Stud.IP Uni Oldenburg
University of Oldenburg
25.03.2023 15:54:07
Veranstaltungsverzeichnis

Institute of English and American Studies Click here for PDF-Download

Summer semester 2023 126 Seminars
VAK Course Number Title Type Lecture
Preliminary studies
Advanced courses
Practical course
Colloquium
Research group
Workgroup
Project group
Council conference
Internship
Language course
Subject didactics
Excursion
Tutorial
Committee 		SWS Semester weekly hours Teachers Degree
3.02.400 Ü English for Educational Purposes: Media in the Classroom Monday: 14:15 - 15:45, weekly (from 17/04/23)
Description:
Exercises 2 Lauren Freede
  • Master of Education
  • Master
3.02.510 Ü Betreuung des Praxisblocks vor Ort (HR) im Unterrichtsfach Englisch 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
  • Master of Education
3.02.930 S World Englishes Thursday: 14:15 - 16:45, weekly (from 13/04/23)
Description:
Seminar 2 Prof. Dr. Ronald Geluykens
  • Master of Education
  • Master
3.02.072 Ü Academic Speaking and Writing Skills: Lands Down Under Thursday: 10:15 - 11:45, weekly (from 13/04/23)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.161 S Acquiring Language with a Learning Bias Monday: 14:15 - 15:45, weekly (from 17/04/23)
Description:
Some sounds and sound sequences occur much more frequently in the world's languages (such as /a/ or /p/) while others are rather rare (such as /y/ or /ð/). Likewise, during first language acquisition, infants acquire the more frequent sounds earlier than the less frequent sounds. But why are not all sounds or sound sequences acquired equally well? One explanation for this is a learning bias, specifically a substantive bias, which assumes that those sounds or sound sequences that are easy to produce or to perceive will be acquired more easily than those that are more difficult. So in this seminar, we will run an empirical study together to test for such a difference in the learnability of vowel harmony vs. vowel disharmony. Thus, you will learn how to prepare and set up a psycholinguistic experiment and how to statistically analyse the data that we gathered. Some sounds and sound sequences occur much more frequently in the world's languages (such as /a/ or /p/) while others are rather rare (such as /y/ or /ð/). Likewise, during first language acquisition, infants acquire the more frequent sounds earlier than the less frequent sounds. But why are not all sounds or sound sequences acquired equally well? One explanation for this is a learning bias, specifically a substantive bias, which assumes that those sounds or sound sequences that are easy to produce or to perceive will be acquired more easily than those that are more difficult. So in this seminar, we will run an empirical study together to test for such a difference in the learnability of vowel harmony vs. vowel disharmony. Thus, you will learn how to prepare and set up a psycholinguistic experiment and how to statistically analyse the data that we gathered. 		Seminar 2 Stephanie Kaucke, M.A.
  • Bachelor
  • Master of Education
3.02.003 Review: Principles of Language Teaching and Learning Part 2 Wednesday: 12:15 - 13:45, weekly (from 12/04/23)
Description:
This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too. This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too. 		Exercises 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.035 TUT Introduction to Linguistics and the English Language Part 2 Tuesday: 18:15 - 19:45, weekly (from 11/04/23)
Description:
Tutorial - in Bearbeitung
  • Bachelor
3.02.185 V Research Methods in Linguistics Thursday: 12:15 - 13:45, weekly (from 13/04/23)
Description:
Lecture - Dr. Ilka Flöck, she/ her
  • Bachelor
  • Master of Education
3.02.032 Ü Repetitorium: Introduction to Linguistics and the English Language Part 2 Tuesday: 16:15 - 17:45, weekly (from 11/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.057 TUT Key Concepts in Cultural Studies Wednesday: 19:00 - 19:45, weekly (from 12/04/23)
Description:
Tutorial - Matthias Himstedt
  • Bachelor
3.02.113 Ü Written English: Writing about British Asian Cinema Wednesday: 08:15 - 09:45, weekly (from 19/04/23)
Description:
British Asian cinema has its roots in the Black politics of the 1960s and '70s when a new wave of politically active filmmakers began to use film to challenge racism and create greater awareness of issues facing their communities, such as poverty and social exclusion. British Asian films, in keeping with these roots, focus on the position of South-Asian communities in Britain, and on the complex experiences of second generation British Asians growing up with both cultures. Key issues are conforming to, or rejecting, aspects of both cultures, often centering on religion, “arranged marriage”, intergenerational conflict, gender expectations, sexuality and racism. This Written English course forms one half of the compulsory module ang311: Integrated Language Skills. The module is assessed via a portfolio and the assessment requirements are a take-home essay and an edited version of this essay. The grade will be added to the result from Spoken English. Homework assignments as required by the lecturer will count towards active participation. British Asian cinema has its roots in the Black politics of the 1960s and '70s when a new wave of politically active filmmakers began to use film to challenge racism and create greater awareness of issues facing their communities, such as poverty and social exclusion. British Asian films, in keeping with these roots, focus on the position of South-Asian communities in Britain, and on the complex experiences of second generation British Asians growing up with both cultures. Key issues are conforming to, or rejecting, aspects of both cultures, often centering on religion, “arranged marriage”, intergenerational conflict, gender expectations, sexuality and racism. This Written English course forms one half of the compulsory module ang311: Integrated Language Skills. The module is assessed via a portfolio and the assessment requirements are a take-home essay and an edited version of this essay. The grade will be added to the result from Spoken English. Homework assignments as required by the lecturer will count towards active participation. 		Exercises 2 Dr. Rachel Ramsay
  • Bachelor
  • Master of Education
3.02.483 S Teaching Literature in the EFL Classroom Monday: 14:15 - 15:45, weekly (from 17/04/23)
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 two parts of a portfolio, thus showing their ability to plan and reflect on lessons and schemes of work or tasks. The first assessment is scheduled to take place ON CAMPUS on 5th June 2023 . Make sure to be available! 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 two parts of a portfolio, thus showing their ability to plan and reflect on lessons and schemes of work or tasks. The first assessment is scheduled to take place ON CAMPUS on 5th June 2023 . Make sure to be available! 		Seminar 2 Dr. Sylke Bakker
  • Master of Education
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
  • Bachelor
  • Master
3.02.071 Ü Academic Speaking and Writing Skills: Lands Down Under Tuesday: 14:15 - 15:45, weekly (from 11/04/23)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.027 Ü Introduction to Linguistics and the English Language Part 2 Wednesday: 12:00 - 14:00, weekly (from 12/04/23), ONLINE
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.082 Ü Academic Speaking and Writing Skills: Discovering Canadian Culture Wednesday: 12:15 - 13:45, weekly (from 12/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
3.02.026 Ü Introduction to Linguistics and the English Language Part 2 Wednesday: 08:15 - 09:45, weekly (from 12/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.006 TUT Principles of Language Teaching and Learning Part 2 Monday: 18:15 - 19:45, weekly (from 17/04/23)
Description:
Tutorial - in Bearbeitung
  • Bachelor
  • Master of Education
3.02.201 S Multiculturalism and Literature Thursday: 10:15 - 11:45, weekly (from 13/04/23)
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 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 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 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.110 Ü Written English: Exploration and Expeditions Monday: 12:15 - 13:45, weekly (from 17/04/23)
Description:
Exercises 2 Lauren Freede
  • Bachelor
  • Master of Education
3.02.036 TUT Introduction to Linguistics and the English Language Part 2 Tuesday: 08:15 - 09:45, weekly (from 11/04/23), Location: A14 0-031, V03 0-C003
Description:
Tutorial - in Bearbeitung
  • Bachelor
3.02.310 DS Directed Studies Thursday: 10:15 - 11:45, weekly (from 13/04/23)
Description:
miscellaneous 1 Dr. Anna Auguscik
  • Bachelor
  • Master of Education
  • Master
3.02.970 S 19th-Century Bioscience in Contemporary Fiction Thursday: 10:15 - 11:45, weekly (from 13/04/23)
Description:
Seminar 2 Prof. Dr. Anton Kirchhofer
  • Master of Education
  • Master
3.02.080 Ü Academic Speaking and Writing Skills: American history and culture Wednesday: 12:15 - 13:45, weekly (from 12/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.076 Ü Academic Speaking and Writing Skills: British and Irish Culture, History and Politics Thursday: 10:15 - 11:45, weekly (from 13/04/23)
Description:
Exercises 2 Dr. Rachel Ramsay
  • Bachelor
3.02.045 SÜ Key Concepts in Cultural Studies Thursday: 10:15 - 11:45, weekly (from 13/04/23)
Description:
Exercises 2 PD Dr. Michaela Keck
  • Bachelor
3.02.058 TUT Key Concepts in Cultural Studies Tuesday: 18:15 - 19:00, weekly (from 11/04/23)
Description:
