Veranstaltungsverzeichnis

Veranstaltungsverzeichnis

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

Summer semester 2026 108 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
3.02.306 DS Directed Studies The course times are not decided yet.
Description:
miscellaneous - Dr. Christian Lassen
  • Bachelor
  • Master
  • Master of Education
3.02.315 KO Doing Research in Didactics/Begleitung und Nachbereitung Projektband (GHR300) im Fach Englisch Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Colloquium 2 Dr. Christian Kramer, he/him
  • Bachelor
  • Master of Education
3.02.192 S Digital EFL Learning Thursday: 12:00 - 14:00, weekly (from 09/04/26)
Description:
Seminar 2 Dr. Christian Kramer, he/him
  • Bachelor
  • Master of Education
3.02.023 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 14:00 - 16:00, weekly (from 07/04/26)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.079 Ü Academic Speaking and Writing Skills Friday: 10:00 - 12:00, weekly (from 10/04/26)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.999 S Multiple Imaginations: Germany's Pasts and Presents Part 2: National Socialism and German Reunification The course times are not decided yet.
Description:
The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. 		Seminar - in Bearbeitung
  • Master
3.02.041 SÜ Key Concepts in Cultural Studies Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Exercises 2 Rebecca Käpernick, M.A.
  • Bachelor
3.02.482 S Teaching Literature in the Inclusive EFL Classroom Tuesday: 08:00 - 10:00, weekly (from 14/04/26)
Description:
Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks. Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks. 		Seminar 2 Dr. Sylke Bakker
  • Master of Education
3.02.163 S Language Acquisition Tuesday: 14:00 - 16:00, weekly (from 07/04/26)
Description:
Seminar 2 Stephanie Kaucke
  • Bachelor
  • Master of Education
3.02.029 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 08:00 - 10:00, weekly (from 07/04/26)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.304 KO New Research in American Literary and Cultural Studies The course times are not decided yet.
Description:
Colloquium - Prof. Dr. Martin Butler
  • Bachelor
  • Master
  • Master of Education
3.02.032 Ü Repetitorium: Introduction to Linguistics and the English Language Part 2 Tuesday: 16:00 - 18:00, weekly (from 07/04/26)
Description:
Extracurriculare Veranstaltung 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.410 Ü Academic Discourse Thursday: 08:00 - 10:00, weekly (from 09/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Master
  • Master of Education
3.02.130 S Masculinity, Migration, and Belonging in the Urban Global North Wednesday: 12:00 - 14:00, weekly (from 08/04/26)
Description:
COURSE DESCRIPTION AND GOALS: In the history of colonialism, encounters and shifting power relations between incoming colonisers and the colonies’ indigenous populations have always played a pivotal role. They have also left a lasting, far-reaching impact that has endured long beyond the formal end of imperialism, into the post-independence histories, cultures, economies and politics of formerly colonised countries. This is especially the case in former ‘settler colonies’ where colonising incomers came to outweigh the indigenous peoples demographically and culturally – for instance in North America, Australia, and New Zealand. Despite the immense cultural and geographical differences between them, indigenous peoples in all those countries have often faced similar problems in their attempts to deal with those (post)colonial situations. This has given rise to ‘Comparative Indigenous Studies’ as a field of academic knowledge production. Comparative perspectives have also informed various projects of political and cultural activism (e.g. in order to intervene in post-colonial public memory discourses, build solidarity, form coalitions and learn from each other’s strategies), as well as literary productions. Comparative perspectives necessarily involve looking beyond one’s own particular culture, even if this is often done with the aim of safeguarding the latter’s specific ethnic traditions and rights. Such outward-looking perspectives have also been associated with a stance that is often called “indigenous cosmopolitanism” – but the cosmopolitan can also go further: beyond ‘merely’ seeking connections with other indigenous peoples, it can also involve an espousal of other transnational and transcultural connections. This course will provide an introduction to these issues, combining regionally specific introductions to selected indigenous cultures from different parts of the globe with comparative perspectives on (potentially) shared problems and strategies, an exploration of trans-indigenous alliances and solidarities, as well as analyses of texts that espouse various kinds of cosmopolitanism. Key topics for our discussions include colonial experiences and trauma, hybridity, survivance, educational and language debates, cultures of memory, interfaces of localism and translocalism, political solidarities, as well as the develop¬ment of new