Veranstaltungsverzeichnis

Veranstaltungsverzeichnis

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

Winter semester 2025/2026 130 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
3.02.050 SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 12:00 - 14:00, weekly (from 17/10/25)
Description:
Exercises 2 Hailin Wang
  • Bachelor
3.02.990 S American History on Film Monday: 16:00 - 18:00, weekly (from 13/10/25), Location: A04 4-411
Thursday: 08:00 - 10:00, weekly (from 16/10/25), Location: A07 0-025
Description:
Seminar 4 Prof. Dr. Martin Butler
Johanna Loos
  • Master of Education
  • Master
3.02.047 SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 14:00 - 16:00, weekly (from 16/10/25)
Description:
Exercises 2 Dr. phil. Walaa Said
  • Bachelor
3.02.511 Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym) Dates on Tuesday, 10.02.2026, Wednesday, 18.02.2026, Tuesday, 24.02.2026, Thursday, 05.03.2026, Monday, 09.03.2026, Wednesday, 18.03.2026 17:00 - 18:00
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
3.02.311 KO Doing Research in Didactics Monday: 12:00 - 14:00, weekly (from 13/10/25)
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 2 Dr. Sylke Bakker
  • Master of Education
  • Bachelor
3.02.303 KO Research Colloquium in English Linguistics Wednesday: 12:00 - 14:00, weekly (from 22/10/25)
Description:
Colloquium 2 Prof. Dr. Marcel Schlechtweg
  • Master of Education
  • Bachelor
  • Master
3.02.077 Ü Introduction to Integrated Language Studies Monday: 14:00 - 16:00, weekly (from 13/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.062 TUT Introduction to Literary and Cultural Studies I Dates on Tuesday, 11.11.2025, Tuesday, 09.12.2025, Tuesday, 16.12.2025, Tuesday, 13.01.2026 08:00 - 10:00
Description:
Tutorial - Lea Christina Behrens
  • Bachelor
3.02.076 Ü Introduction to Integrated Language Studies FRI 10-12 Friday: 10:00 - 12:00, weekly (from 17/10/25)
Description:
Exercises 2 Inga Zalyevska
  • 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
3.02.059 TUT Introduction to Literary and Cultural Studies I Dates on Wednesday, 12.11.2025, Wednesday, 10.12.2025, Wednesday, 17.12.2025, Wednesday, 14.01.2026 18:00 - 20:00
Description:
Tutorial - Matthias Himstedt
  • Bachelor
3.02.024 Ü Introduction to Linguistics and the English Language Part 1 Monday: 08:00 - 10:00, weekly (from 03/11/25)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.023 Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 08:00 - 10:00, weekly (from 14/10/25)
Description:
Exercises 2 Nils Rademacher
  • Bachelor
3.02.060 TUT Introduction to Literary and Cultural Studies I Dates on Thursday, 13.11.2025, Thursday, 11.12.2025, Thursday, 18.12.2025, Thursday, 15.01.2026 08:00 - 10:00
Description:
Tutorial - Matthias Himstedt
  • Bachelor
3.02.041 SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 10:00 - 12:00, weekly (from 16/10/25)
Description:
Exercises 2 Prof. Dr. Anton Kirchhofer
  • Bachelor
3.02.080 Ü Introduction to Integrated Language Studies Wednesday: 14:00 - 16:00, weekly (from 15/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.185 V Research Methods in Linguistics Wednesday: 12:00 - 13:00, weekly (from 15/10/25)
Description:
The lecture "Research Methods in Linguisitcs" is a one-hour lecture that accompanies a seminar in the linguistic advanced modules (modules ang616, ang617, anf ang618). The weekly lectures cover general methodological contents, such as: - finding linguistic literature - the structure of linguistic research articles - principles of good academic practice - ethics in linguistic research - research questions in linguistic research - instruments of data collection in linguistics research (inlcuding critical discussions) - corpus linguistics as a method of data collection - linguistic posters and visualisations There is no separate form of assessment in the lecture course as all assessment in the advanced modules is done in the respective seminar. In isolation, there are no separate credit points available for the lecture as the lecture needs to be combined with a seminar from the advanced modules. A note to international students: You will not be able to obtain credit points for the lecture in isolation. If you want to obtain credit points, you will need to participate in a linguistic seminar AND take part in the lecture. The lecture "Research Methods in Linguisitcs" is a one-hour lecture that accompanies a seminar in the linguistic advanced modules (modules ang616, ang617, anf ang618). The weekly lectures cover general methodological contents, such as: - finding linguistic literature - the structure of linguistic research articles - principles of good academic practice - ethics in linguistic research - research questions in linguistic research - instruments of data collection in linguistics research (inlcuding critical discussions) - corpus linguistics as a method of data collection - linguistic posters and visualisations There is no separate form of assessment in the lecture course as all assessment in the advanced modules is done in the respective seminar. In isolation, there are no separate credit points available for the lecture as the lecture needs to be combined with a seminar from the advanced modules. A note to international students: You will not be able to obtain credit points for the lecture in isolation. If you want to obtain credit points, you will need to participate in a linguistic seminar AND take part in the lecture. 		Lecture 1 Dr. Ilka Flöck, she/ her
  • Master of Education
  • Bachelor
3.02.191 S Current issues in ELT Monday: 08:00 - 10:00, weekly (from 13/10/25), Location: A01 0-010 b
Dates on Monday, 02.02.2026 08:00 - 10:00, Location: A10 1-121 (Hörsaal F)
Description:
Starting out with a collection of topics currently "trending" in ELT, we shall focus on the most obvious innovation, namely the use of AI in foreign language teaching. Other issues such as inter- and transcultural learning will be connected to material design based on examples from worksheets and test papers. The diminishing signifance of the native speaker ideal will be contrasted with the idea of English as Lingua Franca (ELF) as part of a strategy towards more inclusive FL classrooms. In keeping with a framework of critical language teaching, representation in textbooks and heteronormativity will be explored based on examples from classroom practice. Finally, mental health and resilience as traits to foster in language learners will be critically examined, especially with regard to selected teaching materials from up to date journals. Opportunities positive psychology offers in this context will be examined. Assessment issues: As part of displaying "active participation", participants are expected to -attend regularly, -study academic texts from established journals, e.g. ELT or TESOL, or book chapters, -analyse teaching resources, -contribute to discourse during class, -provide samples of their work. Only then (!) will they qualify to sit an end-of-term test ON CAMPUS !!! (written assessment / Klausur) taking place on 2nd February 2026. Starting out with a collection of topics currently "trending" in ELT, we shall focus on the most obvious innovation, namely the use of AI in foreign language teaching. Other issues such as inter- and transcultural learning will be connected to material design based on examples from worksheets and test papers. The diminishing signifance of the native speaker ideal will be contrasted with the idea of English as Lingua Franca (ELF) as part of a strategy towards more inclusive FL classrooms. In keeping with a framework of critical language teaching, representation in textbooks and heteronormativity will be explored based on examples from classroom practice. Finally, mental health and resilience as traits to foster in language learners will be critically examined, especially with regard to selected teaching materials from up to date journals. Opportunities positive psychology offers in this context will be examined. Assessment issues: As part of displaying "active participation", participants are expected to -attend regularly, -study academic texts from established journals, e.g. ELT or TESOL, or book chapters, -analyse teaching resources, -contribute to discourse during class, -provide samples of their work. Only then (!) will they qualify to sit an end-of-term test ON CAMPUS !!! (written assessment / Klausur) taking place on 2nd February 2026. 		Seminar 2 Dr. Sylke Bakker
  • Master of Education
  • Bachelor
3.02.302 KO Research Colloquium in Language Use, Variation and Change Monday: 10:00 - 12:00, weekly (from 13/10/25)
Description:
Colloquium 2 Prof. Dr. Ronald Geluykens
  • Master of Education
  • Bachelor
  • Master
3.02.100 Ü Spoken English: Food, glorious food Monday: 14:00 - 16:00, weekly (from 13/10/25)
Description:
Exercises 2 Lauren Freede
  • Master of Education
  • Bachelor
3.02.306 DS Directed Studies The course times are not decided yet.
Description:
Colloquium - Dr. Christian Lassen
  • Master of Education
  • Bachelor
  • Master
3.02.500 Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch (LIP) Friday: 08:00 - 10:00, weekly (from 17/10/25)
Description:
Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. 		Exercises 2 Dr. Christian Kramer, he/him
Verena Weustermann
  • Master of Education
3.02.980 S Reading Margaret Atwood's The Handmaid's Tale Tuesday: 14:00 - 16:00, weekly (from 14/10/25)
Description:
In this course, we will study the dystopian novel The Handmaid’s Tale (1985) by Canadian author Margaret Atwood, focusing on the generic traditions of utopia and dystopia in particular, or what Atwood herself calls “ustopia”. We will, therefore, begin by studying two literary predecessors of the genre for a better understanding of Atwood’s postmodern and imaginative play with the genres' literary conventions and intellectual problems: Thomas More’s Utopia (1516) and George Orwell’s Nineteen Eighty-Four (1949). One major aim of the course is to craft handouts for these literary predecessors that include specific repertoires of themes, motifs, and situations that different generations of artists in diverse cultures combine in ever new ways and contexts at different historical junctures. Indeed, students will create handouts much like the well-known handouts that the introductory classes to literary and cultural studies use, only that this time the students will work on the contents of these handouts themselves. Once we have completed this useful task, we will turn to Atwood’s Gilead and Offred’s—the protagonist's—experience of its claustrophobia, misogyny, and terror. Please purchase and read: Thomas More’s Utopia (1516) [Oxford UP edition by Susan Bruce, Three Early Modern Utopias, ISBN 0-19-283885-7; either the book or the EBook version] George Orwell’s Nineteen Eighty-Four (1949) [Penguin edition, ISBN 978-0241416419; either the book or the EBook version] Margaret Atwood, The Handmaid’s Tale (1985) [no specific version is required here]. In this course, we will study the dystopian novel The Handmaid’s Tale (1985) by Canadian author Margaret Atwood, focusing on the generic traditions of utopia and dystopia in particular, or what Atwood herself calls “ustopia”. We will, therefore, begin by studying two literary predecessors of the genre for a better understanding of Atwood’s postmodern and imaginative play with the genres' literary conventions and intellectual problems: Thomas More’s Utopia (1516) and George Orwell’s Nineteen Eighty-Four (1949). One major aim of the course is to craft handouts for these literary predecessors that include specific repertoires of themes, motifs, and situations that different generations of artists in diverse cultures combine in ever new ways and contexts at different historical junctures. Indeed, students will create handouts much like the well-known handouts that the introductory classes to literary and cultural studies use, only that this time the students will work on the contents of these handouts themselves. Once we have completed this useful task, we will turn to Atwood’s Gilead and Offred’s—the protagonist's—experience of its claustrophobia, misogyny, and terror. Please purchase and read: Thomas More’s Utopia (1516) [Oxford UP edition by Susan Bruce, Three Early Modern Utopias, ISBN 0-19-283885-7; either the book or the EBook version] George Orwell’s Nineteen Eighty-Four (1949) [Penguin edition, ISBN 978-0241416419; either the book or the EBook version] Margaret Atwood, The Handmaid’s Tale (1985) [no specific version is required here]. 		Seminar 2 Priv.-Doz. Dr. Michaela Keck
  • Master of Education
  • Master
3.02.510 Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym) Dates on Tuesday, 10.02.2026, Wednesday, 18.02.2026, Tuesday, 24.02.2026, Thursday, 05.03.2026, Monday, 09.03.2026, Wednesday, 18.03.2026 17:00 - 18:00
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
3.02.022 Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 10:00 - 12:00, weekly (from 14/10/25)
Description:
Exercises 2 Nils Rademacher
  • Bachelor
3.02.051 SÜ Introduction to the Critical and Scholarly Discussion of Literature Wednesday: 14:00 - 16:00, weekly (from 15/10/25)
Description:
Exercises 2 Elliot Douglas
  • Bachelor
3.02.161 S Lexical Semantics and the Mental Lexicon Monday: 16:00 - 18:00, weekly (from 13/10/25)
Description:
Seminar 2 Moss Yael Bohrer, (keine Pronomen / they)
  • Master of Education
  • Bachelor
3.02.140 S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Tuesday: 16:00 - 18:00, weekly (from 14/10/25)
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 Priv.-Doz. Dr. Michaela Keck
  • Master of Education
  • Bachelor
3.02.305 KO New Research in American Literary and Cultural Studies Wednesday: 08:00 - 10:00, weekly (from 15/10/25)
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
  • Master of Education
  • Bachelor
  • Master
3.02.970 S From Things Fall Apart to Freshwater: Spirit Children in Anglophone Nigerian Writing Tuesday: 14:00 - 16:00, weekly (from 14/10/25)
Description:
Objectives In the course of this seminar, you will - read some very well-known Anglophone Nigerian texts and reflect on their place in the field of postcolonial literatures. - encounter the history of Anglophone Nigerian writing via the motif of spirit children. - hone your close reading skills. - engage with secondary literature. - practise your presentation skills. - develop individual research questions related to the seminar’s topic. Please borrow or purchase and read these novels in the following editions (all of which will be made available in the Seminarapparat): • Chinua Achebe [1958]. Things Fall Apart. London: Penguin, 2006. [ISBN ‎ 9780141023380] • Ben Okri [1991]. The Famished Road. London: Vintage, 2021. [ISBN 9781529114911] • Akwaeke Emezi [2018]. Freshwater. London: Faber & Faber, 2019. [ISBN 9780571345403] Shorter texts (for instance a poem by Wole Soyinka) and secondary literature will be shared on Stud.IP. Objectives In the course of this seminar, you will - read some very well-known Anglophone Nigerian texts and reflect on their place in the field of postcolonial literatures. - encounter the history of Anglophone Nigerian writing via the motif of spirit children. - hone your close reading skills. - engage with secondary literature. - practise your presentation skills. - develop individual research questions related to the seminar’s topic. Please borrow or purchase and read these novels in the following editions (all of which will be made available in the Seminarapparat): • Chinua Achebe [1958]. Things Fall Apart. London: Penguin, 2006. [ISBN ‎ 9780141023380] • Ben Okri [1991]. The Famished Road. London: Vintage, 2021. [ISBN 9781529114911] • Akwaeke Emezi [2018]. Freshwater. London: Faber & Faber, 2019. [ISBN 9780571345403] Shorter texts (for instance a poem by Wole Soyinka) and secondary literature will be shared on Stud.IP. 		Seminar 2 Prof. Dr. Julia Wurr
