.027 |
Ü Introduction to Linguistics and the English Language Part 1
Monday: 14:00 - 16:00, weekly (from 23/10/23) Description: |
Exercises | - |
Dobrinka Genevska-Hanke |
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| 3.02.103 |
Ü Spoken English: Urban Life
Friday: 10:00 - 12:00, weekly (from 20/10/23) Description: |
Exercises | - |
Inga Zalyevska |
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| 3.02.601 |
Ü Begleitveranstaltung für TutorInnen der Anglistik/ Amerikanistik: Linguistik/ Sprachwissenschaft
The course times are not decided yet.
Description: |
miscellaneous | - |
Dr. Ilka Flöck, she/ her |
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| 3.02.057 |
TUT Introduction to Literary and Cultural Studies I
Dates on Tuesday, 07.11.2023, Tuesday, 28.11.2023, Tuesday, 12.12.2023, Tuesday, 09.01.2024 18:15 - 19:45, Location: A11 0-018, V03 0-D003
Description: |
Tutorial | - |
Tabea Hirsch |
|
| 20.01.315 |
English for University Studies 4 - Listening and Speaking
Wednesday: 08:00 - 12:00, weekly (from 18/10/23) Description: |
Language course | 4 |
Wenny Susanto-Berky Lehreinheit sprachenzentrum |
|
| 3.02.971 |
S Popular Culture: Theories, Concepts, Approaches
Thursday: 08:30 - 10:00, weekly (from 19/10/23) Description: The seminar explores theoretical perspectives on popular culture, both from different historical periods and from different disciplinary perspectives. It makes students familiar with different, at times conflicting concepts of popular culture and introduces approaches to the analysis of popular cultural practices and forms of expression, also with the help of examples from different media and genres. Course requirements: - Regular attendance & active participation (e.g. reading assignments, in-class discussions) - Paper on the basis of a presentation ("Referat und schriftliche Ausarbeitung", ca. 12-15 pp.) OR Hausarbeit (c. 15-20 pp.), due March 15th 2024. A note on presentations: For your presentation (in groups of no more than three people), please introduce the argument of the text(s) you are working with and prepare a discussion of exemplary parts (a chapter, a passage, a sequence,... ). Also, you are asked to identify an example with the help of which you are supposed to elucidate, but also critically assess the main argument of the theoretical text. Apart from presenting the text and/in its contexts, you are also in charge of chairing a discussion about the text at stake – accordingly, you may want to prepare some guiding questions that a) relate to the overall theme of the course; b) ideally resonate with the example you chose and c) frame the in-class activities (discussion, group work, ...). The seminar explores theoretical perspectives on popular culture, both from different historical periods and from different disciplinary perspectives. It makes students familiar with different, at times conflicting concepts of popular culture and introduces approaches to the analysis of popular cultural practices and forms of expression, also with the help of examples from different media and genres. Course requirements: - Regular attendance & active participation (e.g. reading assignments, in-class discussions) - Paper on the basis of a presentation ("Referat und schriftliche Ausarbeitung", ca. 12-15 pp.) OR Hausarbeit (c. 15-20 pp.), due March 15th 2024. A note on presentations: For your presentation (in groups of no more than three people), please introduce the argument of the text(s) you are working with and prepare a discussion of exemplary parts (a chapter, a passage, a sequence,... ). Also, you are asked to identify an example with the help of which you are supposed to elucidate, but also critically assess the main argument of the theoretical text. Apart from presenting the text and/in its contexts, you are also in charge of chairing a discussion about the text at stake – accordingly, you may want to prepare some guiding questions that a) relate to the overall theme of the course; b) ideally resonate with the example you chose and c) frame the in-class activities (discussion, group work, ...). |
Seminar | - |
Prof. Dr. Martin Butler |
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| 3.02.082 |
Compulsory Stay Abroad [Anglistik/Amerikanistik]
Dates on Wednesday, 08.11.2023, Wednesday, 29.11.2023, Wednesday, 17.01.2024 13:30 - 14:30
Description: |
miscellaneous | - |
Lauren Freede Dr. Anna Auguscik |
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| 3.02.972 |
S Titel folgt
The course times are not decided yet.
Description: |
Seminar | - |
Karsten Levihn-Kutzler |
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| 3.02.078 |
Ü Introduction to Integrated Language Studies
Thursday: 10:00 - 12:00, weekly (from 19/10/23) Description: |
Exercises | - |
Inga Zalyevska |
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| 3.02.302 |
KO Research Colloquium in Language Use, Variation and Change
Wednesday: 19:00 - 21:00, weekly (from 18/10/23) Description: |
Colloquium | - |
Prof. Dr. Ronald Geluykens |
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| 3.02.509 |
Ü Vorbereitung auf das Fachpraktikum Englisch (Gym)
Wednesday: 12:00 - 14:00, weekly (from 18/10/23) Description: Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. |
Exercises | 2 |
Dr. Sylke Bakker |
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| 3.02.301 |
KO Abschlusskolloquium: BA, MEd, DoktorandInnen
Tuesday: 12:00 - 14:00, weekly (from 17/10/23) Description: |
Colloquium | - |
Prof. Dr. Wolfgang Gehring |
|
| 20.01.313 |
English for University Studies 3.2 - Comprehensive Language Skills
Tuesday: 08:00 - 12:00, weekly (from 17/10/23) Description: |
Language course | 4 |
Saeedeh Bisayar Lehreinheit sprachenzentrum |
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| 3.02.150 |
S The Post-Apocalyptic American City