Tutorial - Tabea Hirsch
  • Bachelor
3.02.303 DS Directed Studies The course times are not decided yet.
Description:
miscellaneous - Prof. Dr. Marcel Schlechtweg
  • Bachelor
  • Master of Education
  • Master
3.02.070 Ü Academic Speaking and Writing Skills: Lands Down Under Tuesday: 08:15 - 09:45, weekly (from 11/04/23)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.170 S Language Change Monday: 18:15 - 19:45, weekly (from 17/04/23)
Description:
Seminar 2 Nils Rademacher
  • Bachelor
  • Master of Education
3.02.301 KO Abschlusskolloquium: BA, MEd, DoktorandInnen Tuesday: 12:15 - 13:45, weekly (from 11/04/23)
Description:
Colloquium - Prof. Dr. Wolfgang Gehring
  • Bachelor
  • Master of Education
3.02.404 Ü English for Educational Purposes: Listening in the language classroom Monday: 10:15 - 11:45, weekly (from 17/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Master
3.02.074 Ü Academic Speaking and Writing Skills: Discovering Canadian Culture Tuesday: 12:15 - 13:45, weekly (from 11/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
3.02.140 S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Wednesday: 12:15 - 13:45, weekly (from 12/04/23)
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 - PD Dr. Michaela Keck
  • Bachelor
  • Master of Education
3.02.971 S Slavery and Social Reproduction in Poems, Plays and Prose (1861–2018) Wednesday: 10:15 - 11:45, weekly (from 12/04/23)
Description:
Seminar 2 Prof. Dr. Julia Wurr
  • Bachelor
  • Master of Education
  • Master
3.02.998 S Multiple Imaginations: Germany's Pasts and Presents The course times are not decided yet.
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. With 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. In the context of this seminar, we do a joint study trip to the Auswandererhaus in Bremerhaven to explore different narratives and representations about Germany’s past and present. With a selection of texts and short films we will examine issues of 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. With 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. In the context of this seminar, we do a joint study trip to the Auswandererhaus in Bremerhaven to explore different narratives and representations about Germany’s past and present. With a selection of texts and short films we will examine issues of exclusion and inclusion, and their implications. 		Seminar - Sunday Omwenyeke
  • Master
3.02.981 S Tolkien's The Hobbit and The Lord of the Rings (BLOCKSEMINAR) Dates on Monday, 17.07.2023 - Thursday, 20.07.2023, Monday, 24.07.2023 - Wednesday, 26.07.2023 10:15 - 13:45
Description:
Seminar - Prof. Dr. Norbert Schurer
  • Bachelor
  • Master of Education
  • Master
3.02.521 Ü Begleitung und Nachbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch Dates on Friday, 03.03.2023 12:15 - 13:00, Friday, 17.03.2023, Friday, 14.04.2023, Friday, 28.04.2023, Friday, 12.05.2023, Friday, 02.0 ...(more), Location: A01 0-010 a, A07 0-031, A13 0-006 (+2 more)
Description:
Exercises - Edeltraud Breiter
Alexandra Köhler
Christian Kramer, M.A. (he/him)
  • Master of Education
3.02.997 Ü English Language Help Centre Tuesday: 14:15 - 15:45, weekly (from 11/04/23)
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 2 Johanna Hasanen
  • Bachelor
3.02.112 Ü Written English: Reimagining Education Thursday: 12:15 - 13:45, weekly (from 13/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.482 S Teaching Advanced EFL Students Tuesday: 08:15 - 09:45, weekly (from 11/04/23)
Description:
This class aims at providing an overview of what teaching advanced EFL classes (B1-B2+) actually involves in terms of lesson preparation and assessment strategies. Using standardised tests as a starting point to sharpen one`s diagnostic skills, we shall then turn to different types of tasks designed to foster language learning and thus help pupils to reach a higher level on the CEFR scale. Due to the sheer scope of the various skills that need to be fostered in an average EFL classroom, we shall focus our attention on different learning and teaching materials in order to critically assess whether they are actually fit for purpose. Consequently, designing adequate worksheets, tests and online resources will be the next step in an effort to improve teaching skills and to develop proper units of work (rather than "spur of the moment" teaching). Criteria of successful EFL teaching - both from Germany and the UK - will be applied to all the products designed in class in order to enhance lesson planning expertise. As EFL teachers in Germany are expected to deliver the national (KMK standards) and the regional curriculum (KC Niedersachsen), a rigorous study of the documents in question is required. Against the backdrop of the Pandemic, opportunities and limits of digital EFL teaching will be examined. Relevant reference needs to be studied in order to work on an expert view on the issue. By the end of term participants are expected to -sit two in-class assessments in the course of the term -compose a 1500 word essay based on relevant literature -take part in classroom discourse by providing comments and results from academic reading -be able to critically examine lesson plans against the backdrop of the competence-based approach All these skills shall be demonstrated and displayed in a portfolio which will be awarded a final grade. The two in-class (and ON CAMPUS!!!) tests and the essay comprise said portfolio so that participants will receive their grade by the end of term. This class aims at providing an overview of what teaching advanced EFL classes (B1-B2+) actually involves in terms of lesson preparation and assessment strategies. Using