cultural forms. We will also investigate potential problems which comparative and cosmopolitan visions may involve. We will use a wide range of sources, including history and memory discourse, literary texts, statements by politicians and activists, and academic theory. Regions we’ll look at will definitely include (parts of) North American, Australia and New Zealand. Additional comparative perspectives (also on countries with smaller proportions of settlers, e.g. some of the smaller Pacific Islands) may also be included. SET TEXTS: Most of our set texts (literary & non-literary texts, filmic material, etc.) will be relatively short, and their selection will be finalised in consultation with students; to leave enough room for students to choose their own foci of interest. As a starting point, only a single text has already been set, of which you should definitely get a copy (but you don’t need to read this until after mid-December, by which time you’ll have the requisite background knowledge). It is: • Witi Ihimaera, “The Thrill of Falling” (a Maori novella from New Zealand), in Ihimaera, The Thrill of Falling, Auckland: Vintage 2012, pp. 208-312. (In Germany, this is only available as an e-book at present, but the e-book comes in different formats (see publisher’s website for an overview: https://www.penguin.co.nz/books/the-thrill-of-falling-9781869799212), and at least some of those formats (e.g. Amazon Kindle; price c.7 €) can also be read without an e-book reader, via a normal computer via a free app. So you should be able to purchase & read it OK. If you have problems with the e-book format, please contact S. Stroh for emergency advice. We’ll also purchase a copy of the book for the departmental library (Semesterapparat), as another emergency fall-back.) Most of our other set texts, once chosen, will be made available via our online course platform Stud.IP. OPTIONAL EXTRA READING: If you would like to do some preliminary / extra reading on social and literary history, and/or need advice on texts to read in preparation for your presentations, you will be able to access a bibliography of key introductory texts on Stud.IP from the beginning of term onwards. Some of those texts will also be made available via our course bookshelf in the university library. COURSE DESCRIPTION AND GOALS: In the history of colonialism, encounters and shifting power relations between incoming colonisers and the colonies’ indigenous populations have always played a pivotal role. They have also left a lasting, far-reaching impact that has endured long beyond the formal end of imperialism, into the post-independence histories, cultures, economies and politics of formerly colonised countries. This is especially the case in former ‘settler colonies’ where colonising incomers came to outweigh the indigenous peoples demographically and culturally – for instance in North America, Australia, and New Zealand. Despite the immense cultural and geographical differences between them, indigenous peoples in all those countries have often faced similar problems in their attempts to deal with those (post)colonial situations. This has given rise to ‘Comparative Indigenous Studies’ as a field of academic knowledge production. Comparative perspectives have also informed various projects of political and cultural activism (e.g. in order to intervene in post-colonial public memory discourses, build solidarity, form coalitions and learn from each other’s strategies), as well as literary productions. Comparative perspectives necessarily involve looking beyond one’s own particular culture, even if this is often done with the aim of safeguarding the latter’s specific ethnic traditions and rights. Such outward-looking perspectives have also been associated with a stance that is often called “indigenous cosmopolitanism” – but the cosmopolitan can also go further: beyond ‘merely’ seeking connections with other indigenous peoples, it can also involve an espousal of other transnational and transcultural connections. This course will provide an introduction to these issues, combining regionally specific introductions to selected indigenous cultures from different parts of the globe with comparative perspectives on (potentially) shared problems and strategies, an exploration of trans-indigenous alliances and solidarities, as well as analyses of texts that espouse various kinds of cosmopolitanism. Key topics for our discussions include colonial experiences and trauma, hybridity, survivance, educational and language debates, cultures of memory, interfaces of localism and translocalism, political solidarities, as well as the develop¬ment of new cultural forms. We will also investigate potential problems which comparative and cosmopolitan visions may involve. We will use a wide range of sources, including history and memory discourse, literary texts, statements by politicians and activists, and academic theory. Regions we’ll look at will definitely include (parts of) North American, Australia and New Zealand. Additional comparative perspectives (also on countries with smaller proportions of settlers, e.g. some