Tuesday: 10:00 - 12:00, weekly (from 17/10/23) Description: John Winthrop, Puritan leader and first governor of Massachusetts, famously described the British colony in the New World as a "city upon a hill." Winthrop's city established "a model of the American national imagination" (Bercovitch) and epitomized an exceptionalist narrative that imagined "the eyes of all people [...] upon" the Puritans. American cities have since often been associated with the future; however, this future has not always been defined by technological superiority and wealth, with actualizing the seemingly unlimited potentials of the New World. Indeed, post-apocalyptic American cities seem to permeate the popular imagination just as much as optimistic portrayals of American cities. In this seminar, we will discuss representations of various post-apocalyptic American cities. While introductory lectures will trace these representations to the early days of the American national project, our focus will be on cultural artifacts produced since the early twentieth century. We will (largely) progress chronologically through various media. Likely texts: Jack London, The Scarlet Plague (novella, 1912) W.E.B. Du Bois, "The Comet" (short story, 1920) Quiet, Please! (radio program, select episodes, 1947-1949) Dimension X (radio program, select episodes, 1950-1951) Richard Matheson, I Am Legend (novel, 1954) + I Am Legend (movie, 2007) The World, the Flesh, and the Devil (movie, 1959) On the Beach (movie, 1959) Judge Dredd (select comics from the late 1970s and 2012 movie) The Walking Dead (select comics and pilot episode of original TV series) Colson Whitehead, Zone One (novel, 2011) The Last of Us (videogame, 2013) Jeff Vandermeer, Borne (novel, 2017) Blade Runner 2049 (movie, 2017) John Winthrop, Puritan leader and first governor of Massachusetts, famously described the British colony in the New World as a "city upon a hill." Winthrop's city established "a model of the American national imagination" (Bercovitch) and epitomized an exceptionalist narrative that imagined "the eyes of all people [...] upon" the Puritans. American cities have since often been associated with the future; however, this future has not always been defined by technological superiority and wealth, with actualizing the seemingly unlimited potentials of the New World. Indeed, post-apocalyptic American cities seem to permeate the popular imagination just as much as optimistic portrayals of American cities. In this seminar, we will discuss representations of various post-apocalyptic American cities. While introductory lectures will trace these representations to the early days of the American national project, our focus will be on cultural artifacts produced since the early twentieth century. We will (largely) progress chronologically through various media. Likely texts: Jack London, The Scarlet Plague (novella, 1912) W.E.B. Du Bois, "The Comet" (short story, 1920) Quiet, Please! (radio program, select episodes, 1947-1949) Dimension X (radio program, select episodes, 1950-1951) Richard Matheson, I Am Legend (novel, 1954) + I Am Legend (movie, 2007) The World, the Flesh, and the Devil (movie, 1959) On the Beach (movie, 1959) Judge Dredd (select comics from the late 1970s and 2012 movie) The Walking Dead (select comics and pilot episode of original TV series) Colson Whitehead, Zone One (novel, 2011) The Last of Us (videogame, 2013) Jeff Vandermeer, Borne (novel, 2017) Blade Runner 2049 (movie, 2017) |
Seminar | - |
Priv.-Doz. Dr. Michaela Keck |
|
| 3.02.193 |
S Teaching and Learning in the Diversity-sensitive EFL Classroom (Blockveranstaltung)
Dates on Friday, 24.11.2023 16:00 - 18:00, Friday, 08.12.2023 11:30 - 20:00, Saturday, 09.12.2023 09:00 - 18:00, Friday, 15.12.2023 09:00 - 16:00, Saturday, 16.12.2023 09:00 - 13:00, Location: A01 0-007, V03 0-D003, A01 0-010 b (+1 more)
Description: Plurilingual (and pluricultural) competences are defined by the Education Policy Division of the Council of Europe (2018) as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages in order to successfully manage intercultural communication as well as life-long (language) learning. Foreign language teaching and thus foreign language teachers play a pivotal role in fostering plurilingual and pluricultural education. In this seminar we are going to operationalize plurilingual and pluricultural competence for foreign language learning contexts in relation to relevant European and German education policy documents such as the Common European Framework of Reference for Languages and Cultures (2001) and its companion volume (2018/2020), the KMK standards and the English curricula for Lower Saxony as well as other orientational frameworks such as the Framework for Pluralistic Approaches to Languages and Cultures (2009); we will discuss relevant theoretical concepts such as translanguaging (see García, 2009, 2013), (functional) mono-/multi- and plurilingualism, linguistic repertoire and English as a multilingua franca; and discuss ways of implementation of pluralistic/plurilingual approaches in foreign language classrooms such as mediation, intercomprehension and language portraits. This course’s assessment requirement and formats will be discussed in the first session. Key Words: plurilingualism, multilingualism, translanguaging, plurilingual competence, English as a Foreign Language, English as multilingua franca, intercomprehension, mediation, language learning/teaching, learner empowerment, Plurilingual (and pluricultural) competences are defined by the Education Policy Division of the Council of Europe (2018) as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages in order to successfully manage intercultural communication as well as life-long (language) learning. Foreign language teaching and thus foreign language teachers play a pivotal role in fostering plurilingual and pluricultural education. In this seminar we are going to operationalize plurilingual and pluricultural competence for foreign language learning contexts in relation to relevant European and German education policy documents such as the Common European Framework of Reference for Languages and Cultures (2001) and its companion volume (2018/2020), the KMK standards and the English curricula for Lower Saxony as well as other orientational frameworks such as the Framework for Pluralistic Approaches to Languages and Cultures (2009); we will discuss relevant theoretical concepts such as translanguaging (see García, 2009, 2013), (functional) mono-/multi- and plurilingualism, linguistic repertoire and English as a multilingua franca; and discuss ways of implementation of pluralistic/plurilingual approaches in foreign language classrooms such as mediation, intercomprehension and language portraits. This course’s assessment requirement and formats will be discussed in the first session. Key Words: plurilingualism, multilingualism, translanguaging, plurilingual competence, English as a Foreign Language, English as multilingua franca, intercomprehension, mediation, language learning/teaching, learner empowerment, |
Seminar | - |
Dr. Jana Oldendörp |
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| 3.02.101 |
Ü Spoken English: Higher Education in North America
Monday: 12:00 - 14:00, weekly (from 16/10/23) Description: |
Exercises | - |
Johanna Hasanen |