standardised tests as a starting point to sharpen one`s diagnostic skills, we shall then turn to different types of tasks designed to foster language learning and thus help pupils to reach a higher level on the CEFR scale. Due to the sheer scope of the various skills that need to be fostered in an average EFL classroom, we shall focus our attention on different learning and teaching materials in order to critically assess whether they are actually fit for purpose. Consequently, designing adequate worksheets, tests and online resources will be the next step in an effort to improve teaching skills and to develop proper units of work (rather than "spur of the moment" teaching). Criteria of successful EFL teaching - both from Germany and the UK - will be applied to all the products designed in class in order to enhance lesson planning expertise. As EFL teachers in Germany are expected to deliver the national (KMK standards) and the regional curriculum (KC Niedersachsen), a rigorous study of the documents in question is required. Against the backdrop of the Pandemic, opportunities and limits of digital EFL teaching will be examined. Relevant reference needs to be studied in order to work on an expert view on the issue. By the end of term participants are expected to -sit two in-class assessments in the course of the term -compose a 1500 word essay based on relevant literature -take part in classroom discourse by providing comments and results from academic reading -be able to critically examine lesson plans against the backdrop of the competence-based approach All these skills shall be demonstrated and displayed in a portfolio which will be awarded a final grade. The two in-class (and ON CAMPUS!!!) tests and the essay comprise said portfolio so that participants will receive their grade by the end of term. 		Seminar 2 Dr. Sylke Bakker
  • Master of Education
3.02.049 SÜ Key Concepts in Cultural Studies Friday: 10:15 - 11:45, weekly (from 14/04/23)
Description:
Exercises 2 in Bearbeitung
  • Bachelor
3.02.079 Ü Academic Speaking and Writing Skills: American history and culture Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.021 Ü Introduction to Linguistics and the English Language Part 2 Monday: 08:15 - 09:45, weekly (from 17/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.162 S Language Acquisition: The Growth of Grammar Wednesday: 14:15 - 15:45, weekly (from 12/04/23)
Description:
Seminar - in Bearbeitung
  • Bachelor
  • Master of Education
3.02.030 Ü Introduction to Linguistics and the English Language Part 2 Wednesday: 12:15 - 13:45, weekly (from 12/04/23)
Description:
Exercises - in Bearbeitung
  • Bachelor
3.02.059 TUT Key Concepts in Cultural Studies Tuesday: 19:00 - 19:45, weekly (from 11/04/23)
Description:
Tutorial - Tabea Hirsch
  • Bachelor
3.02.308 KO Anglistisches-Amerikanistisches Forschungskolloquium Thursday: 16:15 - 17:45, fortnightly (from 20/04/23)
Description:
Colloquium 1 Prof. Dr. Anton Kirchhofer
  • Master
3.02.041 SÜ Key Concepts in Cultural Studies Friday: 10:15 - 11:45, weekly (from 14/04/23), Location: A14 1-113, A07 0-031
Description:
Exercises 2 Dr. Alena Cicholewski
  • Bachelor
3.02.083 Introduction to Integrated Language Studies Monday: 14:15 - 15:45, weekly (from 17/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.302 KO Research Colloquium in Language Use, Variation and Change Wednesday: 18:15 - 19:45, weekly (from 12/04/23)
Description:
Colloquium - Prof. Dr. Ronald Geluykens
  • Bachelor
  • Master of Education
  • Master
3.02.086 Organisation and Supervision of Compulsory Stay Abroad [Anglistik/Amerikanistik] The course times are not decided yet.
Description:
Exercises - Lauren Freede
  • Bachelor
3.02.040 V Historical Backgrounds and Critical Concepts Thursday: 12:15 - 13:45, weekly (from 13/04/23)
Description:
Lecture 2 Prof. Dr. Anton Kirchhofer
PD Dr. Michaela Keck
Prof. Dr. Julia Wurr
  • Bachelor
3.02.078 Ü Academic Speaking and Writing Skills: American history and culture Friday: 08:15 - 09:45, weekly (from 14/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.311 KO Doing Research in Didactics Monday: 12:15 - 13:45, weekly (from 17/04/23)
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
  • Bachelor
  • Master of Education
3.02.103 Ü Spoken English: Urban Life Friday: 12:15 - 13:45, weekly (from 14/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.307 KO New Research on English Literatures and Cultures Tuesday: 10:15 - 11:45, weekly (from 11/04/23)
Description:
Colloquium - Prof. Dr. Anton Kirchhofer
  • Bachelor
  • Master of Education
  • Master
3.02.931 S Lexical Semantics Thursday: 17:15 - 19:45, weekly (from 13/04/23)
Description:
Seminar 2 Prof. Dr. Ronald Geluykens
  • Master of Education
  • Master
3.02.055 Repetitorium: Key Concepts in Cultural Studies Friday: 14:15 - 15:45, weekly (from 14/04/23)
Description:
Exercises 2 Dr. Anna Auguscik
  • Bachelor
3.02.007 TUT Principles of Language Teaching and Learning Part 2 Wednesday: 18:15 - 19:45, weekly (from 12/04/23)
Description:
Tutorial - in Bearbeitung
  • Bachelor
  • Master of Education
3.02.480 S Current Issues in ELT Monday: 16:15 - 17:45, weekly (from 17/04/23)
Description:
Seminar 2 Prof. Dr. Wolfgang Gehring
  • Master of Education
3.02.221 S Physics and Fiction Wednesday: 16:00 - 18:00, weekly (from 12/04/23), ONLINE
Description:
You can find a list of books to buy and our syllabus here: http://wiki.angl-am.uni-oldenburg.de/index.php/2023_AM_Physics_and_Fiction You can find a list of books to buy and our syllabus here: http://wiki.angl-am.uni-oldenburg.de/index.php/2023_AM_Physics_and_Fiction 		Seminar 2 Dr. Anna Auguscik
Priv.-Doz. Dr. Petra Groß, Ph.D.