of the smaller Pacific Islands) may also be included. SET TEXTS: Most of our set texts (literary & non-literary texts, filmic material, etc.) will be relatively short, and their selection will be finalised in consultation with students; to leave enough room for students to choose their own foci of interest. As a starting point, only a single text has already been set, of which you should definitely get a copy (but you don’t need to read this until after mid-December, by which time you’ll have the requisite background knowledge). It is: • Witi Ihimaera, “The Thrill of Falling” (a Maori novella from New Zealand), in Ihimaera, The Thrill of Falling, Auckland: Vintage 2012, pp. 208-312. (In Germany, this is only available as an e-book at present, but the e-book comes in different formats (see publisher’s website for an overview: https://www.penguin.co.nz/books/the-thrill-of-falling-9781869799212), and at least some of those formats (e.g. Amazon Kindle; price c.7 €) can also be read without an e-book reader, via a normal computer via a free app. So you should be able to purchase & read it OK. If you have problems with the e-book format, please contact S. Stroh for emergency advice. We’ll also purchase a copy of the book for the departmental library (Semesterapparat), as another emergency fall-back.) Most of our other set texts, once chosen, will be made available via our online course platform Stud.IP. OPTIONAL EXTRA READING: If you would like to do some preliminary / extra reading on social and literary history, and/or need advice on texts to read in preparation for your presentations, you will be able to access a bibliography of key introductory texts on Stud.IP from the beginning of term onwards. Some of those texts will also be made available via our course bookshelf in the university library. 		Seminar 2 Dr. phil. Walaa Said
  • Bachelor
  • Master of Education
3.02.074 Ü Academic Speaking and Writing Skills Friday: 08:00 - 10:00, weekly (from 10/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
3.02.320 Informationen zum mam-Modul Sonderpädagogik The course times are not decided yet.
Description:
Die Masterarbeit sowie die dazugehörige Begleitveranstaltung werden in der Sonderpädagogik geschrieben, bzw. belegt. Die Masterarbeit sowie die dazugehörige Begleitveranstaltung werden in der Sonderpädagogik geschrieben, bzw. belegt. 		miscellaneous - in Bearbeitung
  • Master of Education
3.02.026 Ü Introduction to Linguistics and the English Language Part 2 Monday: 12:00 - 14:00, weekly (from 13/04/26)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.202 S Media Literacy in ELT (LA) Monday: 10:00 - 12:00, weekly (from 13/04/26)
Description:
Seminar 2 Dr. Birte Sause
  • Bachelor
  • Master of Education
3.02.002 Repetitorium: Principles of Language Teaching and Learning Part 2 Tuesday: 12:00 - 14:00, weekly (from 07/04/26)
Description:
Extracurriculare Veranstaltung 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.050 SÜ Key Concepts in Cultural Studies (LfbA Wurr) Friday: 10:00 - 12:00, weekly (from 10/04/26)
Description:
Exercises 2 Dr. phil. Walaa Said
  • Bachelor
3.02.312 KO Forschungskolloquium Medical Humanities@Oldenburg: Körper als Symptom. Literarisches, gesellschaftliches und medizinisches Diagnostizieren Thursday: 18:00 - 20:00, weekly (from 09/04/26)
Description:
Colloquium 2 Prof. Dr. Julia Wurr
Dr. Sebastian Spanknebel
  • Bachelor
  • Master
  • Master of Education
3.02.072 Ü Academic Speaking and Writing Skills Wednesday: 12:00 - 14:00, weekly (from 08/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
3.02.078 Ü Academic Speaking and Writing Skills Tuesday: 10:00 - 12:00, weekly (from 07/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
3.02.042 SÜ Key Concepts in Cultural Studies Friday: 12:00 - 14:00, weekly (from 10/04/26)
Description:
Exercises 2 Hailin Wang
  • Bachelor
3.02.307 KO New Research on English Literatures and Cultures Wednesday: 16:00 - 18:00, weekly (from 08/04/26)
Description:
Colloquium 2 Prof. Dr. Anton Kirchhofer
  • Bachelor
  • Master
  • Master of Education
3.02.201 S Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom Monday: 10:00 - 12:00, weekly (from 13/04/26)
Description:
Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.104 Ü Spoken English Monday: 14:00 - 16:00, weekly (from 13/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
  • Master of Education
3.02.048 SÜ Key Concepts in Cultural Studies (LfbA Wurr) Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Exercises 2 Dr. phil. Walaa Said
  • Bachelor
3.02.112 Ü Written English Thursday: 12:00 - 14:00, weekly (from 09/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.044 SÜ Key Concepts in Cultural Studies Thursday: 10:00 - 12:00, weekly (from 09/04/26)
Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.082 Compulsory Stay Abroad [Anglistik/Amerikanistik] Wednesday: 14:15 - 15:45, weekly (from 16/04/25), Location: (A6 2-212)
Dates on Wednesday, 08.11.2023, Wednesday, 29.11.2023, Wednesday, 17.01.2024, Wednesday, 24.01.2024, Wednesday, 17.04.2024, Wednesday, 2 ...(more), Location: A07 0-031, V03 0-E003, A01 0-005 (+2 more)