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| 3.02.481 |
S Methodology in ELT
Tuesday: 08:00 - 10:00, weekly (from 17/10/23) Description: |
Seminar | - |
Prof. Dr. Wolfgang Gehring |
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| 3.02.311 |
KO Doing Research in Didactics
Monday: 12:00 - 14:00, weekly (from 16/10/23) Description: PLEASE NOTE THAT IN THIS COURSE, THERE IS ONLY A LIMITED NUMBER OF PLACES FOR BA / MA CANDIDATES! HENCE, IT IS IMPERATIVE FOR PARTICIPANTS TO LIAISE WITH THE LECTURER PRIOR TO REGISTRATION! This course is designed for students preparing to write their final thesis (BA or MA) in the field of Didactics. Looking for suitable and, above all, viable topics, presenting first ideas and subsequently coming up with a plan on how to carry out your actual research will be at the centre of the preparatory process. Candidates will be required to submit and present different types of documents, e.g. literature overview, research proposal, abstract, etc. You will be working independently outside class, preparing findings to peers and supervisors on a regular basis. Standards of academic research and writing will be discussed in plenary sessions. Students are expected to use feedback constructively and thus gradually commit to a final version of their research project. PLEASE NOTE THAT IN THIS COURSE, THERE IS ONLY A LIMITED NUMBER OF PLACES FOR BA / MA CANDIDATES! HENCE, IT IS IMPERATIVE FOR PARTICIPANTS TO LIAISE WITH THE LECTURER PRIOR TO REGISTRATION! This course is designed for students preparing to write their final thesis (BA or MA) in the field of Didactics. Looking for suitable and, above all, viable topics, presenting first ideas and subsequently coming up with a plan on how to carry out your actual research will be at the centre of the preparatory process. Candidates will be required to submit and present different types of documents, e.g. literature overview, research proposal, abstract, etc. You will be working independently outside class, preparing findings to peers and supervisors on a regular basis. Standards of academic research and writing will be discussed in plenary sessions. Students are expected to use feedback constructively and thus gradually commit to a final version of their research project. |
Colloquium | - |
Dr. Sylke Bakker |
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| 3.02.303 |
KO Research Colloquium in English Linguistics
Wednesday: 12:00 - 14:00, weekly (from 18/10/23) Description: |
Colloquium | - |
Prof. Dr. Marcel Schlechtweg |
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| 3.02.310 |
DS Directed Studies
Thursday: 10:00 - 12:00, fortnightly (from 19/10/23) Description: |
miscellaneous | - |
Dr. Anna Auguscik |
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| 20.01.318 |
English for University Studies 5 - Academic Reading and Writing 1
Thursday: 08:00 - 12:00, weekly (from 19/10/23) Description: |
Language course | 4 |
Eric Ahlberg, M.A. Lehreinheit sprachenzentrum |
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| 3.02.046 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 08:00 - 10:00, weekly (from 19/10/23) Description: |
Exercises | - |
Dr. Christian Lassen |
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| 3.02.401 |
Ü English for Educational Purposes: Error Correction
Wednesday: 10:00 - 12:00, weekly (from 18/10/23) Description: |
Exercises | - |
Lauren Freede |
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| 3.02.042 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 10:00 - 12:00, weekly (from 20/10/23) Description: |
Exercises | - |
Dr. Anna Auguscik |
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| 3.02.110 |
Ü Written English: Exploration and Expeditions
Thursday: 14:00 - 16:00, weekly (from 19/10/23) Description: |
Exercises | - |
Lauren Freede |
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| 3.02.999 |
S Multiple Imaginations: Germany's Pasts and Presents Part 2: National Socialism and German Reunification
Dates on Friday, 19.01.2024 16:00 - 20:00, Saturday, 20.01.2024 - Sunday, 21.01.2024 10:00 - 19:00
Description: The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. |
Seminar | - |
Dr. Tobias Linnemann Sunday Omwenyeke |
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| 3.02.086 |
Organisation and Supervision of Erasmus+ study abroad and internships [Anglistik/Amerikanistik]
Dates on Wednesday, 25.10.2023 14:15 - 15:00, Wednesday, 25.10.2023 16:00 - 16:15, Wednesday, 01.11.2023 13:30 - 14:00, Wednesday, 01 ...(more)
Description: |
Exercises | - |
Lauren Freede |
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| 3.02.028 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 14:00 - 16:00, weekly (from 24/10/23) Description: |
Exercises | - |
Dobrinka Genevska-Hanke |
|
| 3.02.041 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 10:00 - 12:00, weekly (from 19/10/23) Description: |
Exercises | - |
Prof. Dr. Anton Kirchhofer |
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| 3.02.200 |
S Multiculturalism and Literature
Tuesday: 12:00 - 14:00, weekly (from 17/10/23) Description: The seminar provides an overview of postcolonial storytelling and the concept of multiculturalism followed by an analysis of a variety of literary products ranging from the early 80s to the present. Questions of national identity will be covered as well as cultural, political and religious issues. London as a hub of the British multicultural experience will be explored in greater detail. Excerpts from selected texts comprise works by e.g. - Hanif Kureishi, The Buddha of Suburbia, 1990 - Hanif Kureishi, The Black Album, 1995 - Arundhati Roy, The God of the Small Things, 1997 - Zadie Smith, White Teeth, 2000 - Monica Ali, Brick Lane, 2000 - Rose Tremain, The Road Home, 2007 - Amanda Craig, Hearts and Minds, 2009 - John Lanchester, Capital, 2013 Each text will be analysed and assessed with regard to its suitability for classroom use. Excerpts from textbook units along with the accompanying tasks and media will be critically examined. Additional material from a variety of sources will be collected, presented and prepared for classroom use. Task design will be practiced by providing motivating challenges for young adult readers and learners of English. Recent discussions on Britains colonial past and the "black-lives-matter" discussion will also be taken into account. Relevant reading in this field comprises: -Akala, Natives. Race & Class in the Ruins of the Empire (2018) -Eddo-Lodge, R. Why I`m No Longer Talking to White People About Race (2018) -Hirsch, A., British. On Race, IIdentitty and Belonging (2018) -Shukla, N. (Ed.) The Good Immigrant (2016) - On successful completion of this module, students should - be familiar with the British Empire and the literature emerging from the post-colonial experience -know about London`s significance for contemporary multicultural life -be able to explain the role of English in post-colonial storytelling -be able to analyse narrative texts reflecting the multicultural experience -be familiar with the content and interpretation of the texts dealt with in class -be able to assess the viability of select texts for classroom use -be aware of the rules and regulations the Core Curriculum in Lower Saxony stipulates for the topic -be able to critically assess literary products for teaching purposes and, if necessary, modify and edit them - provide tasks accompanying literary texts reflecting the multicultural experience Participants are expected to: - provide commentaries on topics discussed in class. -submit samples of work -pass a test at the end of term. The seminar provides an overview of postcolonial storytelling and the concept of multiculturalism followed by an analysis of a variety of literary products ranging from the early 80s to the present. Questions of national identity will be covered as well as cultural, political and religious issues. London as a hub of the British multicultural experience will be explored in greater detail. Excerpts from selected texts comprise works by e.g. - Hanif Kureishi, The Buddha of Suburbia, 1990 - Hanif Kureishi, The Black Album, 1995 - Arundhati Roy, The God of the Small Things, 1997 - Zadie Smith, White Teeth, 2000 - Monica Ali, Brick Lane, 2000 - Rose Tremain, The Road Home, 2007 - Amanda Craig, Hearts and Minds, 2009 - John Lanchester, Capital, 2013 Each text will be analysed and assessed with regard to its suitability for classroom use. Excerpts from textbook units along with the accompanying tasks and media will be critically examined. Additional material from a variety of sources will be collected, presented and prepared for classroom use. Task design will be practiced by providing motivating challenges for young adult readers and learners of English. Recent discussions on Britains colonial past and the "black-lives-matter" discussion will also be taken into account. Relevant reading in this field comprises: -Akala, Natives. Race & Class in the Ruins of the Empire (2018) -Eddo-Lodge, R. Why I`m No Longer Talking to White People About Race (2018) -Hirsch, A., British. On Race, IIdentitty and Belonging (2018) -Shukla, N. (Ed.) The Good Immigrant (2016) - On successful completion of this module, students should - be familiar with the British Empire and the literature emerging from the post-colonial experience -know about London`s significance for contemporary multicultural life -be able to explain the role of English in post-colonial storytelling -be able to analyse narrative texts reflecting the multicultural experience -be familiar with the content and interpretation of the texts dealt with in class -be able to assess the viability of select texts for classroom use -be aware of the rules and regulations the Core Curriculum in Lower Saxony stipulates for the topic -be able to critically assess literary products for teaching purposes and, if necessary, modify and edit them - provide tasks accompanying literary texts reflecting the multicultural experience Participants are expected to: - provide commentaries on topics discussed in class. -submit samples of work -pass a test at the end of term. |
Seminar | - |
Dr. Sylke Bakker |
|
| 3.02.503 |
Ü Vorbereitung auf das Fachpraktikum Englisch (Gym)
Tuesday: 08:00 - 10:00, weekly (from 17/10/23) Description: Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. |
Exercises | - |
Dr. Sylke Bakker |
|
| 3.02.061 |
TUT Introduction to Literary and Cultural Studies I
Dates on Thursday, 09.11.2023, Thursday, 30.11.2023, Thursday, 14.12.2023, Thursday, 11.01.2024 18:15 - 19:45
Description: |
Tutorial | - |
Matthias Himstedt |
|
| 3.02.140 |
S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment
Friday: 12:00 - 14:00, weekly (from 27/10/23) Description: Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) |
Seminar | - |
Rebecca Käpernick, M.A. |
|
| 3.02.502 |
Ü Vorbereitung auf das Fachpraktikum Englisch (Gym)
Monday: 14:00 - 16:00, weekly (from 16/10/23), Location: V02 0-003, A06 0-001 Description: Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. |
Exercises | - |
Dr. Sylke Bakker |
|
| 3.02.077 |
Ü Introduction to Integrated Language Studies
Thursday: 08:00 - 10:00, weekly (from 19/10/23) Description: |
Exercises | - |
Inga Zalyevska |
|
| 3.02.104 |
Ü Spoken English: Urban Life
Friday: 08:00 - 10:00, weekly (from 20/10/23) Description: |
Exercises | - |
Inga Zalyevska |
|
| 3.02.113 |
Ü Written English
Wednesday: 18:00 - 20:00, weekly (from 18/10/23) Description: |
Exercises | - |
Dana Strakova |
|
| 3.02.102 |
Ü Spoken English: Higher Education in North America
Monday: 14:00 - 16:00, weekly (from 16/10/23) Description: |
Exercises | - |
Johanna Hasanen |
|
| 3.02.930 |
S World Englishes
Thursday: 17:00 - 20:00, weekly (from 19/10/23) Description: |
Seminar | - |
Prof. Dr. Ronald Geluykens |
|
| 20.01.317 |
English for University Studies 4 - Writing and Speaking
Monday: 12:00 - 16:00, weekly (from 16/10/23) Description: |
Language course | 4 |
Wenny Susanto-Berky Lehreinheit sprachenzentrum |
|
| 3.02.070 |
Ü Introduction to Integrated Language Studies (A)
Monday: 12:00 - 14:00, weekly (from 16/10/23) Description: |
Exercises | - |
Lauren Freede |
|
| 3.02.505 |
Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP)
Tuesday: 12:00 - 14:00, weekly (from 17/10/23) Description: Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. |
Exercises | - |
Christian Kramer, M.A., (he/him) |
|
| 3.02.994 |
S The Literary Marketplace for MA Students
Thursday: 10:00 - 12:00, fortnightly (from 26/10/23) Description: http://wiki.angl-am.uni-oldenburg.de/index.php/2023-24_MM_The_Literary_Marketplace_for_MA_Students http://wiki.angl-am.uni-oldenburg.de/index.php/2023-24_MM_The_Literary_Marketplace_for_MA_Students |
Seminar | - |
Dr. Anna Auguscik |
|
| 3.02.501 |
Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. |
Exercises | - |
Edeltraud Breiter Alexandra Köhler Christian Kramer, M.A., (he/him) |
|
| 3.02.600 |
Ü Begleitveranstaltung für Tutor_innen der Anglistik/ Amerikanistik: Literatur/Kultur
The course times are not decided yet.
Description: |
miscellaneous | - |
Dr. Christian Lassen |
|
| 3.02.210 |
Informationen zum Kombinationsmodul
The course times are not decided yet.