  • Master of Education
  • Master
  • Bachelor
3.02.480 S Trends and Innovations in ELT Tuesday: 12:00 - 14:00, weekly (from 14/10/25)
Description:
Please note that places on this course are subject to availabilty. While students who already have a bachelor`s degree receive top priority, undergraduate students may not be considered. If you have not submitted your bachelor`s thesis yet and hope to gain credit points for your Master`s course prior to receiving your degree, you are only invited if there are enough places left. COURSE DESCRIPTION Looking at recent editions of ELT journals, a number of "trending" topics becomes apparent. Unsurprisingly, the productive use of AI in ELT contexts dominates the picture. Hence, this class is going to focus on aspects of different ELF-related skills such as reading and listening but also writing and speaking in the digital classroom. Besides, multimodalitity and blended learning are taken into consideration. Another set of relevant topics is connected to the increasingly diverse and multilingual setting of ELT. Plurilingualism and English as Lingua Franca are covered against the backdrop of issues of social justice ("language of hope and advocacy"). When rethinking language learning and teaching, 21st Century Skills and Critical Thinking Skills as well as the general concept of inclusivity come to mind. All the aspects mentioned above will be explored by looking at relevant research from established authorities and developing and assessing teaching materials and lesson plans. Participants are expected to sharpen their analytical skills by critically assessing materials against the backdrop of a sound foundation of ELT principles. Participants are required to be extremely familiar with Prof. Gehring`s (or Prof. Surkamp`s) textbook on ELT ("Fachdidaktik Englisch", "Teaching English"). Coursework comprises different samples of work as part of a comprehensive portfolio. Higher order thinking skills are at the centre of what participants are expected to display. Students are required to archive chat logs associated with their coursework. If necessary, the lecturer can review these logs to assess whether students engaged critically and thoughtfully with AI tools. Credit is only awarded for AI-assisted submissions when the AI-footnote or chat log(s) demonstrate that students thoroughly reviewed and refined the AI-generated content, showing meaningful interaction with the tools and oversight of every word. Please note that places on this course are subject to availabilty. While students who already have a bachelor`s degree receive top priority, undergraduate students may not be considered. If you have not submitted your bachelor`s thesis yet and hope to gain credit points for your Master`s course prior to receiving your degree, you are only invited if there are enough places left. COURSE DESCRIPTION Looking at recent editions of ELT journals, a number of "trending" topics becomes apparent. Unsurprisingly, the productive use of AI in ELT contexts dominates the picture. Hence, this class is going to focus on aspects of different ELF-related skills such as reading and listening but also writing and speaking in the digital classroom. Besides, multimodalitity and blended learning are taken into consideration. Another set of relevant topics is connected to the increasingly diverse and multilingual setting of ELT. Plurilingualism and English as Lingua Franca are covered against the backdrop of issues of social justice ("language of hope and advocacy"). When rethinking language learning and teaching, 21st Century Skills and Critical Thinking Skills as well as the general concept of inclusivity come to mind. All the aspects mentioned above will be explored by looking at relevant research from established authorities and developing and assessing teaching materials and lesson plans. Participants are expected to sharpen their analytical skills by critically assessing materials against the backdrop of a sound foundation of ELT principles. Participants are required to be extremely familiar with Prof. Gehring`s (or Prof. Surkamp`s) textbook on ELT ("Fachdidaktik Englisch", "Teaching English"). Coursework comprises different samples of work as part of a comprehensive portfolio. Higher order thinking skills are at the centre of what participants are expected to display. Students are required to archive chat logs associated with their coursework. If necessary, the lecturer can review these logs to assess whether students engaged critically and thoughtfully with AI tools. Credit is only awarded for AI-assisted submissions when the AI-footnote or chat log(s) demonstrate that students thoroughly reviewed and refined the AI-generated content, showing meaningful interaction with the tools and oversight of every word. 		Seminar 2 Dr. Sylke Bakker
  • Master of Education
3.02.063 TUT Introduction to Literary and Cultural Studies I Dates on Wednesday, 12.11.2025, Wednesday, 10.12.2025, Wednesday, 17.12.2025, Wednesday, 14.01.2026 08:00 - 10:00
Description:
Tutorial - Lea Christina Behrens
  • Bachelor
3.02.035 TUT Introduction to Linguistics and the English Language Part 1 Tuesday: 18:00 - 20:00, weekly (from 14/10/25)
Description:
Tutorial 2 Lara-Sophie Müller
  • Bachelor
3.02.170 S Patterns of Language Change Wednesday: 14:00 - 16:00, weekly (from 15/10/25)
Description:
Seminar 2 Nils Rademacher
  • Master of Education
  • Bachelor
3.02.602 Ü Begleitveranstaltung für TutorInnen der Anglistik/ Amerikanistik: Fachdidaktik The course times are not decided yet.