Description:
miscellaneous - Lauren Freede
  • Bachelor
3.02.102 Ü Spoken English Wednesday: 10:00 - 12:00, weekly (from 08/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.077 Ü Academic Speaking and Writing Skills Tuesday: 08:00 - 10:00, weekly (from 07/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
3.02.051 SÜ Key Concepts in Cultural Studies (FWN Wurr) Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Exercises 2 Elliot Douglas
  • Bachelor
3.02.073 Ü Academic Speaking and Writing Skills Thursday: 08:00 - 10:00, weekly (from 09/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
3.02.024 Ü Introduction to Linguistics and the English Language Part 2 Monday: 08:00 - 10:00, weekly (from 13/04/26)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.404 Ü English for Educational Purposes Thursday: 12:00 - 14:00, weekly (from 09/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Master
  • Master of Education
3.02.316 KO Titel folgt Friday: 08:00 - 10:00, weekly (from 10/04/26)
Description:
Colloquium 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
  • Master
  • Master of Education
3.02.055 Repetitorium: Key Concepts in Cultural Studies Friday: 14:00 - 16:00, weekly (from 10/04/26)
Description:
Extracurriculare Veranstaltung 2 Dr. Christian Lassen
  • Bachelor
3.02.021 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 08:00 - 10:00, weekly (from 07/04/26)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.086 Organisation and Supervision of Erasmus+ study abroad and internships [Anglistik/Amerikanistik] The course times are not decided yet.
Description:
Exercises - Lauren Freede
  • Bachelor
3.02.160 S Morphology Wednesday: 08:00 - 10:00, weekly (from 08/04/26)
Description:
Seminar 2 Prof. Dr. Marcel Schlechtweg
  • Bachelor
  • Master of Education
3.02.930 S World Englishes Monday: 15:00 - 18:00, weekly (from 13/04/26)
Description:
Seminar 2 Prof. Dr. Ronald Geluykens
  • Master
  • Master of Education
3.02.220 Screening Europe: Representations of Europe in US-American Film and TV The course times are not decided yet.
Description:
“I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. 		Seminar - Lea Brenningmeyer
  • Bachelor
  • Master of Education
3.02.931 S Lexical Semantics Monday: 12:00 - 15:00, weekly (from 13/04/26)
Description:
Seminar 2 Prof. Dr. Ronald Geluykens
  • Master
  • Master of Education
3.02.025 Ü Introduction to Linguistics and the English Language Part 2 Monday: 10:00 - 12:00, weekly (from 13/04/26)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.403 Ü English for Educational Purposes Tuesday: 12:00 - 14:00, weekly (from 07/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Master
  • Master of Education
3.02.111 Ü Written English Wednesday: 10:00 - 12:00, weekly (from 08/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.115 Ü Written English Friday: 12:00 - 14:00, weekly (from 10/04/26)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.075 Ü Academic Speaking and Writing Skills Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
3.02.970 S Representing the Raj: India in Early Twentieth-Century Writing, Kipling to Anand Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Seminar 2 Prof. Dr. Julia Wurr
  • Bachelor
  • Master
  • Master of Education
3.02.400 Ü English for Educational Purposes Monday: 14:00 - 16:00, weekly (from 13/04/26)
Description:
Exercises 2 Lauren Freede
  • Master
  • Master of Education
3.02.103 Ü Spoken English Monday: 12:00 - 14:00, weekly (from 13/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
  • Master of Education
3.02.110 Ü Written English Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Exercises 2 Lauren Freede
  • Bachelor
  • Master of Education
3.02.305 KO New Research in American Literary and Cultural Studies Wednesday: 08:00 - 10:00, weekly (from 08/04/26)
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 written assignments, develop and work on an exposé, share and revise their work in progress. Requirements: Regular attendance to the scheduled 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 written assignments, develop and work on an exposé, share and revise their work in progress. Requirements: Regular attendance to the scheduled sessions; completion of all writing assignments; development of an exposé; active participation in class discussions. 		Colloquium 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
  • Master
  • Master of Education
3.02.200 S Postcolonialism and Literature Tuesday: 14:00 - 16:00, weekly (from 07/04/26)
Description:
Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.113 Ü Written English Monday: 16:00 - 18:00, weekly (from 13/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
  • Master of Education
3.02.484 S From analysis to practice: Theory informed ELT lesson planning Thursday: 08:00 - 10:00, weekly (from 09/04/26)
Description:
Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks. Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks. 		Seminar 2 Dr. Christian Kramer, he/him
  • Master of Education
3.02.080 Ü Academic Speaking and Writing Skills The course times are not decided yet.