Description: |
miscellaneous | - |
in Bearbeitung |
|
| 3.02.160 |
S Language Acquisition and Language Disorders
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: |
Seminar | - |
Lina Abed Ibrahim, M.A. |
|
| 3.02.026 |
Ü Introduction to Linguistics and the English Language Part 1
Monday: 12:00 - 14:00, weekly (from 23/10/23) Description: |
Exercises | - |
Dobrinka Genevska-Hanke |
|
| 3.02.072 |
Ü Introduction to Integrated Language Studies (C)
Tuesday: 16:00 - 18:00, weekly (from 17/10/23) Dates on Tuesday, 31.10.2023 16:00 - 18:00 Description: |
Exercises | - |
Lauren Freede |
|
| 3.02.001 |
V Principles of Language Teaching and Learning Part I
Wednesday: 08:00 - 10:00, weekly (from 18/10/23) Description: |
Lecture | - |
Prof. Dr. Wolfgang Gehring Dr. Sylke Bakker Christian Kramer, M.A., (he/him) |
|
| 3.02.005 |
TUT Principles of Language Teaching and Learning Part I
Monday: 18:00 - 20:00, weekly (from 16/10/23) Description: |
Tutorial | - |
Sarah Kaltofen, (she/her) |
|
| 3.02.071 |
Ü Introduction to Integrated Language Studies (B)
Tuesday: 14:00 - 16:00, weekly (from 17/10/23) Dates on Tuesday, 31.10.2023 14:00 - 16:00 Description: |
Exercises | - |
Lauren Freede |
|
| 3.02.316 |
KO Research Colloquium in English Linguistics
Monday: 16:00 - 18:00, weekly (from 23/10/23) Description: |
Colloquium | - |
Dobrinka Genevska-Hanke |
|
| 20.01.311 |
English for University Studies 1
Wednesday: 10:00 - 12:00, weekly (from 18/10/23) Friday: 10:00 - 12:00, weekly (from 20/10/23) Description: |
Language course | 2 |
Tim Dittmann Lehreinheit sprachenzentrum |
|
| 3.02.995 |
S Literature, Literary History and Literary Studies
Thursday: 14:00 - 16:00, weekly (from 19/10/23) Description: http://wiki.angl-am.uni-oldenburg.de/index.php/2023-24_MM_Literary_History_and_Literary_Studies http://wiki.angl-am.uni-oldenburg.de/index.php/2023-24_MM_Literary_History_and_Literary_Studies |
Seminar | - |
Dr. Anna Auguscik |
|
| 3.02.021 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 08:00 - 10:00, weekly (from 24/10/23) Description: |
Exercises | - |
Dr. Ilka Flöck, she/ her |
|
| 3.05.505 |
Music in Game and Cultural Studies (in englischer Sprache)
Thursday: 14:00 - 16:00, weekly (from 19/10/23), Moritzen-Barbosa, Karina M. A. Description: |
Seminar | - |
Karina Moritzen Barbosa |
|
| 3.02.180 |
S Dual Language Acquisition
Friday: 10:00 - 12:00, weekly (from 20/10/23) Description: |
Seminar | - |
Lina Abed Ibrahim, M.A. |
|
| 3.02.191 |
S Dimensions of Diversity
Tuesday: 10:00 - 12:00, weekly (from 17/10/23) Description: Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur) Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur) |
Seminar | - |
Dr. Sylke Bakker |
|
| 3.02.981 |
S The Laugh of the Medusa: Women Re/Writing Classical Myth
Wednesday: 14:00 - 16:00, weekly (from 18/10/23) Description: This seminar will introduce students to Muslim American histories and cultures through diverse visual representations of Muslim Americans. Selected pieces of photography and visual art as well as film scenes will raise awareness for stereotypical representations of Muslim Americans, while cultural artifacts produced by Muslim artists will illustrate how those stereotypes can be disrupted. Additionally, this seminar will cover graphic novels by Muslim American writers: Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Toufic El Rassi’s graphic memoir "Arab in America" addresses his struggles of growing up as a Lebanese immigrant in the United States and his experiences with post-9/11 islamophobia. In contrast to the more realist mode of representation in El Rassi’s work, G. Willow Wilson’s "Ms. Marvel: No Normal" is the first volume of a superhero comic series that features Muslim Pakistani American teenage protagonist Kamala Khan whose secret superhero identity is shaped by her religious orientation and whose desire to fit into Anglo-American mainstream society is thwarted by her classmates’ xenophobic and islamophobic prejudices. We will pay special attention to the graphic novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. Students will be asked to purchase their own copy of Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Other reading material (including secondary literature) will be made available through Stud.IP. This seminar will introduce students to Muslim American histories and cultures through diverse visual representations of Muslim Americans. Selected pieces of photography and visual art as well as film scenes will raise awareness for stereotypical representations of Muslim Americans, while cultural artifacts produced by Muslim artists will illustrate how those stereotypes can be disrupted. Additionally, this seminar will cover graphic novels by Muslim American writers: Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Toufic El Rassi’s graphic memoir "Arab in America" addresses his struggles of growing up as a Lebanese immigrant in the United States and his experiences with post-9/11 islamophobia. In contrast to the more realist mode of representation in El Rassi’s work, G. Willow Wilson’s "Ms. Marvel: No Normal" is the first volume of a superhero comic series that features Muslim Pakistani American teenage protagonist Kamala Khan whose secret superhero identity is shaped by her religious orientation and whose desire to fit into Anglo-American mainstream society is thwarted by her classmates’ xenophobic and islamophobic prejudices. We will pay special attention to the graphic novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. Students will be asked to purchase their own copy of Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Other reading material (including secondary literature) will be made available through Stud.IP. |
Seminar | - |
Priv.-Doz. Dr. Michaela Keck |
|
| 3.02.040 |
V Introduction to Literary History and Textual Analysis
Thursday: 12:00 - 14:00, weekly (from 19/10/23) Description: |
Lecture | - |
Prof. Dr. Anton Kirchhofer |
|
| 20.01.319 |
English for University Studies 5 - Comprehensive Language Practice
Thursday: 08:00 - 12:00, weekly (from 19/10/23) Description: |
Language course | 4 |
Richard Dawton Lehreinheit sprachenzentrum |
|
| 3.02.305 |
KO New Research in English and American Literary and Cultural Studies
Tuesday: 08:00 - 10:00, weekly (from 17/10/23) Description: |
Colloquium | - |
Priv.-Doz. Dr. Michaela Keck Dr. Christian Lassen |
|
| 3.02.100 |
Ü Spoken English: Food, glorious food
Thursday: 16:00 - 18:00, weekly (from 19/10/23) Description: |
Exercises | - |
Lauren Freede |
|
| 20.01.322 |
English for Economists 1
Monday: 08:00 - 12:00, weekly (from 16/10/23), Location: A06 0-003 (Multimediaraum), A15 1-113 Description: |
Language course | 4 |
Eric Ahlberg, M.A. Lehreinheit sprachenzentrum |
|
| 3.02.049 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 10:00 - 12:00, weekly (from 20/10/23) Description: |
Exercises | - |
PD Dr. Silke Stroh |
|
| 3.02.079 |
Ü Introduction to Integrated Language Studies
Friday: 08:00 - 10:00, weekly (from 20/10/23) Description: |
Exercises | - |
John-Martin Winter |
|
| 3.02.220 |
Screening Europe: Representations of Europe in US-American Film and TV
Dates on Friday, 17.11.2023 16:15 - 17:45, Friday, 15.12.2023 14:15 - 18:45, Monday, 12.02.2024, Wednesday, 14.02.2024 - Thursday, 15.02.2024 09:00 - 14:00, Location: A05 0-055, V04 1-146, A01 0-005
Description: “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. |
Seminar | - |
Lea Brenningmeyer |
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| 3.02.076 |
Ü Introduction to Integrated Language Studies
Tuesday: 12:00 - 14:00, weekly (from 17/10/23) Description: |
Exercises | - |
Rachel Ramsay |
|
| 3.02.480 |
S Current Issues in ELT
Monday: 16:00 - 18:00, weekly (from 16/10/23) Description: |
Seminar | - |
Prof. Dr. Wolfgang Gehring |
|
| 20.01.314 |
English for University Studies 4 - Language Functions
Monday: 14:00 - 18:00, weekly (from 16/10/23) Description: |
Language course | 4 |
Saeedeh Bisayar Lehreinheit sprachenzentrum |
|
| 3.02.405 |
Ü English for Educational Purposes: Listening in the language classroom