  • Bachelor
  • Master of Education
  • Master
3.02.980 S American Women Writers and the Beginnings of Detective Fiction in the 19th- and Early 20th-Century Tuesday: 14:15 - 15:45, weekly (from 11/04/23)
Description:
This course seeks to undertake some serious recovery work regarding American women writers’ early mystery and detective fiction. Although the American authors that we will study are recognized in literary histories of the detective genre and crime fiction, many of their works have not been given as much scholarly attention as they deserve and await further in-depth interpretations and analyses. The course will focus on – but is not limited to – the ways in which American women writers narrate, represent, and comment on issues of gender, crime, and detection in the second half of the nineteenth and the early decades of the twentieth centuries. We will study the following primary materials: • Detective fiction by Harriet Prescott Spofford: “In a Cellar” (1859); “Mr. Furbush” (1865); “In the Maguerriwock” (1868) [see Stud.IP] • Anna Katharine Green, The Leavenworth Case (1878). Please purchase the Penguin Classic edition, with an introduction by Michael Sims, 2010. • Mary Roberts Rinehart, The Amazing Adventures of Letitia Carberry (1911). The book is in the public domain and can be downloaded here: https://archive.org/details/amazingadventur00rinegoog/page/n13/mode/2up • Mary Roberts Rinehart, Tish: The Chronicles of Her Escapades and Excursions (1916). The book is in the public domain and can be downloaded here: https://cdn.fulltextarchive.com/wp-content/uploads/wp-advanced-pdf/1/Tish-The-Chronicle-of-Her-Escapades-and.pdf This course seeks to undertake some serious recovery work regarding American women writers’ early mystery and detective fiction. Although the American authors that we will study are recognized in literary histories of the detective genre and crime fiction, many of their works have not been given as much scholarly attention as they deserve and await further in-depth interpretations and analyses. The course will focus on – but is not limited to – the ways in which American women writers narrate, represent, and comment on issues of gender, crime, and detection in the second half of the nineteenth and the early decades of the twentieth centuries. We will study the following primary materials: • Detective fiction by Harriet Prescott Spofford: “In a Cellar” (1859); “Mr. Furbush” (1865); “In the Maguerriwock” (1868) [see Stud.IP] • Anna Katharine Green, The Leavenworth Case (1878). Please purchase the Penguin Classic edition, with an introduction by Michael Sims, 2010. • Mary Roberts Rinehart, The Amazing Adventures of Letitia Carberry (1911). The book is in the public domain and can be downloaded here: https://archive.org/details/amazingadventur00rinegoog/page/n13/mode/2up • Mary Roberts Rinehart, Tish: The Chronicles of Her Escapades and Excursions (1916). The book is in the public domain and can be downloaded here: https://cdn.fulltextarchive.com/wp-content/uploads/wp-advanced-pdf/1/Tish-The-Chronicle-of-Her-Escapades-and.pdf 		Seminar 2 PD Dr. Michaela Keck
  • Bachelor
  • Master of Education
  • Master
3.02.520 Ü Begleitung und Nachbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch Dates on Friday, 03.03.2023, Friday, 17.03.2023, Friday, 14.04.2023, Friday, 28.04.2023, Friday, 12.05.2023, Friday, 02.06.2023, Friday, 23.06.2023 08:15 - 09:45, Thursday, 06.07.2023 - Friday, 07.07.2023 08:00 - 16:00, Location: A01 0-010 a, A07 0-031, V02 0-002 (+2 more)
Description:
Exercises - Christian Kramer, M.A. (he/him)
Verena Weustermann
  • Master of Education
3.02.046 SÜ Key Concepts in Cultural Studies Friday: 12:15 - 13:45, weekly (from 14/04/23)
Description:
Exercises 2 Dr. Anna Auguscik
  • Bachelor
3.02.056 TUT Key Concepts in Cultural Studies Wednesday: 18:15 - 19:00, weekly (from 12/04/23)
Description:
Tutorial - Matthias Himstedt
  • Bachelor
3.02.101 Ü Spoken English: English in Use Monday: 12:15 - 13:45, weekly (from 17/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.950 S The English Language: Processing and Acquisition Wednesday: 18:15 - 19:45, weekly (from 19/04/23)
Description:
Seminar 2 Prof. Dr. Marcel Schlechtweg
  • Master of Education
  • Master
3.02.100 Ü Spoken English: Food, glorious food Thursday: 16:15 - 17:45, weekly (from 13/04/23)
Description:
Exercises 2 Lauren Freede
  • Bachelor
  • Master of Education
3.02.061 TUT Key Concepts in Cultural Studies Thursday: 19:00 - 19:45, weekly (from 13/04/23)
Description:
Tutorial - Lea Christina Behrens
  • Bachelor
3.02.020 V Introduction to Linguistics and the English Language Part 2 Wednesday: 10:15 - 11:45, weekly (from 12/04/23)
Dates on Wednesday, 19.07.2023 10:00 - 12:00
Description:
Lecture 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.403 Ü English for Educational Purposes: Designing Reading Materials Thursday: 12:15 - 13:45, weekly (from 13/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Master of Education
  • Master
3.02.028 Ü Introduction to Linguistics and the English Language Part 2 Monday: 10:15 - 11:45, weekly (from 17/04/23)
Description:
Exercises 2 in Bearbeitung
  • Bachelor
3.02.305 KO New Research in American Literary and Cultural Studies Tuesday: 16:15 - 17:45, weekly (from 11/04/23)
Description:
This course is open to all students who are preparing to write - or who are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as to students who want to do a research module ("Recherchemodul"). Students will hone their academic writings skills with the help of various exercises and written assignments, develop an exposé, and share and revise their work in progress. The course also offers the opportunity to discuss theoretical texts central to the research projects of the participants. Requirements: Regular attendance to the scheduled online sessions; completion of all writing assignments; development of an exposé; active participation in class discussions. This course is open to all students who are preparing to write - or who are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as to students who want to do a research module ("Recherchemodul"). Students will hone their academic writings skills with the help of various exercises and written assignments, develop an exposé, and share and revise their work in progress. The course also offers the opportunity to discuss theoretical texts central to the research projects of the participants. Requirements: Regular attendance to the scheduled online sessions; completion of all writing assignments; development of an exposé; active participation in class discussions. 		Colloquium - PD Dr. Michaela Keck
  • Bachelor
  • Master of Education
  • Master
3.02.023 Ü Introduction to Linguistics and the English Language Part 2 Monday: 14:15 - 15:45, weekly (from 17/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.151 S The Post-Apocalyptic American City Thursday: 10:15 - 11:45, weekly (from 13/04/23)
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 2 in Bearbeitung
  • Bachelor
  • Master of Education
3.02.511 Ü Betreuung des Praxisblocks vor Ort (GHR) im Unterrichtsfach Englisch The course times are not decided yet.