Description:
Exercises - Inga Zalyevska
  • Bachelor
3.02.070 Ü Academic Speaking and Writing Skills Monday: 16:00 - 18:00, weekly (from 13/04/26)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.083 Informationen zum Basismodul ang080 Monday: 09:00 - 10:00, weekly (from 27/10/25), Resource blocks
Dates on Monday, 08.12.2025 09:00 - 10:00, Thursday, 12.02.2026 12:00 - 13:30
Description:
miscellaneous - Lauren Freede
Dylan Rhea Rush
Dr. David William West
Inga Zalyevska
  • Bachelor
3.02.027 Ü Introduction to Linguistics and the English Language Part 2 Monday: 14:00 - 16:00, weekly (from 13/04/26)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.161 S English Phonology: Theoretical and Experimental Approaches Tuesday: 08:00 - 10:00, weekly (from 07/04/26)
Description:
Seminar 2 Leah Klußmann
  • Bachelor
  • Master of Education
3.02.483 S Teaching Advanced EFL Students Tuesday: 10:00 - 12:00, weekly (from 07/04/26)
Description:
Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks. Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks. 		Seminar 2 Dr. Sylke Bakker
  • Master of Education
3.02.040 V Historical Backgrounds and Critical Concepts Thursday: 12:00 - 14:00, weekly (from 09/04/26)
Description:
Lecture 2 Prof. Dr. Anton Kirchhofer
Prof. Dr. Julia Wurr
Dr. phil. Julius Greve
  • Bachelor
3.02.100 Ü Spoken English Thursday: 10:00 - 12:00, weekly (from 09/04/26)
Description:
Exercises 2 Lauren Freede
  • Bachelor
  • Master of Education
3.02.191 S Current Issues Monday: 08:00 - 10:00, weekly (from 13/04/26)
Description:
Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.022 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 10:00 - 12:00, weekly (from 07/04/26)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.402 Ü English for Educational Purposes Wednesday: 10:00 - 12:00, weekly (from 08/04/26)
Description:
Exercises 2 Lauren Freede
  • Master
  • Master of Education
3.02.071 Ü Academic Speaking and Writing Skills Tuesday: 14:00 - 16:00, weekly (from 07/04/26)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.520 Ü Begleitung und Nachbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch (LIP) Dates on Friday, 27.02.2026, Friday, 13.03.2026, Friday, 17.04.2026, Friday, 08.05.2026, Friday, 29.05.2026, Friday, 12.06.2026, Friday, 26.06.2026 08:00 - 10:00, Thursday, 02.07.2026 - Friday, 03.07.2026 08:00 - 16:00, Location: A01 0-004, V03 2-A215
Description:
Exercises - Dr. Christian Kramer, he/him
Verena Weustermann
  • Master of Education
3.02.996 S Literary Theory for MA Students Thursday: 18:00 - 20:00, weekly (from 09/04/26)
Description:
Seminar 2 Prof. Dr. Anton Kirchhofer
  • Master
3.02.045 SÜ Key Concepts in Cultural Studies Friday: 10:00 - 12:00, weekly (from 10/04/26)
Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.101 Ü Spoken English Tuesday: 10:00 - 12:00, weekly (from 07/04/26)
Description:
Exercises 2 Johanna Hasanen
  • Bachelor
  • Master of Education
3.02.981 S Titel folgt Thursday: 10:00 - 12:00, weekly (from 09/04/26)
Description:
Seminar 2 Prof. Dr. Anton Kirchhofer
  • Master
  • Master of Education
3.02.510 Ü Betreuung des Praxisblocks vor Ort (HR) im Unterrichtsfach Englisch The course times are not decided yet.