Description:
miscellaneous - Dr. Christian Kramer, he/him
  • Master
  • Bachelor
3.02.029 Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 08:00 - 10:00, weekly (from 04/11/25)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.120 S Leviathan Recast: Moby-Dick and Adaptation Thursday: 14:00 - 16:00, weekly (from 16/10/25)
Description:
Herman Melville’s Moby-Dick (1851) occupies a singular position in the American literary canon. In conjunction with the politics and aesthetics through which such canonization takes place, it is a novel that has been adapted in and for non-literary media multiple times. This seminar inquires into the adaptive proliferation of the novel’s narrative across media. This proliferation correlates with the given characters’ adaptation to their distinct environments – their adaptability – both in terms of form and in terms of content. Participants of the seminar will first engage in a close reading of the novel’s text, against the literary and cultural backdrop of its time. Secondly, Leviathan Recast will consider a number of audiovisual adaptations of that text, including the adventure movie Moby-Dick (Huston, 1956), Bill Sienkiewicz’s graphic novel Moby-Dick (1990), Mastodon’s concept album Leviathan (2004), and the 2012 documentary Leviathan (Lucien Castaing-Taylor and Véréna Paravel, 2012). Each participant will focus on one particular adaptation to conduct research on the way in which Melville’s novel gets recast in literary and audiovisual terms, while examining the social, cultural, and ecological issues that adaptation itself affords. Given the scope and complexity of Moby-Dick, participants should purchase and start reading the novel as soon as possible; no particular edition is required. All other textual materials will be provided at the beginning of the semester. Herman Melville’s Moby-Dick (1851) occupies a singular position in the American literary canon. In conjunction with the politics and aesthetics through which such canonization takes place, it is a novel that has been adapted in and for non-literary media multiple times. This seminar inquires into the adaptive proliferation of the novel’s narrative across media. This proliferation correlates with the given characters’ adaptation to their distinct environments – their adaptability – both in terms of form and in terms of content. Participants of the seminar will first engage in a close reading of the novel’s text, against the literary and cultural backdrop of its time. Secondly, Leviathan Recast will consider a number of audiovisual adaptations of that text, including the adventure movie Moby-Dick (Huston, 1956), Bill Sienkiewicz’s graphic novel Moby-Dick (1990), Mastodon’s concept album Leviathan (2004), and the 2012 documentary Leviathan (Lucien Castaing-Taylor and Véréna Paravel, 2012). Each participant will focus on one particular adaptation to conduct research on the way in which Melville’s novel gets recast in literary and audiovisual terms, while examining the social, cultural, and ecological issues that adaptation itself affords. Given the scope and complexity of Moby-Dick, participants should purchase and start reading the novel as soon as possible; no particular edition is required. All other textual materials will be provided at the beginning of the semester. 		Seminar 2 Dr. phil. Julius Greve
  • Master of Education
  • Bachelor
3.02.141 S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Tuesday: 14:00 - 16:00, weekly (from 14/10/25)
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. Martin Butler
Johanna Loos
  • Master of Education
  • Bachelor
3.02.104 Ü Spoken English: Social Issues in North America Thursday: 12:00 - 14:00, weekly (from 16/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Bachelor
3.02.996 S Literary Theory for MA Students: Taking Narrative Theory beyond Literary Studies Wednesday: 18:00 - 20:00, fortnightly (from 22/10/25)
Description:
In recent years, ‘Narrative’ has become a buzz word far beyond literary studies. Many disciplines in the humanities have taken a ‘narrative turn’, and many public debates have revolved around the rise or the rejection of certain ‘narratives.’ But to date, we still seem to be lacking established conceptions for the description and analysis of these diverse kinds of narrative. The field of narratology has produced theoretical approaches and descriptive tools to literary narrative that are familiar to all students of literature today. But a “universal narratology” remains one of the unfinished projects in the theory of narrative. Since the turn of the twenty-first century, a number of proposals has been made in the fields of literary studies and philosophy about how to approach ‘non-literary narratives’. This course will focus on narratives outside the confines of literature. It has a professionalising dimension, since current students may come to work in areas where they encounter ‘non-literary’ narratives, which may be relevant in various forms to their future work settings. The course began approaching this topic in the previous semester, but will be open to new participants. We will recapitulate the recent attempts to theorise and develop analytical toolkits for “factual narratives” as well as our preliminary ideas about how to modify the institute’s ‘narratology handout’ in order to make it work also for non-literary narratives. We will then turn to discuss practical examples. The course will have a total of seven meetings. The course plan will be agreed in the first meeting. I will make suggestions as well as invite suggestions and ideas from the participants. The course should be driven by the specific interests that participants bring to it. The course is open to individual ways of obtaining credits proportional to the type and scope of students’ contributions (generally 3 KP, as part of one of the suitable MA modules; options for BA credits also exist, but unfortunately not within the M.Ed. programmes). Relevant materials will be made available in Stud.IP. In recent years, ‘Narrative’ has become a buzz word far beyond literary studies. Many disciplines in the humanities have taken a ‘narrative turn’, and many public debates have revolved around the rise or the rejection of certain ‘narratives.’ But to date, we still seem to be lacking established conceptions for the description and analysis of these diverse kinds of narrative. The field of narratology has produced theoretical approaches and descriptive tools to literary narrative that are familiar to all students of literature today. But a “universal narratology” remains one of the unfinished projects in the theory of narrative. Since the turn of the twenty-first century, a number of proposals has been made in the fields of literary studies and philosophy about how to approach ‘non-literary narratives’. This course will focus on narratives outside the confines of literature. It has a professionalising dimension, since current students may come to work in areas where they encounter ‘non-literary’ narratives, which may be relevant in various forms to their future work settings. The course began approaching this topic in the previous semester, but will be open to new participants. We will recapitulate the recent attempts to theorise and develop analytical toolkits for “factual narratives” as well as our preliminary ideas about how to modify the institute’s ‘narratology handout’ in order to make it work also for non-literary narratives. We will then turn to discuss practical examples. The course will have a total of seven meetings. The course plan will be agreed in the first meeting. I will make suggestions as well as invite suggestions and ideas from the participants. The course should be driven by the specific interests that participants bring to it. The course is open to individual ways of obtaining credits proportional to the type and scope of students’ contributions (generally 3 KP, as part of one of the suitable MA modules; options for BA credits also exist, but unfortunately not within the M.Ed. programmes). Relevant materials will be made available in Stud.IP. 		Exercises 1 Prof. Dr. Anton Kirchhofer
  • Master
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
  • Master
  • Bachelor
3.02.025 Ü Introduction to Linguistics and the English Language Part 1 Monday: 10:00 - 12:00, weekly (from 03/11/25)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.502 Ü Vorbereitung auf das Fachpraktikum Englisch (Gym) Monday: 14:00 - 16:00, weekly (from 13/10/25), Location: A01 0-009, V03 0-D002
Description:
Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2015 / 2018) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2015 / 2018) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. 		Exercises 2 Dr. Sylke Bakker
  • Erweiterungsfach
  • Master of Education
3.02.045 SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 08:00 - 10:00, weekly (from 16/10/25)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.072 Ü Introduction to Integrated Language Studies (B) Thursday: 14:00 - 16:00, weekly (from 16/10/25)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.171 S Old English Monday: 18:00 - 20:00, weekly (from 13/10/25)
Description:
How can we convey meaning to a hearer successfully? How can a hearer understand what a speaker means? This course aims to provide the students with a holistic understanding of the differences between meaning in and out of context. Therefore, we are going to investigate the elusive line between semantics and pragmatics. Although this course introduces pragmatic theories, it nevertheless relies on practical examples of spoken language to show which areas of natural language these theories describe. In other words: The theories introduced in this course are all applicable to communicative situations we all are familiar with. How can we convey meaning to a hearer successfully? How can a hearer understand what a speaker means? This course aims to provide the students with a holistic understanding of the differences between meaning in and out of context. Therefore, we are going to investigate the elusive line between semantics and pragmatics. Although this course introduces pragmatic theories, it nevertheless relies on practical examples of spoken language to show which areas of natural language these theories describe. In other words: The theories introduced in this course are all applicable to communicative situations we all are familiar with. 		Seminar 2 Moss Yael Bohrer, (keine Pronomen / they)
  • Master of Education
  • 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
3.02.160 S English Morphology: Theoretical and Experimental Approaches Tuesday: 08:00 - 10:00, weekly (from 14/10/25)
Dates on Tuesday, 03.02.2026 08:00 - 10:00
Description:
Seminar 2 Leah Klußmann
  • Master of Education
  • Bachelor
3.02.020 V Introduction to Linguistics and the English Language Part 1 Wednesday: 10:00 - 12:00, weekly (from 22/10/25)
Description:
Lecture 2 Prof. Dr. Marcel Schlechtweg
  • Bachelor
3.02.997 S Navigating English Studies The course times are not decided yet.
Description:
Seminar - Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.102 Ü Spoken English: British pop music and politics Tuesday: 14:00 - 16:00, weekly (from 14/10/25)
Description:
Exercises 2 Dr. David William West
  • Master of Education
  • Bachelor
3.02.026 Ü Introduction to Linguistics and the English Language Part 1 Monday: 12:00 - 14:00, weekly (from 03/11/25)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.058 TUT Introduction to Literary and Cultural Studies I Dates on Thursday, 13.11.2025, Thursday, 11.12.2025, Thursday, 18.12.2025, Thursday, 15.01.2026 18:00 - 20:00
Description:
Tutorial - Paul Hasdenteufel
  • Bachelor
3.02.103 Ü Spoken English: British pop music and politics Tuesday: 16:00 - 18:00, weekly (from 14/10/25)
Description:
Exercises 2 Dr. David William West
  • Master of Education
  • Bachelor
3.02.105 Ü Spoken English: Social Issues in North America Thursday: 14:00 - 16:00, weekly (from 16/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Bachelor
3.02.110 Ü Written English: Reimagining Education (TUE 10-12) Tuesday: 10:00 - 12:00, weekly (from 14/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Bachelor
3.02.101 Ü Spoken English: Urban Life (WED 10 - 12, A06) Wednesday: 10:00 - 12:00, weekly (from 15/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Bachelor
3.02.032 Ü Repetitorium: Introduction to Linguistics and the English Language Part 1 Tuesday: 16:00 - 18:00, weekly (from 14/10/25)
Description:
The revision courses ("Repetitorium") in the linguistics introductory module are optional teaching sessions and do not count as a regular exercise sessions ("Übung"). In order to get credit points for the module, students need to participate in one of the regular exercise sessions (3.02.021 - 3.02.029). The revision courses are meant to give students the opportunity to ask questions about or discuss in more detail the content covered in the lecture and the regular exercise sessions. The revision courses ("Repetitorium") in the linguistics introductory module are optional teaching sessions and do not count as a regular exercise sessions ("Übung"). In order to get credit points for the module, students need to participate in one of the regular exercise sessions (3.02.021 - 3.02.029). The revision courses are meant to give students the opportunity to ask questions about or discuss in more detail the content covered in the lecture and the regular exercise sessions. 		Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.001 V Principles of Language Teaching and Learning Part I Wednesday: 08:00 - 10:00, weekly (from 15/10/25)
Description:
Lecture 2 Dr. Christian Kramer, he/him
Dr. Sylke Bakker
  • Master of Education
  • Bachelor
3.02.112 Ü Written English: Freedom in the American Imagination Monday: 08:00 - 10:00, weekly (from 13/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Bachelor
3.02.055 Ü Repetitorium: Introduction to the Critical and Scholarly Discussion of Literature Friday: 14:00 - 16:00, weekly (from 17/10/25)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.210 Informationen zum Kombinationsmodul The course times are not decided yet.
Description:
miscellaneous - in Bearbeitung
  • Master of Education
  • Bachelor
3.02.400 Ü English for Educational Purposes: Writing in the Classroom Monday: 12:00 - 14:00, weekly (from 13/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Master
3.02.040 V Introduction to Literary History and Textual Analysis Thursday: 12:00 - 14:00, weekly (from 16/10/25), Location: A11 1-101 (Hörsaal B)
Dates on Thursday, 29.01.2026 12:00 - 14:00, Location: V03 0-C002
Description:
Lecture 2 Prof. Dr. Anton Kirchhofer
  • Bachelor
3.02.078 Ü Introduction to Integrated Language Studies Tuesday: 08:00 - 10:00, weekly (from 14/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.951 S Typical and atypical language development Friday: 10:00 - 12:00, weekly (from 17/10/25)
Description:
This class deals with the typical and atypical development of more than one language in the broad sense, from birth or successively. Since bilinguals seldom use their languages in a balanced way, different dominance patterns arise and change over the lifespan, including the forgetting of the first language, referred to as language attrition - a phenomenon which is viewed as related to the acquisition of an L2. We will look at various developmental settings, different language phenomena and consider the impact of cross-linguistic differences on attrition and acquisition. By the end of the term students will be able to give an elaborate description of the phenomena of bilingualism in question and the factors of influence involved. This class deals with the typical and atypical development of more than one language in the broad sense, from birth or successively. Since bilinguals seldom use their languages in a balanced way, different dominance patterns arise and change over the lifespan, including the forgetting of the first language, referred to as language attrition - a phenomenon which is viewed as related to the acquisition of an L2. We will look at various developmental settings, different language phenomena and consider the impact of cross-linguistic differences on attrition and acquisition. By the end of the term students will be able to give an elaborate description of the phenomena of bilingualism in question and the factors of influence involved. 		Seminar 2 Dr. phil. Dobrinka Genevska-Hanke
  • Master of Education
  • Master
3.02.505 Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP) Thursday: 12:00 - 14:00, weekly (from 16/10/25)
Description:
Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. 		Exercises 2 Dr. Christian Kramer, he/him
  • Master of Education
3.02.043 SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 10:00 - 12:00, weekly (from 16/10/25)
Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.036 TUT Introduction to Linguistics and the English Language Part 1 Thursday: 08:00 - 10:00, weekly (from 16/10/25)
Description:
Tutorial 2 Finn Meyer
  • Bachelor
3.02.150 S The Post-Apocalyptic American City Wednesday: 16:00 - 18:00, weekly (from 15/10/25)
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. Walaa Said
  • Master of Education
  • 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
3.02.114 Ü Written English: Writing about Adolescence Wednesday: 14:00 - 16:00, weekly (from 15/10/25)
Description:
Exercises 2 Dr. David William West
  • Master of Education
  • Bachelor
3.02.033 TUT Introduction to Linguistics and the English Language Part 1 Tuesday: 18:00 - 20:00, weekly (from 14/10/25)
Description:
Tutorial 2 Amelie Wilczek
  • Bachelor
3.02.403 Ü English for Educational Purposes: Error Correction Wednesday: 10:00 - 12:00, weekly (from 15/10/25)
Description:
Exercises 2 Lauren Freede
  • Master of Education
  • Master
3.02.482 S Teaching Literature in the EFL Classroom Tuesday: 10:00 - 12:00, weekly (from 14/10/25)
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
3.02.005 TUT Principles of Language Teaching and Learning Part I Monday: 08:00 - 10:00, weekly (from 13/10/25)
Description:
Tutorial 2 Malte Björn Peick
  • Master of Education
  • Bachelor
3.02.111 Ü Written English: Reimagining Education Friday: 12:00 - 14:00, weekly (from 17/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Bachelor
3.02.308 KO Anglistisches-Amerikanistisches Forschungskolloquium Thursday: 16:00 - 18:00, weekly (from 16/10/25)
Description:
Colloquium - Prof. Dr. Martin Butler
Prof. Dr. Anton Kirchhofer
  • Master
3.02.027 Ü Introduction to Linguistics and the English Language Part 1 Monday: 14:00 - 16:00, weekly (from 03/11/25)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.083 Informationen zum Basismodul ang080 Monday: 09:00 - 10:00, weekly (from 27/10/25), Resource blocks
Description:
miscellaneous - Lauren Freede
Dylan Rhea Rush
Dr. David William West
Inga Zalyevska
  • Bachelor
3.02.317 DS Directed Studies The course times are not decided yet.
Description:
miscellaneous - Dr. phil. Julius Greve
  • Master of Education
  • Bachelor
  • Master
3.02.079 Ü Introduction to Integrated Language Studies Tuesday: 10:00 - 12:00, weekly (from 14/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.003 Review: Principles of Language Teaching and Learning Part I Wednesday: 12:00 - 14:00, weekly (from 15/10/25)
Description:
Exercises 2 Dr. Christian Kramer, he/him
  • Master of Education
  • Bachelor
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 informiert über die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule). Studierenden der entsprechenden Masterstudiengänge wird empfohlen sich in dem Semester eintragen, in dem Sie das Modul belegen. Diese Stud.IP Veranstaltung informiert über die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule). Studierenden der entsprechenden Masterstudiengänge wird empfohlen sich in dem Semester eintragen, in dem Sie das Modul belegen. 		miscellaneous - Dr. Christian Kramer, he/him
  • Master of Education
3.02.998 S Multiple Imaginations: Germany's Pasts and Presents Part 1: Colonialism and Migration Dates on Friday, 05.12.2025 16:00 - 20:00, Saturday, 13.12.2025 - Sunday, 14.12.2025 10:00 - 19:00
Description:
In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. 		Seminar - in Bearbeitung
Dr. Tobias Linnemann
Dr. Sunday Omwenyeke
  • Master
3.02.312 KO Postcolonial Studies: Theories, Literatures and Media Tuesday: 12:00 - 14:00, weekly (from 14/10/25)
Description:
This course is designed to support your research and writing process when you are about to begin writing – or are in the midst of writing – your BA, MA or doctoral thesis; it will help you develop your ideas into a systematic research project as well as gain a more profound knowledge of postcolonial theories and concepts. In order to facilitate a writing process in which you do not only acquire expertise in the topic of your thesis, but in which you also enhance your writing skills as well as your knowledge in the field of postcolonial studies more generally, we will focus on practical matters first (such as how to prepare a research proposal and how to structure your writing process). Then, we will read up on and discuss those postcolonial theories, concepts and approaches which are the most useful for the research projects in our group. After this, each of you will have an entire session to present and discuss your research project and/or a draft chapter in order to further refine your research design. This course is designed to support your research and writing process when you are about to begin writing – or are in the midst of writing – your BA, MA or doctoral thesis; it will help you develop your ideas into a systematic research project as well as gain a more profound knowledge of postcolonial theories and concepts. In order to facilitate a writing process in which you do not only acquire expertise in the topic of your thesis, but in which you also enhance your writing skills as well as your knowledge in the field of postcolonial studies more generally, we will focus on practical matters first (such as how to prepare a research proposal and how to structure your writing process). Then, we will read up on and discuss those postcolonial theories, concepts and approaches which are the most useful for the research projects in our group. After this, each of you will have an entire session to present and discuss your research project and/or a draft chapter in order to further refine your research design. 		Colloquium 2 Prof. Dr. Julia Wurr
  • Master of Education
  • Bachelor
  • Master
3.02.316 KO Research Colloquium in English Linguistics Friday: 08:00 - 10:00, weekly (from 17/10/25)
Description:
Colloquium - Dr. phil. Dobrinka Genevska-Hanke
  • Master of Education
  • Bachelor
  • Master
3.02.021 Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 08:00 - 10:00, weekly (from 04/11/25)
Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.004 TUT Principles of Language Teaching and Learning Part I Tuesday: 18:00 - 20:00, weekly (from 14/10/25)
Description:
Tutorial - Sara Middendorf
  • Master of Education
  • Bachelor
3.02.220 Screening Europe: Representations of Europe in US-American Film and TV Dates on Friday, 28.11.2025 16:00 - 18:00, Friday, 12.12.2025 14:00 - 19:00, Monday, 09.02.2026 - Wednesday, 11.02.2026 09:00 - 14:00, Location: A01 0-009, A01 0-007, A01 0-010 b
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
  • Master of Education
  • Bachelor
3.02.202 S Diversity meets Artificial Intelligence in the inclusive EFL classroom (LA) Dates on Friday, 17.10.2025 - Saturday, 18.10.2025, Friday, 24.10.2025 09:00 - 16:00, Saturday, 25.10.2025 09:00 - 12:00, Saturday, 20.12.2025, Saturday, 31.01.2026 10:00 - 12:00, Location: V02 0-002, A01 0-009, A01 0-010 b (+1 more)
Description:
Description: Although there have never been homogeneous learner groups, teachers are nowadays confronted with an increasing diversity in the EFL classroom. Students with special needs, such as learning difficulties, mental health issues or specific (mental or physical) disabilities are as much a part of modern EFL classrooms as students with a different L1 than German or diverse socio-cultural backgrounds. This fact calls for more individualization and differentiation. In this realm, Artificial Intelligence (AI) has emerged as a useful technology with a high potential in addressing learner diversity in the EFL classroom as AI technologies enable inclusive and learner-centered EFL environments by providing helpful tools for lesson planning and assisting students. This seminar starts with exploring what inclusion actually means, continues with looking at different diversity dimensions and their influence on language learning and ends with discussing and trying out diverse concepts for a diversity-sensitive EFL classroom (e.g., “Diklusion”, UDL, AI- Tools …). Learning objectives: 1.Acquisition of basic knowledge on the topic of inclusion in the EFL classroom 2.(Critical) Analysis of multiple diversity dimensions and their significance for EFL teachers 3.Planning diversity-sensitive EFL lessons with UDL and AI tools Active Participation and Exam: Aktive Teilnahme: Active participation in this seminar means that you actively participate in the plenary discussions (which requires your presence), present your results on reading assignments and give a short presentation on one diversity dimension in small groups. Prüfungsleistung: Exam (120 minutes) Description: Although there have never been homogeneous learner groups, teachers are nowadays confronted with an increasing diversity in the EFL classroom. Students with special needs, such as learning difficulties, mental health issues or specific (mental or physical) disabilities are as much a part of modern EFL classrooms as students with a different L1 than German or diverse socio-cultural backgrounds. This fact calls for more individualization and differentiation. In this realm, Artificial Intelligence (AI) has emerged as a useful technology with a high potential in addressing learner diversity in the EFL classroom as AI technologies enable inclusive and learner-centered EFL environments by providing helpful tools for lesson planning and assisting students. This seminar starts with exploring what inclusion actually means, continues with looking at different diversity dimensions and their influence on language learning and ends with discussing and trying out diverse concepts for a diversity-sensitive EFL classroom (e.g., “Diklusion”, UDL, AI- Tools …). Learning objectives: 1.Acquisition of basic knowledge on the topic of inclusion in the EFL classroom 2.(Critical) Analysis of multiple diversity dimensions and their significance for EFL teachers 3.Planning diversity-sensitive EFL lessons with UDL and AI tools Active Participation and Exam: Aktive Teilnahme: Active participation in this seminar means that you actively participate in the plenary discussions (which requires your presence), present your results on reading assignments and give a short presentation on one diversity dimension in small groups. Prüfungsleistung: Exam (120 minutes) 		Seminar - Dr. Jana Oldendörp
  • Master of Education
  • Bachelor
3.02.070 Ü Introduction to Integrated Language Studies (A) Monday: 16:00 - 18:00, weekly (from 13/10/25)
Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.075 Ü Introduction to Integrated Language Studies THUR 10 - 12 A04 411 Thursday: 10:00 - 12:00, weekly (from 16/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.034 TUT Introduction to Linguistics and the English Language Part 1 Thursday: 08:00 - 10:00, weekly (from 06/11/25)
Description:
Tutorial 2 Nai Alscheikh Almukadam
  • Bachelor
3.02.044 SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 10:00 - 12:00, weekly (from 17/10/25), Location: A14 0-031, V03 0-D003
Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.309 DS Directed Studies The course times are not decided yet.