Monday: 10:00 - 12:00, weekly (from 23/10/23) Description: |
Exercises | - |
Inga Zalyevska |
|
| 3.02.060 |
TUT Introduction to Literary and Cultural Studies I
Dates on Monday, 06.11.2023, Monday, 27.11.2023 18:00 - 20:00, Thursday, 14.12.2023 12:00 - 14:00, Wednesday, 10.01.2024 18:00 - 20:00, Location: A14 0-030, V03 0-C001, A01 0-006
Description: |
Tutorial | - |
Matthias Himstedt |
|
| 3.02.307 |
KO New Research on English Literatures and Cultures
Wednesday: 16:00 - 18:00, weekly (from 18/10/23) Description: |
Colloquium | - |
Prof. Dr. Anton Kirchhofer |
|
| 3.02.403 |
Ü English for Educational Purposes: Designing Reading Materials
Thursday: 10:00 - 12:00, weekly (from 19/10/23) Description: 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. In order to achieve this, students will be expected to design their own reading worksheets based on both an authentic and simplified text. 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. In order to achieve this, students will be expected to design their own reading worksheets based on both an authentic and simplified text. |
Exercises | - |
Johanna Hasanen |
|
| 3.02.141 |
S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment
Wednesday: 08:00 - 10:00, weekly (from 18/10/23) Description: Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) |
Seminar | - |
Dr. Christian Lassen |
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| 3.02.074 |
Ü Introduction to Integrated Language Studies
Tuesday: 18:00 - 20:00, weekly (from 17/10/23) Description: |
Exercises | 2 |
John-Martin Winter |
|
| 3.02.931 |
S Lexical Semantics
Wednesday: 16:00 - 19:00, weekly (from 18/10/23) Description: |
Seminar | - |
Prof. Dr. Ronald Geluykens |
|
| 3.02.056 |
TUT Introduction to Literary and Cultural Studies I
Dates on Thursday, 09.11.2023, Thursday, 30.11.2023, Thursday, 14.12.2023 12:00 - 14:00, Wednesday, 10.01.2024 16:00 - 18:00, Location: V03 0-C003, V03 0-D003
Description: |
Tutorial | - |
Tabea Hirsch |
|
| 3.02.171 |
S Language Change
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: How can we convey meaning to a hearer successfully? How can a hearer understand what a speaker means? This course aims to provide the students with a holistic understanding of the differences between meaning in and out of context. Therefore, we are going to investigate the elusive line between semantics and pragmatics. Although this course introduces pragmatic theories, it nevertheless relies on practical examples of spoken language to show which areas of natural language these theories describe. In other words: The theories introduced in this course are all applicable to communicative situations we all are familiar with. How can we convey meaning to a hearer successfully? How can a hearer understand what a speaker means? This course aims to provide the students with a holistic understanding of the differences between meaning in and out of context. Therefore, we are going to investigate the elusive line between semantics and pragmatics. Although this course introduces pragmatic theories, it nevertheless relies on practical examples of spoken language to show which areas of natural language these theories describe. In other words: The theories introduced in this course are all applicable to communicative situations we all are familiar with. |
Seminar | - |
Nils Rademacher |
|
| 20.01.312 |
English for University Studies 3.1 - Integrated Language Practice
Tuesday: 08:00 - 12:00, weekly (from 17/10/23) Description: |
Language course | - |
Wenny Susanto-Berky Lehreinheit sprachenzentrum |
|
| 3.02.998 |
S Multiple Imaginations: Germany's Pasts and Presents – Part 1: Colonialism and Migration
Dates on Friday, 08.12.2023 16:15 - 20:00, Saturday, 09.12.2023 - Sunday, 10.12.2023 10:00 - 19:00
Description: In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. |
Seminar | - |
Sunday Omwenyeke Dr. Tobias Linnemann |
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| 3.02.980 |
S Borderland Narratives
Thursday: 14:00 - 16:00, weekly (from 19/10/23) Description: The region of the U.S.-Mexican borderlands is determined by a variety of contrasts, conflicts and confluences and - apart from a constant political and ideological struggle over questions of illegal (im)migration, has brought forth a number of hybrid forms and practices of cultural expression. Moreover, due to its (geo-)political and cultural contestedness, the region has become a topic extensively dealt with in a range of media that take a stand in border politics and contribute to making sense of the borderland experience. The seminar takes a closer look at one particular form of both commenting on and coming to terms with life on the border, examining in detail a selection of what is frequently referred to as borderland narratives. After discussing theories of hybridity and transdifference, which help conceptualize and understand processes of cultural encounter and exchange, the seminar sets out to explore literary variations of the experience of living between two cultures and particularly focusses on the strategies the texts employ to stage and to cope with the political, ideological, and cultural borders between Mexico and the United States. Requirements: - Regular attendance & active participation (e.g. reading assignments, in-class discussions) - Paper on the basis of a presentation ("Referat mit schriftlicher Ausarbeitung", c. 12-15 pp.) OR Hausarbeit (c. 15-20 pp.), due March 15th 2024. A Note on Reading Materials: - All readings are obligatory and will be provided on Stud.IP. A Note on Presentations: For your presentation (individual or in pairs), please introduce the primary materials you are working with and prepare a discussion of exemplary parts (a chapter, a passage, a sequence, ...). Also, please consult the secondary text given and identify another secondary text which you consider relevant for your presentation. If there is no secondary material given, please find one that you consider relevant. Inform the class at least one week prior to your session by uploading the text in Stud.IP and sending an email to the group – please consult with me whether the text you chose is appropriate early on in your prep work, ideally two weeks before your presentation. Apart from presenting the text and/in its contexts, you are also in charge of chairing a discussion about the materials at stake – accordingly, you may want to prepare some guiding questions that a) relate to the overall theme of the course; b) ideally resonate with the secondary text you chose and c) frame the in-class activities (discussion, group work, ...). The seminar includes a number of sessions whose thematic focus is not yet set – this might give you some room for exploration. The region of the U.S.-Mexican borderlands is determined by a variety of contrasts, conflicts and confluences and - apart from a constant political and ideological struggle over questions of illegal (im)migration, has brought forth a number of hybrid forms and practices of cultural expression. Moreover, due to its (geo-)political and cultural contestedness, the region has become a topic extensively dealt with in a range of media that take a stand in border politics and contribute to making sense of the borderland experience. The seminar takes a closer look at one particular form of both commenting on and coming to terms with life on the border, examining in detail a selection of what is frequently referred to as borderland narratives. After discussing theories of hybridity and transdifference, which help conceptualize and understand processes of cultural encounter and exchange, the seminar sets out to explore literary variations of the experience of living between two cultures and particularly focusses on the strategies the texts employ to stage and to cope with the political, ideological, and cultural borders between Mexico and the United States. Requirements: - Regular attendance & active participation (e.g. reading assignments, in-class discussions) - Paper on the basis of a presentation ("Referat mit schriftlicher