Description:
Exercises - Edeltraud Breiter
  • Master of Education
3.02.192 S Digital EFL Learning Tuesday: 12:15 - 13:45, weekly (from 11/04/23)
Description:
It is undisputed that digitalization and digitization have become ever-present features of our daily life. As such, digital and social media as well as the processes and possibilities they enable – immediate and ever-ready access to a seemingly infinite (yet not always reliable) stream of information on any topic imaginable; simplified modes of communication and mobility; instantaneous availability of numerous tools, apps and services within a finger tap or swipe – are also an integral part of educational contexts that focus on foreign language learning and teaching. On the end of foreign language learners digital media and the competence(s) and skills to efficiently and intelligently use them form a relevant asset for their (professional) future lives in and of themselves and pose the potential to support and facilitate the learning of English as a foreign language. On the end of foreign language teachers digital media offer means to enhance and transform pretty much every stage of lesson planning and conduction: from mere substitution and augmentation of established forms of teaching to the modification and ultimately redefinition of task designs and classroom activities. Theoretically, this seminar offers insights into approaches that integrate communicative foreign language teaching/learning and blended/digital learning as well as relevant competence models as defined by educational policy documents from the European (e.g. Common European Framework of Reference + Companion Volume; European Framework for the Digital Competence of Educators) and national (KMK Bildungsstandards; Strategiepaper ‘Bildung in der digitalen Welt’) down to the federal (curricula for lower saxony for English as a foreign language) level. Practically, it offers the opportunity to work with various digital tools in the context of lesson planning and foreign language learning (e.g. courseware, ChatGPT, Kahoot, ONCOO, Quizlet, etc.). The seminar will profit from being taught in tandem by two lecturers that combine theoretically and practically informed perspectives on the topic and will include a workshop during which students will form groups to develop and present school form specific blended learning units with the outlook of those units being incorporated into future seminars. This course’s assessment requirements and formats will be explained in the first session.They can also be accessed on Stud.IP in the section course information. Key Words: digital competence, digital literacy, teaching & learning English as a foreign language, digital media, digitalization, tasked-based learning, flipped classrooms, blended learning, intercultural communicative (discourse) competence It is undisputed that digitalization and digitization have become ever-present features of our daily life. As such, digital and social media as well as the processes and possibilities they enable – immediate and ever-ready access to a seemingly infinite (yet not always reliable) stream of information on any topic imaginable; simplified modes of communication and mobility; instantaneous availability of numerous tools, apps and services within a finger tap or swipe – are also an integral part of educational contexts that focus on foreign language learning and teaching. On the end of foreign language learners digital media and the competence(s) and skills to efficiently and intelligently use them form a relevant asset for their (professional) future lives in and of themselves and pose the potential to support and facilitate the learning of English as a foreign language. On the end of foreign language teachers digital media offer means to enhance and transform pretty much every stage of lesson planning and conduction: from mere substitution and augmentation of established forms of teaching to the modification and ultimately redefinition of task designs and classroom activities. Theoretically, this seminar offers insights into approaches that integrate communicative foreign language teaching/learning and blended/digital learning as well as relevant competence models as defined by educational policy documents from the European (e.g. Common European Framework of Reference + Companion Volume; European Framework for the Digital Competence of Educators) and national (KMK Bildungsstandards; Strategiepaper ‘Bildung in der digitalen Welt’) down to the federal (curricula for lower saxony for English as a foreign language) level. Practically, it offers the opportunity to work with various digital tools in the context of lesson planning and foreign language learning (e.g. courseware, ChatGPT, Kahoot, ONCOO, Quizlet, etc.). The seminar will profit from being taught in tandem by two lecturers that combine theoretically and practically informed perspectives on the topic and will include a workshop during which students will form groups to develop and present school form specific blended learning units with the outlook of those units being incorporated into future seminars. This course’s assessment requirements and formats will be explained in the first session.They can also be accessed on Stud.IP in the section course information. Key Words: digital competence, digital literacy, teaching & learning English as a foreign language, digital media, digitalization, tasked-based learning, flipped classrooms, blended learning, intercultural communicative (discourse) competence 		Seminar - Christian Kramer, M.A. (he/him)
Birger Hansen
  • Bachelor
  • Master of Education
3.02.077 Ü Academic Speaking and Writing Skills: American history and culture Tuesday: 08:15 - 09:45, weekly (from 11/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.047 SÜ Key Concepts in Cultural Studies Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.402 Ü English for Educational Purposes: Designing Speaking Activities Thursday: 10:15 - 11:45, weekly (from 13/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Master of Education
  • Master
3.02.312 KO Postcolonial Studies: Theories, Literatures and Media Wednesday: 08:15 - 09:45, weekly (from 12/04/23)
Description:
Colloquium - Prof. Dr. Julia Wurr
  • Bachelor
  • Master of Education
  • Master
3.02.044 SÜ Key Concepts in Cultural Studies Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
Exercises 2 PD Dr. Michaela Keck
  • Bachelor
3.02.029 Ü Introduction to Linguistics and the English Language Part 2 Monday: 12:15 - 13:45, weekly (from 17/04/23)
Description:
Exercises 2 in Bearbeitung
  • Bachelor
3.02.043 SÜ Key Concepts in Cultural Studies Friday: 10:15 - 11:45, weekly (from 14/04/23)
Description:
Exercises 2 Rebecca Käpernick, M.A.
  • Bachelor
3.02.200 S Media Literacy in ELT Monday: 12:15 - 13:45, weekly (from 17/04/23)
Description:
Seminar - Dr. Birte Sause
  • Bachelor
  • Master of Education
3.02.081 Informationen zum Basismodul ang080 Friday: 12:30 - 13:30, weekly (from 09/12/22)
Friday: 12:30 - 13:30, weekly (from 13/01/23), Language resource block
Friday: 12:30 - 13:30, fortnightly (from 21/10/22), Language resource block
Dates on Monday, 13.02.2023 10:00 - 11:30
Description:
miscellaneous - Lauren Freede
Johanna Hasanen
Dr. Rachel Ramsay
Inga Zalyevska
  • Bachelor
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)
  • Bachelor
  • Master
3.02.005 TUT Principles of Language Teaching and Learning Part 2 Monday: 08:15 - 09:45, weekly (from 17/04/23)
Description:
Tutorial - Sarah Kaltofen
  • Bachelor
  • Master of Education
3.02.002 Review: Principles of Language Teaching and Learning Part 2 Wednesday: 12:15 - 13:45, weekly (from 12/04/23)
Description:
Exercises 2 Christian Kramer, M.A. (he/him)
  • Bachelor
  • Master of Education
3.02.410 Ü Academic Discourse: Practical Translation - Government and Politics in the UK & USA Wednesday: 10:15 - 11:45, weekly (from 12/04/23)
Description:
“Practical translation” aims to heighten your awareness of the differences between German and English, and to enable you to circumnavigate common translation problems. We will begin by looking at common problems such as translating complex noun phrases, relative clauses, false friends, progressive / simple / perfective aspects as part of a topic-based unit on Government and Politics in the UK and USA. You will then be given the opportunity, in small groups, to select your own text to translate; fictional, political, scientific research, an abstract, a film review, marketing, tourism, which you will present in class for peer review. Practical translation thus focusses on fine-tuning your accuracy and use of idiomatic English as well as equipping you with the tools to edit and translate a variety of genres of text. The assessment consists of a mid-term test (ca. 150 words), a group translation, which should be edited and resubmitted after peer and lecturer feedback (500-600 words), and a commentary on your group translation (500-600 words). All coursework should be submitted by the end of July. “Practical translation” aims to heighten your awareness of the differences between German and English, and to enable you to circumnavigate common translation problems. We will begin by looking at common problems such as translating complex noun phrases, relative clauses, false friends, progressive / simple / perfective aspects as part of a topic-based unit on Government and Politics in the UK and USA. You will then be given the opportunity, in small groups, to select your own text to translate; fictional, political, scientific research, an abstract, a film review, marketing, tourism, which you will present in class for peer review. Practical translation thus focusses on fine-tuning your accuracy and use of idiomatic English as well as equipping you with the tools to edit and translate a variety of genres of text. The assessment consists of a mid-term test (ca. 150 words), a group translation, which should be edited and resubmitted after peer and lecturer feedback (500-600 words), and a commentary on your group translation (500-600 words). All coursework should be submitted by the end of July. 		Exercises 2 Dr. Rachel Ramsay
  • Master of Education
  • Master
3.02.309 KO Research Colloquium in Language Use, Variation and Change Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
Colloquium 1 Dr. Ilka Flöck, she/ her
  • Bachelor
  • Master of Education
  • Master
3.02.120 S Reading Moby-Dick in the Twenty-First Century Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
"Call me Ishmal"--even if you haven't read MOBY-DICK, you likely know it's opening line. MOBY-DICK is repeatedly listed among the great American novels (if not THE great American novel) and has been adapted in numerous media and has been referenced across popular culture. This seminar will consist of two main parts: in the first half (or, rather, two thirds) of the semester, we will dive into MOBY-DICK; in the final part of the semester, we will explore the continued presence of MOBY-DICK (and Moby Dick) in post-World War II (popular) culture. Accordingly, we will discuss various adaptations and dissect various cultural artifacts in which MOBY-DICK and/or Moby Dick play(s) a prominent role. This seminar will be online. It will alternate between asynchronous assignments (in particular in the first few weeks) and live meetings (where students, however, will have the option to participate asynchronously instead of live, as well). Tentative Schedule: Week 1: Seminar Overview (pre-recorded video) Weeks 2-4: Reading weeks (i.e., read MOBY-DICK; no meetings, but there will be a variety of online tasks) Week 5: The American Whaling Industry in the Nineteenth Century Week 6: MOBY-DICK and America Week 7: (American) Romanticism Week 8: Down the Belly of the Whale Week 9: Energy and the Deep Blue Sea Weeks 10-13: I'll provide a selection of adaptations (films, comics, novels, etc.) we could discuss; students will decide which ones we will, in fact, discuss Week 14: Wrap-Up "Call me Ishmal"--even if you haven't read MOBY-DICK, you likely know it's opening line. MOBY-DICK is repeatedly listed among the great American novels (if not THE great American novel) and has been adapted in numerous media and has been referenced across popular culture. This seminar will consist of two main parts: in the first half (or, rather, two thirds) of the semester, we will dive into MOBY-DICK; in the final part of the semester, we will explore the continued presence of MOBY-DICK (and Moby Dick) in post-World War II (popular) culture. Accordingly, we will discuss various adaptations and dissect various cultural artifacts in which MOBY-DICK and/or Moby Dick play(s) a prominent role. This seminar will be online. It will alternate between asynchronous assignments (in particular in the first few weeks) and live meetings (where students, however, will have the option to participate asynchronously instead of live, as well). Tentative Schedule: Week 1: Seminar Overview (pre-recorded video) Weeks 2-4: Reading weeks (i.e., read MOBY-DICK; no meetings, but there will be a variety of online tasks) Week 5: The American Whaling Industry in the Nineteenth Century Week 6: MOBY-DICK and America Week 7: (American) Romanticism Week 8: Down the Belly of the Whale Week 9: Energy and the Deep Blue Sea Weeks 10-13: I'll provide a selection of adaptations (films, comics, novels, etc.) we could discuss; students will decide which ones we will, in fact, discuss Week 14: Wrap-Up 		Seminar 2 in Bearbeitung
  • Bachelor
  • Master of Education
3.02.220 S Screening Europe: Representations of Europe in US-American Film and TV Dates on Friday, 21.04.2023 16:15 - 17:45, Saturday, 06.05.2023, Saturday, 03.06.2023 - Sunday, 04.06.2023 10:15 - 15:45, Location: A01 0-006, A01 0-004
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 „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 „How I Met Your Mother“). 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 towards 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 „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 „How I Met Your Mother“). 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 towards 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
  • Bachelor
  • Master of Education
3.02.024 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 12:15 - 13:45, weekly (from 11/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.951 S Bilingualism: Cross-Linguistic Influence in the Domain of Syntax Friday: 12:15 - 13:45, weekly (from 14/04/23)
Description:
Seminar - in Bearbeitung
  • Master of Education
  • Master
3.02.105 Ü Spoken English: Urban Life Wednesday: 08:15 - 09:45, weekly (from 12/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.306 KO New Research on English Literatures and Cultures Tuesday: 08:15 - 09:45, weekly (from 11/04/23)
Description:
Colloquium - Dr. Christian Lassen
  • Bachelor
  • Master of Education
  • Master
3.02.210 Informationen zum Kombinationsmodul The course times are not decided yet.
Description:
miscellaneous - in Bearbeitung
  • Bachelor
  • Master of Education
3.02.141 S Nature Poetry Friday: 10:15 - 13:45, weekly (from 14/04/23)
Description:
Seminar - Karsten Levihn-Kutzler
  • Bachelor
  • Master of Education
3.02.130 S Troubled Childhood in Irish Fiction and Drama Wednesday: 10:15 - 11:45, weekly (from 12/04/23)
Description:
Seminar 2 Prof. Dr. Anton Kirchhofer
  • Bachelor
  • Master of Education
3.02.025 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 14:15 - 15:45, weekly (from 11/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.190 S Beginning Language Learners Monday: 18:15 - 19:45, weekly (from 17/04/23)
Description:
Seminar 2 Prof. Dr. Wolfgang Gehring
  • Bachelor
  • Master of Education
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
  • Bachelor
  • Master
3.02.060 TUT Key Concepts in Cultural Studies Thursday: 18:15 - 19:00, weekly (from 13/04/23)
Description:
Tutorial - Lea Christina Behrens
  • Bachelor
3.02.180 S Different Types of Bilingualism Friday: 10:15 - 11:45, weekly (from 14/04/23), Location: A14 0-031, V02 0-003
Description:
Seminar - Lina Abed Ibrahim, M.A.
  • Bachelor
  • Master of Education
3.02.031 Ü Repetitorium: Introduction to Linguistics and the English Language Part 2 Monday: 16:15 - 17:45, weekly (from 17/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.048 SÜ Key Concepts in Cultural Studies Friday: 08:15 - 09:45, weekly (from 14/04/23)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.315 KO Doing Research in Didactics/Begleitung und Nachbereitung Projektband (GHR300) im Fach Englisch Tuesday: 08:15 - 09:45, weekly (from 11/04/23)
Description:
Dieser Kurs dient der Vorbereitung und Begleitung von Abschlussarbeiten (B.A./M.Ed.) in der englischen Fremdsprachendidaktik am Institut für Anglistik und Amerikanistik, sowie der Vorbereitung, Begleitung und Nachbereitung des Projektbandes in den Masterstudiengängen M.Ed Grunschule und M.Ed. Haupt-/Realschule im Rahmen der Praxisphase. Vorrausetzung für die Teilnahme von Studierenden, die Ihre Abschlussarbeit schreiben möchten, ist die formlose Vorstellung und Absprache eines Forschungsthemas/einer Forschungsfrage (ggfs. auch mehrerer) im Vorfeld der Veranstaltung (entweder via E-Mail oder in der Sprechstunde). Dieser Kurs dient der Vorbereitung und Begleitung von Abschlussarbeiten (B.A./M.Ed.) in der englischen Fremdsprachendidaktik am Institut für Anglistik und Amerikanistik, sowie der Vorbereitung, Begleitung und Nachbereitung des Projektbandes in den Masterstudiengängen M.Ed Grunschule und M.Ed. Haupt-/Realschule im Rahmen der Praxisphase. Vorrausetzung für die Teilnahme von Studierenden, die Ihre Abschlussarbeit schreiben möchten, ist die formlose Vorstellung und Absprache eines Forschungsthemas/einer Forschungsfrage (ggfs. auch mehrerer) im Vorfeld der Veranstaltung (entweder via E-Mail oder in der Sprechstunde). 		Colloquium - Christian Kramer, M.A. (he/him)
  • Bachelor
  • Master of Education
3.02.102 Ü Spoken English: English in Use Monday: 14:15 - 15:45, weekly (from 17/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.114 Ü Written English: Reimagining Education Tuesday: 12:15 - 13:45, weekly (from 11/04/23)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.022 Ü Introduction to Linguistics and the English Language Part 2 Monday: 10:15 - 11:45, weekly (from 17/04/23)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.050 SÜ Key Concepts in Cultural Studies Friday: 08:15 - 09:45, weekly (from 14/04/23)
Description:
Exercises 2 in Bearbeitung
  • Bachelor
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)
  • Master of Education
3.02.481 S Methodology in ELT Tuesday: 08:15 - 09:45, weekly (from 11/04/23)
Description:
Seminar 2 Prof. Dr. Wolfgang Gehring
  • Master of Education
3.02.004 Review: Principles of Language Teaching and Learning Part 2 Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too. This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too. 		Exercises 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.073 Ü Academic Speaking and Writing Skills: Discovering Canadian Culture Tuesday: 10:15 - 11:45, weekly (from 11/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
3.02.037 TUT Introduction to Linguistics and the English Language Part 2 Tuesday: 18:15 - 19:45, weekly (from 11/04/23)
Description:
Tutorial - in Bearbeitung
  • Bachelor
3.02.202 S Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom Thursday: 12:15 - 13:45, weekly (from 13/04/23)
Description:
Please note that this course is aimed at future secondary school teachers. Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom The first session starts with the question why literature is (still) relevant in times of digital multimedia information and entertainment. It reflects on the various functions of literature, e.g. as a medium of identity formation, cultural memory and/or as social criticism, thus underlining the sociocultural significance of fictional narratives. Having established why literature should be read and studied, the subsequent classes focus on strategies of selection, adaptation and, most importantly, use of literary texts in various teaching contexts. Excerpts from literary pieces ranging from “classics” to multimodal digital texts will be presented so that participants receive guidance and hopefully inspiration for their everyday teaching practice. A clever combination of the written word, visuals and videos might be the key to transforming classrooms into places where literature serves as a source of inspiration and creativity. By the end of the seminar participants will • be familiar with arguments in favour of providing a literature-rich learning environment. • have explored and evaluated strategies of how to pick motivating and possibly multimodal literary texts with a view of using them in blended learning scenarios. • be supplied with teaching resources aimed at different age groups and levels which they can put into practice right away. Assessment strategy -regular participation in class -submission of best practice samples of work -a 100 minute in-class assessment Please note that this course is aimed at future secondary school teachers. Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom The first session starts with the question why literature is (still) relevant in times of digital multimedia information and entertainment. It reflects on the various functions of literature, e.g. as a medium of identity formation, cultural memory and/or as social criticism, thus underlining the sociocultural significance of fictional narratives. Having established why literature should be read and studied, the subsequent classes focus on strategies of selection, adaptation and, most importantly, use of literary texts in various teaching contexts. Excerpts from literary pieces ranging from “classics” to multimodal digital texts will be presented so that participants receive guidance and hopefully inspiration for their everyday teaching practice. A clever combination of the written word, visuals and videos might be the key to transforming classrooms into places where literature serves as a source of inspiration and creativity. By the end of the seminar participants will • be familiar with arguments in favour of providing a literature-rich learning environment. • have explored and evaluated strategies of how to pick motivating and possibly multimodal literary texts with a view of using them in blended learning scenarios. • be supplied with teaching resources aimed at different age groups and levels which they can put into practice right away. Assessment strategy -regular participation in class -submission of best practice samples of work -a 100 minute in-class assessment 		Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.111 Ü Written English: College Commencement Speeches Wednesday: 14:15 - 15:45, weekly (from 12/04/23)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.075 Ü Academic Speaking and Writing Skills: British and Irish Culture, History and Politics Thursday: 08:15 - 09:45, weekly (from 13/04/23)
Description:
Exercises 2 Dr. Rachel Ramsay
  • Bachelor
3.02.171 S Introduction to Old English Wednesday: 18:15 - 19:45, weekly (from 19/04/23)
Dates on Wednesday, 12.04.2023 18:15 - 19:45
Description:
Where does English come from? What is the oldest form of "English" we can find and identify as such? When did people start speaking "English" and where does the name even come from? What did "Old English" look and sound like and who spoke it? What do we know of it today and how do we know? Which remnants of it can we find in Modern English? This course will be an introduction to Old English, the language, the time period, and some of the written word that has survived to this day. We will study the language itself but also its surroundings and connections and attempt to answer the questions above. Where does English come from? What is the oldest form of "English" we can find and identify as such? When did people start speaking "English" and where does the name even come from? What did "Old English" look and sound like and who spoke it? What do we know of it today and how do we know? Which remnants of it can we find in Modern English? This course will be an introduction to Old English, the language, the time period, and some of the written word that has survived to this day. We will study the language itself but also its surroundings and connections and attempt to answer the questions above. 		Seminar - Moss Hannah Bohrer, (they/them)
  • Bachelor
  • Master of Education
3.02.150 S Whispers from the Closet: Representing the "Unspeakable" in Lesbian and Gay Literature and Film Wednesday: 08:15 - 09:45, weekly (from 12/04/23)
Description:
Inquiries into mainstream culture's representations of otherness are of key relevance for an academic field like literary and cultural studies, whose principal claims are based on the idea that culture has an all-encompassing influence on identity formation, both collective and individual, and that, consequently, our identities and our sense of self do not come from inside ourselves so much as from a pre-existing culture that determines intelligible ways of living, while it disciplines allegedly unintelligible ones. In other words, it is through cultural representations – and thus largely through novels, plays, and movies, etc. - that we learn what it means to be different in a normative culture. And paradoxical as it may sound, when it comes to sexual difference, this learning process was, up until the end of the twentieth century, largely informed by misrepresentation, or even non-representation, as the vigilant influence of censorship and anti-gay legations banned examples of queer life and queer role models to a space of virtual invisibility: the closet. While the Lord Chamberlain's Office and the BBFC (British Board of Film Censors) monitored Britain's theatres and her film industry closely, the Motion Picture Production Code, or Hays Code, meticulously classified a number of violations, including "sex perversion" and other allegedly undesirable contents, deemed inappropriate or even offensive in classical Hollywood cinema. Unsurprisingly, these institutions took ample liberties to rewrite, distort, or even delete material in order to render queer life, or at least positive images of queer life, invisible. As a result, any kind of (positive self-) identification with queer cultural role models was obliterated. And yet, writing under the influence of censorship and anti-gay legislations allowed many nineteenth- and twentieth-century novelists, playwrights, and filmmakers to develop and explore the numerous subtle ways by which "unspeakable" lesbian and gay subtexts could be communicated and placed in a text. Bargaining on the deep gulf between queer knowledge and heteronormative incomprehension (and thus on the truism that 'it takes one to know one'), these artists made use of various genres (Victorian gothic; horror; film noir; seafaring tales; westerns; musicals; boarding school dramas; etc.), various stock characters (the double; the 'handsome sailor'; the 'apparitional' lesbian; the femme fatale; the tomboy; the 'artistic' teenager; etc.), and various modes of performativity (camp; parody; pastiche; intertextuality; etc.) to undermine the regimes of censorship and to render queer characters visible – at least between the lines. In order to analyse the management of (non-) knowledge and compulsory (in-)comprehension that govern the open-secret structures of the closet, we are going to take a closer look at the contexts and the specific formal and function designs of R.L. Stevenson's Victorian gothic novel %%Strange Case of Dr Jekyll and Mr Hyde%%, Herman Melville's seafaring tale %%Billy Budd, Sailor%%, Alfred Hitchcock's film noir classic %%Rebecca%% (based on the eponymous novel by Daphne du Maurier); David Butler's western musical %%Calamity Jane%% (starring Doris Day); and Peter Weir's boarding school film %%Dead Poets Society%%. In addition, the documentary film %%The Celluloid Closet%% (based on Vito Russo's pioneering study of the same title) will provide as with a historical overview of the representation of homosexuality in the movies. So please read and watch the following PRIMARY TEXTS (Mandatory Texts) Novellas: Stevenson, Robert Louis. 1886. %%Strange Case of Dr Jekyll and Mr Hyde and Other Tales%%. Oxford: OUP, 2008. Print. Melville, Herman. 1924 [1891]. %%Billy Budd, Sailor and Selected Tales%%. Oxford: OUP, 2009. Print. Documentary Features: %%The Celluloid Closet%%. [dt. %%Gefangen in der Traumfabrik%%.] Dir. Rob Epstein and Jeffrey Friedman. HBO, 1995. Pro Fun Media, 2004. Movies: %%Rebecca%%. Dir. Alfred Hitchcock. Perf. Joan Fontaine, Laurence Olivier, Judith Anderson. United Artists, 1940. Alfred Hitchcock Collection. Great Movies, 2015. DVD. %%Calamity Jane%%. [dt. %%Schwere Colts in Zarter Hand%%.] Dir. David Butler. Perf. Doris Day and Howard Keel. Warner Bros., 1953. Warner Home Video, 2020. DVD. %%Dead Poets Society%%. [dt. %%Der Club der toten Dichter%%.] Dir. Peter Weir. Perf. ‎ Robin Williams, Robert Sean Leonard, Ethan Hawke. Touchstone, 1989. Disney Home Entertainment, 2002. DVD. Inquiries into mainstream culture's representations of otherness are of key relevance for an academic field like literary and cultural studies, whose principal claims are based on the idea that culture has an all-encompassing influence on identity formation, both collective and individual, and that, consequently, our identities and our sense of self do not come from inside ourselves so much as from a pre-existing culture that determines intelligible ways of living, while it disciplines allegedly unintelligible ones. In other words, it is through cultural representations – and thus largely through novels, plays, and movies, etc. - that we learn what it means to be different in a normative culture. And paradoxical as it may sound, when it comes to sexual difference, this learning process was, up until the end of the twentieth century, largely informed by misrepresentation, or even non-representation, as the vigilant influence of censorship and anti-gay legations banned examples of queer life and queer role models to a space of virtual invisibility: the closet. While the Lord Chamberlain's Office and the BBFC (British Board of Film Censors) monitored Britain's theatres and her film industry closely, the Motion Picture Production Code, or Hays Code, meticulously classified a number of violations, including "sex perversion" and other allegedly undesirable contents, deemed inappropriate or even offensive in classical Hollywood cinema. Unsurprisingly, these institutions took ample liberties to rewrite, distort, or even delete material in order to render queer life, or at least positive images of queer life, invisible. As a result, any kind of (positive self-) identification with queer cultural role models was obliterated. And yet, writing under the influence of censorship and anti-gay legislations allowed many nineteenth- and twentieth-century novelists, playwrights, and filmmakers to develop and explore the numerous subtle ways by which "unspeakable" lesbian and gay subtexts could be communicated and placed in a text. Bargaining on the deep gulf between queer knowledge and heteronormative incomprehension (and thus on the truism that 'it takes one to know one'), these artists made use of various genres (Victorian gothic; horror; film noir; seafaring tales; westerns; musicals; boarding school dramas; etc.), various stock characters (the double; the 'handsome sailor'; the 'apparitional' lesbian; the femme fatale; the tomboy; the 'artistic' teenager; etc.), and various modes of performativity (camp; parody; pastiche; intertextuality; etc.) to undermine the regimes of censorship and to render queer characters visible – at least between the lines. In order to analyse the management of (non-) knowledge and compulsory (in-)comprehension that govern the open-secret structures of the closet, we are going to take a closer look at the contexts and the specific formal and function designs of R.L. Stevenson's Victorian gothic novel %%Strange Case of Dr Jekyll and Mr Hyde%%, Herman Melville's seafaring tale %%Billy Budd, Sailor%%, Alfred Hitchcock's film noir classic %%Rebecca%% (based on the eponymous novel by Daphne du Maurier); David Butler's western musical %%Calamity Jane%% (starring Doris Day); and Peter Weir's boarding school film %%Dead Poets Society%%. In addition, the documentary film %%The Celluloid Closet%% (based on Vito Russo's pioneering study of the same title) will provide as with a historical overview of the representation of homosexuality in the movies. So please read and watch the following PRIMARY TEXTS (Mandatory Texts) Novellas: Stevenson, Robert Louis. 1886. %%Strange Case of Dr Jekyll and Mr Hyde and Other Tales%%. Oxford: OUP, 2008. Print. Melville, Herman. 1924 [1891]. %%Billy Budd, Sailor and Selected Tales%%. Oxford: OUP, 2009. Print. Documentary Features: %%The Celluloid Closet%%. [dt. %%Gefangen in der Traumfabrik%%.] Dir. Rob Epstein and Jeffrey Friedman. HBO, 1995. Pro Fun Media, 2004. Movies: %%Rebecca%%. Dir. Alfred Hitchcock. Perf. Joan Fontaine, Laurence Olivier, Judith Anderson. United Artists, 1940. Alfred Hitchcock Collection. Great Movies, 2015. DVD. %%Calamity Jane%%. [dt. %%Schwere Colts in Zarter Hand%%.] Dir. David Butler. Perf. Doris Day and Howard Keel. Warner Bros., 1953. Warner Home Video, 2020. DVD. %%Dead Poets Society%%. [dt. %%Der Club der toten Dichter%%.] Dir. Peter Weir. Perf. ‎ Robin Williams, Robert Sean Leonard, Ethan Hawke. Touchstone, 1989. Disney Home Entertainment, 2002. DVD. 		Seminar 2 Dr. Christian Lassen
  • Bachelor
  • Master of Education
3.02.995 S Creative Writing meets Literary Theory: ‘Save the Cat!‘ and its Discourses Tuesday: 16:15 - 17:45, fortnightly (from 18/04/23), (NOTE: mainly for MA students, open to all students, subject to available spaces)
Description:
Seminar - Prof. Dr. Anton Kirchhofer
  • Master
3.02.191 S Dimensions of Diversity Tuesday: 10:15 - 11:45, weekly (from 11/04/23)
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 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.401 Ü English for Educational Purposes: Working with Grammar and Vocabulary Wednesday: 10:15 - 11:45, weekly (from 12/04/23)
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Exercises 2 Lauren Freede
  • Master of Education
  • Master
126 Seminars

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