Description:
Exercises - Dr. Sylke Bakker
  • Master of Education
3.02.046 SÜ Key Concepts in Cultural Studies Thursday: 08:00 - 10:00, weekly (from 09/04/26)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.185 V Research Methods in Linguistics Thursday: 10:00 - 11:00, weekly (from 09/04/26)
Description:
Lecture 1 Dr. Ilka Flöck, she/ her
  • Bachelor
  • Master of Education
3.02.951 S The English Language: Processing and Acquisition Wednesday: 10:00 - 12:00, weekly (from 08/04/26)
Description:
Seminar 2 Prof. Dr. Marcel Schlechtweg
  • Master
  • Master of Education
3.02.105 Ü Spoken English Friday: 10:00 - 12:00, weekly (from 10/04/26)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.990 S Walking Simulators and the Video Game Industry Wednesday: 12:00 - 14:00, weekly (from 15/04/26)
Description:
Seminar 2 Dr. phil. Alena Cicholewski
  • Master
  • Master of Education
3.02.120 S 19th-Century American Women Writers and the Ideology of Separate Spheres Wednesday: 14:00 - 16:00, weekly (from 08/04/26)
Description:
Seminar 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
  • Master of Education
3.02.170 No title Wednesday: 14:00 - 16:00, weekly (from 08/04/26)
Description:
“Hwæt sceolan we drinkan?”, what looks like an odd mixture of English and German is actually correct English – just more or less 1300 years old. One can still rather easily recognize the interrogative pronoun “what” only that the “hw” is nowadays reversed. “Sceolan” is probably a little hard to decipher at first glance, however at least for German natives it should – especially in combination with the last word of the question – be quickly identifiable as the equivalent to Modern English “shall” (or sollen – in OE the “sc” was pronounced as “sh”). The fellow who phrased this particular question therefore spoke perfect (Old) English, and yet how come that it looks more like a heavy German dialect than proper English? This issue will be one of the leading questions for this seminar. Where did the English language come from? Why is it even called English? Where did the languages before English go? Was there something like an “Old English period”? To answer those (and other questions) a period of language history lasting around 800 years will be examined. The focus will thereby not only lay with understanding the basics of Old English spelling, phonology and surface structure, but also in identifying key concepts of language contact and language change and how they have left traces within the everyday language we use. “Hwæt sceolan we drinkan?”, what looks like an odd mixture of English and German is actually correct English – just more or less 1300 years old. One can still rather easily recognize the interrogative pronoun “what” only that the “hw” is nowadays reversed. “Sceolan” is probably a little hard to decipher at first glance, however at least for German natives it should – especially in combination with the last word of the question – be quickly identifiable as the equivalent to Modern English “shall” (or sollen – in OE the “sc” was pronounced as “sh”). The fellow who phrased this particular question therefore spoke perfect (Old) English, and yet how come that it looks more like a heavy German dialect than proper English? This issue will be one of the leading questions for this seminar. Where did the English language come from? Why is it even called English? Where did the languages before English go? Was there something like an “Old English period”? To answer those (and other questions) a period of language history lasting around 800 years will be examined. The focus will thereby not only lay with understanding the basics of Old English spelling, phonology and surface structure, but also in identifying key concepts of language contact and language change and how they have left traces within the everyday language we use. 		Seminar 2 Nils Rademacher
  • Bachelor
  • Master of Education
3.02.302 KO Research Colloquium in Language Use, Variation and Change Monday: 08:00 - 10:00, weekly (from 13/04/26)
Description:
Colloquium 2 Prof. Dr. Ronald Geluykens
  • Bachelor
  • Master
  • Master of Education
3.02.998 S Multiple Imaginations: Germany's Pasts and Presents Part 1: Colonialism and Migration 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. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. 		Seminar - in Bearbeitung
  • Master
3.02.309 DS Directed Studies The course times are not decided yet.
Description:
miscellaneous - Dr. Ilka Flöck, she/ her
  • Bachelor
  • Master
  • Master of Education
3.02.028 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 14:00 - 16:00, weekly (from 07/04/26)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.303 KO Research Colloquium in English Linguistics Tuesday: 18:00 - 20:00, weekly (from 07/04/26)
Description:
Colloquium 2 Prof. Dr. Marcel Schlechtweg
  • Bachelor
  • Master
  • Master of Education
3.02.114 Ü Written English Tuesday: 12:00 - 14:00, weekly (from 07/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
  • Master of Education
3.02.511 Ü Betreuung des Praxisblocks vor Ort (GHR) im Unterrichtsfach Englisch (LA) The course times are not decided yet.