Description:
Colloquium - Dr. Ilka Flöck, she/ her
  • Master of Education
  • Bachelor
  • Master
3.02.131 S Apartheid and After: Narratives of Violence and Imagined Futures Wednesday: 14:00 - 16:00, weekly (from 15/10/25)
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
  • Master of Education
  • Bachelor
3.02.057 TUT Introduction to Literary and Cultural Studies I Dates on Wednesday, 12.11.2025, Wednesday, 10.12.2025, Wednesday, 17.12.2025, Wednesday, 14.01.2026 18:00 - 20:00
Description:
Tutorial - Paul Hasdenteufel
  • Bachelor
3.02.315 KO Doing Research in Didactics/Begleitung und Nachbereitung Projektband (GHR300) im Fach Englisch Thursday: 08:00 - 10:00, weekly (from 16/10/25)
Description:
Colloquium 2 Dr. Christian Kramer, he/him
  • Master of Education
  • Bachelor
3.02.481 S Teaching Advanced EFL Students Monday: 10:00 - 12:00, weekly (from 13/10/25)
Description:
Please note that places on this course are subject to availabilty. While students who already have a bachelor`s degree receive top priority, undergraduate students may not be considered. If you have not submitted your bachelor`s thesis yet and hope to gain credit points for your Master`s course prior to receiving your degree, you are only invited if there are enough places left. Even if the IT system initially offers you a spot, your name can be removed if you fail to meet the requirements. COURSE 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 dvelopments since the Pandemic, opportunities and limits of digital EFL teaching will be examined. It goes without saying that AI needs to be put under close scrutiny when it comes to employing it in ELT contexts. 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!!!) assessments and the essay comprise said portfolio so that participants will receive their grade by the end of term. Please note that places on this course are subject to availabilty. While students who already have a bachelor`s degree receive top priority, undergraduate students may not be considered. If you have not submitted your bachelor`s thesis yet and hope to gain credit points for your Master`s course prior to receiving your degree, you are only invited if there are enough places left. Even if the IT system initially offers you a spot, your name can be removed if you fail to meet the requirements. COURSE 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 dvelopments since the Pandemic, opportunities and limits of digital EFL teaching will be examined. It goes without saying that AI needs to be put under close scrutiny when it comes to employing it in ELT contexts. 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!!!) assessments 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
3.02.971 S The English Novel and the Global Imagination, 1680 - 1730 Wednesday: 10:00 - 12:00, weekly (from 15/10/25)
Description:
Around 1700, the United Kingdom undertook to form itself into a nation; English fiction began to develop the forms that would become part of the long-established canons of the English novel; and while Britain was by no means as yet an 'Empire', a global British presence was beginning to become perceptible. Late seventeenth and early eighteenth century English fiction is also affected and informed by this global imagination, and in very different ways. Our seminar will examine three outstanding and very different examples from this period: Aphra Behn, Oroonoko (1688), Daniel Defoe, Robinson Crusoe (1719), and Jonathan Swift, Gulliver's Travels (1726/28). Students should purchase the following editions, which are the editions we will use in the seminar: Aphra Behn, Oroonoko, The Rover, and other Works. Ed. Janet Todd. Penguin Classics, 1993. Daniel Defoe, Robinson Crusoe. Ed. Tom Keymer. Oxford World’s Classics, 2008. Jonathan Swift, Gulliver's Travels. Ed. Claude Rawson and Ian Higgins. Oxford World’s Classics, 2008. Credit for ang971 and 972 is based on an oral input and a shorter term paper (Referat mit Ausarbeitung) (6 KP or 9 KP respectively) Credit for ang973, for students who are doing the MA English Studies, requires an additional project (3KP) Students with other aims in this course please consult me individually. Around 1700, the United Kingdom undertook to form itself into a nation; English fiction began to develop the forms that would become part of the long-established canons of the English novel; and while Britain was by no means as yet an 'Empire', a global British presence was beginning to become perceptible. Late seventeenth and early eighteenth century English fiction is also affected and informed by this global imagination, and in very different ways. Our seminar will examine three outstanding and very different examples from this period: Aphra Behn, Oroonoko (1688), Daniel Defoe, Robinson Crusoe (1719), and Jonathan Swift, Gulliver's Travels (1726/28). Students should purchase the following editions, which are the editions we will use in the seminar: Aphra Behn, Oroonoko, The Rover, and other Works. Ed. Janet Todd. Penguin Classics, 1993. Daniel Defoe, Robinson Crusoe. Ed. Tom Keymer. Oxford World’s Classics, 2008. Jonathan Swift, Gulliver's Travels. Ed. Claude Rawson and Ian Higgins. Oxford World’s Classics, 2008. Credit for ang971 and 972 is based on an oral input and a shorter term paper (Referat mit Ausarbeitung) (6 KP or 9 KP respectively) Credit for ang973, for students who are doing the MA English Studies, requires an additional project (3KP) Students with other aims in this course please consult me individually. 		Seminar 2 Prof. Dr. Anton Kirchhofer
  • Master of Education
  • Master
3.02.504 Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP) Thursday: 14:00 - 16:00, weekly (from 16/10/25)
Description:
Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. Dieser Kurs richtet sich an Lehramtsstudierende des Faches Englisch, die im kommenden Frühjahr für das Fach- sowie das Forschungs-und Entwicklungspraktikum angemeldet sind. Diese Veranstaltung dient der Vorbereitung für das Forschungs- und Entwicklungspraktikum im Fach Englisch. Ziel der Veranstaltung ist die Entwicklung und Vorbereitung eines Forschungsprojektes im Sinne des classroom research, welches im Rahmen des Praktikums an der zugewiesenen Praktikumsschule durchgeführt und im Rahmen einer Nachbereitungsveranstaltung nachbesprochen und ausgewertet wird. 		Exercises 2 Dr. Christian Kramer, he/him
Jane Küwen
  • Master of Education
3.02.304 KO New Research in American Literary and Cultural Studies Tuesday: 10:00 - 12:00, weekly (from 14/10/25)
Description:
Colloquium 2 Prof. Dr. Martin Butler
  • Master of Education
  • Bachelor
  • Master