Ausarbeitung", c. 12-15 pp.) OR Hausarbeit (c. 15-20 pp.), due March 15th 2024. A Note on Reading Materials: - All readings are obligatory and will be provided on Stud.IP. A Note on Presentations: For your presentation (individual or in pairs), please introduce the primary materials you are working with and prepare a discussion of exemplary parts (a chapter, a passage, a sequence, ...). Also, please consult the secondary text given and identify another secondary text which you consider relevant for your presentation. If there is no secondary material given, please find one that you consider relevant. Inform the class at least one week prior to your session by uploading the text in Stud.IP and sending an email to the group – please consult with me whether the text you chose is appropriate early on in your prep work, ideally two weeks before your presentation. Apart from presenting the text and/in its contexts, you are also in charge of chairing a discussion about the materials at stake – accordingly, you may want to prepare some guiding questions that a) relate to the overall theme of the course; b) ideally resonate with the secondary text you chose and c) frame the in-class activities (discussion, group work, ...). The seminar includes a number of sessions whose thematic focus is not yet set – this might give you some room for exploration. |
Seminar | - |
Prof. Dr. Martin Butler |
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| 3.02.510 |
Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym)
The course times are not decided yet.
Description: This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. |
Exercises | - |
Dr. Sylke Bakker |
|
| 3.02.023 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 14:00 - 16:00, weekly (from 24/10/23) Description: |
Exercises | - |
Dr. Ilka Flöck, she/ her |
|
| 3.02.073 |
Ü Introduction to Integrated Language Studies (Tues 12-14)
Tuesday: 12:00 - 14:00, weekly (from 17/10/23) Description: |
Exercises | - |
Johanna Hasanen |
|
| 3.02.045 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: |
Exercises | - |
PD Dr. Silke Stroh |
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| 3.02.044 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 10:00 - 12:00, weekly (from 19/10/23), Location: V03 0-M018, A01 0-010 b Description: |
Exercises | - |
Priv.-Doz. Dr. Michaela Keck |
|
| 3.02.043 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 08:00 - 10:00, weekly (from 19/10/23) Description: |
Exercises | - |
Priv.-Doz. Dr. Michaela Keck |
|
| 3.02.315 |
KO Doing Research in Didactics/Vorbereitung Projektband (GHR300) im Fach Englisch
Wednesday: 10:00 - 12:00, weekly (from 18/10/23) Description: This course is designed for students preparing to write their final thesis (BA or MEd) in the field of English didactics as well as for students interested in pursuing a research project (Projektband) during the internship of the masters programme GHR (Praxisblock) in English didactics. The course structure aims at guiding students through the process of finding, reifying, researching and operationalizing a thesis topic, object of investigation and epistemological interest as well as developing a suitable and valid empirical research design. It will also provide exemplary insights into different formats of data processing, analysis and discussion. Please be aware that this course has only limited capacities. If you are interested in writing a thesis in this class be aware that it is required to propose one (or more) possible research topics/research questions prior to the first session via e-mail or office hour. If you are interested in doing your ‘Projektband’ project in this class please note that we will put a focus on action research aiming at integrating plurilingually sensitive teaching and learning formats into English classes during the internship (Praxisblock). This course is designed for students preparing to write their final thesis (BA or MEd) in the field of English didactics as well as for students interested in pursuing a research project (Projektband) during the internship of the masters programme GHR (Praxisblock) in English didactics. The course structure aims at guiding students through the process of finding, reifying, researching and operationalizing a thesis topic, object of investigation and epistemological interest as well as developing a suitable and valid empirical research design. It will also provide exemplary insights into different formats of data processing, analysis and discussion. Please be aware that this course has only limited capacities. If you are interested in writing a thesis in this class be aware that it is required to propose one (or more) possible research topics/research questions prior to the first session via e-mail or office hour. If you are interested in doing your ‘Projektband’ project in this class please note that we will put a focus on action research aiming at integrating plurilingually sensitive teaching and learning formats into English classes during the internship (Praxisblock). |
Colloquium | - |
Christian Kramer, M.A., (he/him) |
|
| 3.02.602 |
Ü Begleitveranstaltung für TutorInnen der Anglistik/ Amerikanistik: Fachdidaktik
The course times are not decided yet.
Description: |
miscellaneous | - |
Christian Kramer, M.A., (he/him) |
|
| 3.02.111 |
Ü Written English: College Commencement Speeches (Wed 14-16)
Wednesday: 14:00 - 16:00, weekly (from 18/10/23) Description: |
Exercises | - |
Johanna Hasanen |
|
| 3.02.190 |
S Beginning Language Learners
Monday: 18:00 - 20:00, weekly (from 16/10/23) Description: |
Seminar | - |
Prof. Dr. Wolfgang Gehring |
|
| 3.02.151 |
S The Post-Apocalyptic American City
Friday: 12:00 - 14:00, weekly (from 20/10/23) Description: This seminar will introduce students to Caribbean women’s (neo-)slave narratives. We will discuss "The History of Mary Prince: A West Indian Slave" to learn more about the genre of the 19th-century slave narrative and the historical context of transatlantic enslavement. The following section of the seminar is dedicated to two neo-slave narratives, Andrea Levy’s "The Long Song" (2010) and Sara Collins’ "The Confessions of Frannie Langton" (2019). Both novels specifically engage with female enslavement experiences from a distinctly 21st-century perspective. In addition to our own close readings of passages from the books, we will also engage with secondary literature. This will enable us to pay special attention to both novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. This seminar will introduce students to Caribbean women’s (neo-)slave narratives. We will discuss "The History of Mary Prince: A West Indian Slave" to learn more about the genre of the 19th-century slave narrative and the historical context of transatlantic enslavement. The following section of the seminar is dedicated to two neo-slave narratives, Andrea Levy’s "The Long Song" (2010) and Sara Collins’ "The Confessions of Frannie Langton" (2019). Both novels specifically engage with female enslavement experiences from a distinctly 21st-century perspective. In addition to our own close readings of passages from the books, we will also engage with secondary literature. This will enable us to pay special attention to both novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. |
Seminar | 2 |
Dr. Alena Cicholewski |
|
| 3.02.500 |
Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch
Friday: 08:00 - 10:00, weekly (from 20/10/23) Description: Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. |
Exercises | - |
Christian Kramer, M.A., (he/him) Verena Weustermann |
|
| 3.02.201 |
S Media Literacy in ELT
Monday: 18:00 - 20:00, weekly (from 16/10/23) Description: |
Seminar | - |
Dr. Birte Sause |
|
| 3.02.482 |
S Teaching Literature in the EFL Classroom
Wednesday: 10:00 - 12:00, weekly (from 18/10/23), Location: A01 0-010 a, A14 1-112 Description: 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. |
Seminar | - |
Dr. Sylke Bakker |
|
| 3.02.511 |
Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym)
The course times are not decided yet.