Description:
Exercises - Edeltraud Breiter
  • Master of Education
3.02.049 SÜ Key Concepts in Cultural Studies (LfbA Wurr) Friday: 12:00 - 14:00, weekly (from 10/04/26)
Description:
Exercises 2 Dr. phil. Walaa Said
  • Bachelor
3.02.401 Ü English for Educational Purposes Tuesday: 16:00 - 18:00, weekly (from 07/04/26)
Description:
Exercises 2 Lauren Freede
  • Master
  • Master of Education
3.02.141 S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Wednesday: 10:00 - 12:00, weekly (from 08/04/26)
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 2 Prof. Dr. Anton Kirchhofer
  • Bachelor
  • Master of Education
3.02.405 Ü English for Educational Purposes Wednesday: 12:00 - 14:00, weekly (from 08/04/26)
Description:
Exercises 2 Inga Zalyevska
  • Master
  • Master of Education
3.02.076 Ü Academic Speaking and Writing Skills Thursday: 10:00 - 12:00, weekly (from 09/04/26)
Description:
Exercises 2 Rachel Ramsay
  • Bachelor
3.02.210 Informationen zum Kombinationsmodul The course times are not decided yet.
Description:
miscellaneous - in Bearbeitung
  • Bachelor
  • Master of Education
3.02.521 Ü Begleitung und Nachbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch (LA/LIP) Dates on Friday, 27.02.2026, Friday, 13.03.2026, Friday, 17.04.2026, Friday, 08.05.2026, Friday, 29.05.2026, Friday, 12.06.2026, Friday, 26.06.2026 12:00 - 14:00, Thursday, 02.07.2026 - Friday, 03.07.2026 08:00 - 16:00, Location: A01 0-004, V03 2-A215
Description:
Exercises - Edeltraud Breiter
Alexandra Köhler
Dr. Christian Kramer, he/him
  • Master of Education
3.02.020 V Introduction to Linguistics and the English Language Part 2 Wednesday: 10:00 - 12:00, weekly (from 08/04/26)
Description:
Lecture 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.162 S Titel folgt Friday: 10:00 - 12:00, weekly (from 10/04/26)
Description:
Seminar 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
  • Master of Education
3.02.003 Repetitorium: Principles of Language Teaching and Learning Part 2 Monday: 14:00 - 16:00, weekly (from 13/04/26)
Description:
Extracurriculare Veranstaltung 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.311 KO Doing Research in Didactics Monday: 12:00 - 14:00, weekly (from 13/04/26)
Description:
Colloquium 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.043 SÜ Key Concepts in Cultural Studies Thursday: 08:00 - 10:00, weekly (from 09/04/26)
Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.980 S Of Beautiful Laundrettes and Other Beautiful Things: Queer British Cinema Thursday: 14:00 - 16:00, weekly (from 09/04/26)
Description:
Seminar 2 Dr. Christian Lassen
  • Master
  • Master of Education
3.02.485 Information zur 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 - Dr. Christian Kramer, he/him
  • Master of Education
3.02.150 S The Post-Apocalyptic American City Thursday: 14:00 - 16:00, weekly (from 09/04/26)
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 Dr. phil. Julius Greve
  • Bachelor
  • Master of Education
3.02.308 KO Anglistisches-Amerikanistisches Forschungskolloquium Thursday: 16:00 - 18:00, weekly (from 09/04/26)
Description:
Colloquium 2 Prof. Dr. Anton Kirchhofer
  • Master
3.02.317 DS Directed Studies The course times are not decided yet.
Description:
miscellaneous - Dr. phil. Julius Greve
  • Bachelor
  • Master
  • Master of Education
3.02.047 SÜ Key Concepts in Cultural Studies Friday: 08:00 - 10:00, weekly (from 10/04/26)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
108 Seminars

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