Description: This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. |
Exercises | - |
Dr. Sylke Bakker |
|
| 3.02.404 |
Ü English for Educational Purposes: Designing Speaking Activities
Thursday: 12:00 - 14:00, weekly (from 19/10/23) Description: |
Exercises | - |
Johanna Hasanen |
|
| 3.02.312 |
KO Postcolonial Studies: Theories, Literatures and Media
Wednesday: 08:00 - 10:00, weekly (from 18/10/23) Description: This course is designed to support your research and writing process when you are about to begin writing – or are in the midst of writing – your BA, MA or doctoral thesis; it will help you develop your ideas into a systematic research project as well as gain a more profound knowledge of postcolonial theories and concepts in general. In order to facilitate a writing process in which you do not only acquire expertise in the topic of your thesis, but in which you also enhance your writing skills as well as your knowledge in postcolonial studies more generally, we will focus on practical matters first (such as how to prepare a research proposal and how to structure your writing process). Then, we will read up on and discuss those postcolonial theories, concepts and approaches which are the most useful for the research projects in our group. After this, each of you will have an entire session to present and discuss your research project and/or a draft chapter in order to further refine your research design. This course is designed to support your research and writing process when you are about to begin writing – or are in the midst of writing – your BA, MA or doctoral thesis; it will help you develop your ideas into a systematic research project as well as gain a more profound knowledge of postcolonial theories and concepts in general. In order to facilitate a writing process in which you do not only acquire expertise in the topic of your thesis, but in which you also enhance your writing skills as well as your knowledge in postcolonial studies more generally, we will focus on practical matters first (such as how to prepare a research proposal and how to structure your writing process). Then, we will read up on and discuss those postcolonial theories, concepts and approaches which are the most useful for the research projects in our group. After this, each of you will have an entire session to present and discuss your research project and/or a draft chapter in order to further refine your research design. |
Colloquium | - |
Prof. Dr. Julia Wurr |
|
| 3.02.309 |
KO Research Colloquium in Language Use, Variation and Change
Wednesday: 08:00 - 10:00, weekly (from 25/10/23) Description: |
Colloquium | 2 |
Dr. Ilka Flöck, she/ her |
|
| 20.01.323 |
English for Economists 2
Thursday: 08:00 - 12:00, weekly (from 19/10/23) Description: |
Language course | 4 |
Tim Dittmann Lehreinheit sprachenzentrum |
|
| 3.05.502 |
Music in Contemporary Politics (engl.)
Tuesday: 14:00 - 16:00, weekly (from 17/10/23) Description: Politics has always been about actual voices that can be heard, amplified, or silenced, and music has functioned in myriad ways ranging from its use as a sonic weapon to its employment as a means of political reconciliation. In the 21st century, music continues to be politically relevant in a large number constellations, and the increasing complexity in the field of political communication, facilitated by the rise of digital media environments, additionally complicates the analysis of musical politics and the politics of music. This course will investigate the roles and functions of music in contemporary politics. It will approach this vast field via case studies investigating music examples in different countries, including the United States, Israel, Italy, Hungary, Germany, and Austria. Each case study will emphasize different aspects in the field of music and contemporary politics. The course will address questions such as: How do politicians and political parties use music? How does music function in politicized media environments? To what extent are celebrities political, and conversely, to what extent can politicians be considered celebrities? Is music a site of political resistance? Politics has always been about actual voices that can be heard, amplified, or silenced, and music has functioned in myriad ways ranging from its use as a sonic weapon to its employment as a means of political reconciliation. In the 21st century, music continues to be politically relevant in a large number constellations, and the increasing complexity in the field of political communication, facilitated by the rise of digital media environments, additionally complicates the analysis of musical politics and the politics of music. This course will investigate the roles and functions of music in contemporary politics. It will approach this vast field via case studies investigating music examples in different countries, including the United States, Israel, Italy, Hungary, Germany, and Austria. Each case study will emphasize different aspects in the field of music and contemporary politics. The course will address questions such as: How do politicians and political parties use music? How does music function in politicized media environments? To what extent are celebrities political, and conversely, to what extent can politicians be considered celebrities? Is music a site of political resistance? |
Seminar | - |
Prof. Dr. Mario Dunkel |
|
| 3.02.400 |
Ü Academic Discourse: Practical Translation - Great Cities
Wednesday: 10:00 - 12:00, weekly (from 18/10/23) Wednesday: 10:00 - 12:00, weekly (from 25/10/23) Description: |
Exercises | - |
Rachel Ramsay |
|
| 3.02.075 |
Ü Introduction to Integrated Language Studies
Tuesday: 08:00 - 10:00, weekly (from 17/10/23) Description: |
Exercises | - |
Rachel Ramsay |
|
| 3.02.951 |
S Acquisition and Attrition of Word Order Phenomena in Different Populations
Wednesday: 12:00 - 14:00, weekly (from 18/10/23) Description: |
Seminar | - |
Dobrinka Genevska-Hanke |
|
| 3.02.161 |
S Empirical Linguistics (Blockveranstaltung)
Dates on Monday, 05.02.2024 - Thursday, 08.02.2024 09:00 - 15:30
Description: |
Seminar | - |
Leah Klußmann |
|
| 148 Seminars | |||||