3.02.064 TUT Introduction to Literary and Cultural Studies I Dates on Thursday, 13.11.2025, Thursday, 11.12.2025, Thursday, 18.12.2025, Thursday, 15.01.2026 08:00 - 10:00
Description:
Tutorial - Lea Christina Behrens
  • Bachelor
3.02.931 S American English Monday: 14:00 - 17:00, weekly (from 13/10/25)
Description:
Seminar 2 Prof. Dr. Ronald Geluykens
  • Master of Education
  • Master
3.02.999 S Multiple Imaginations: Germany's Pasts and Presents Part 2: National Socialism and German Reunification Dates on Friday, 09.01.2026 16:00 - 20:00, Saturday, 10.01.2026 - Sunday, 11.01.2026 10:00 - 19:00
Description:
The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. 		Seminar - in Bearbeitung
Dr. Tobias Linnemann
Dr. Sunday Omwenyeke
  • Master
3.02.042 SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 08:00 - 10:00, weekly (from 16/10/25)
Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.307 KO New Research on English Literatures and Cultures Wednesday: 16:00 - 18:00, weekly (from 15/10/25)
Description:
Colloquium 2 Prof. Dr. Anton Kirchhofer
  • Master of Education
  • Bachelor
  • Master
3.02.401 Ü English for Educational Purposes: Writing in the Classroom Wednesday: 12:00 - 14:00, weekly (from 15/10/25)
Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Master
3.02.201 S Media Literacy in ELT (LA) Monday: 10:00 - 12:00, weekly (from 13/10/25)
Description:
Seminar 2 Dr. Birte Sause
  • Master of Education
  • Bachelor
3.02.483 S From analysis to practice: ELT lesson planning Tuesday: 08:00 - 10:00, weekly (from 14/10/25)
Description:
This seminar investigates the relationship between lesson plan analysis and the practice of lesson planning in English Language Teaching (ELT). Participants will critically examine a variety of lesson plans to uncover underlying pedagogical choices, teaching strategies, and language learning objectives. Insights gained from lesson plan analysis will directly inform participants’ own lesson design practices, fostering a reflective, evidence-based approach to planning. Emphasis is placed on bridging theory and practice, enabling students to develop coherent, competence-centered lessons. Please note that due to the current vacancy of the professorship the possibility to prepone master courses in modules ang701, ang702 and ang713 is subject to availabilty in the winter term 2025/26, i.e. students who already have a bachelor`s degree receive priority, undergraduate students may only be considered if there are enough places left. This seminar investigates the relationship between lesson plan analysis and the practice of lesson planning in English Language Teaching (ELT). Participants will critically examine a variety of lesson plans to uncover underlying pedagogical choices, teaching strategies, and language learning objectives. Insights gained from lesson plan analysis will directly inform participants’ own lesson design practices, fostering a reflective, evidence-based approach to planning. Emphasis is placed on bridging theory and practice, enabling students to develop coherent, competence-centered lessons. Please note that due to the current vacancy of the professorship the possibility to prepone master courses in modules ang701, ang702 and ang713 is subject to availabilty in the winter term 2025/26, i.e. students who already have a bachelor`s degree receive priority, undergraduate students may only be considered if there are enough places left. 		Seminar 2 Dr. Christian Kramer, he/him
  • Master of Education
3.02.048 SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 10:00 - 12:00, weekly (from 17/10/25)
Description:
Exercises 2 Dr. phil. Walaa Said
  • Bachelor
3.02.061 TUT Introduction to Literary and Cultural Studies I Dates on Thursday, 13.11.2025, Thursday, 11.12.2025, Thursday, 18.12.2025 12:00 - 14:00, Thursday, 15.01.2026 18:00 - 20:00
Description:
Tutorial - Matthias Himstedt
  • Bachelor
3.02.028 Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 14:00 - 16:00, weekly (from 04/11/25)
Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.404 Ü English for Educational Purposes: Listening in the language classroom MON 10-12 Monday: 10:00 - 12:00, weekly (from 13/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Master
3.02.402 Ü English for Educational Purposes: Language skills for language teachers Tuesday: 16:00 - 18:00, weekly (from 14/10/25)
Description:
Exercises 2 Lauren Freede
  • Master of Education
  • Master
3.02.056 TUT Introduction to Literary and Cultural Studies I Dates on Monday, 10.11.2025, Monday, 08.12.2025, Monday, 15.12.2025, Monday, 12.01.2026 18:00 - 20:00
Description:
Tutorial - Paul Hasdenteufel
  • Bachelor
3.02.049 SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 12:00 - 14:00, weekly (from 17/10/25)
Description:
Exercises 2 Dr. phil. Walaa Said
  • Bachelor
3.02.130 S Wetlands: Liminality and the Coast in Representations of East Anglia and the Fens Thursday: 14:00 - 16:00, weekly (from 16/10/25)
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. Christian Lassen
  • Master of Education
  • Bachelor
3.02.192 Self-directed learning and its impact on intrinsic motivation and effective EFL situations Thursday: 16:00 - 20:00, fortnightly (from 30/10/25)
Dates on Thursday, 29.01.2026 16:00 - 20:00
Description:
Seminar - Carina Mennebaeck
  • Master of Education
  • Bachelor
3.02.503 Ü Vorbereitung auf das Fachpraktikum Englisch (Gym) Tuesday: 08:00 - 10:00, weekly (from 14/10/25)
Description:
Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2015 / 2018) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2015 / 2018) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. 		Exercises 2 Dr. Sylke Bakker
  • Erweiterungsfach
  • Master of Education
3.02.074 Ü Introduction to Integrated Language Studies (WED, 12-14 A06) Wednesday: 12:00 - 14:00, weekly (from 15/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.405 Ü English for Educational Purposes: Listening in the language classroom THUR 12-14 A10 1-121a Thursday: 12:00 - 14:00, weekly (from 16/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Master
3.02.950 S Spoken English: A Linguistic Perspective Dates on Friday, 05.12.2025 12:00 - 20:00, Saturday, 06.12.2025 - Sunday, 07.12.2025 08:00 - 16:00, Location: A04 4-411, A01 0-005
Description:
Seminar - Prof. Dr. Marcel Schlechtweg
  • Master of Education
  • Master
3.02.501 Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch (LA/LIP) Friday: 12:00 - 14:00, weekly (from 17/10/25)
Description:
Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. Dieser Kurs richtet sich an Studierende der G/HR-Masterstudiengänge, die im kommenden Sommersemester für den Praxisblock angemeldet sind und dient der Praktikumsvorbereitung im Fach Englisch. In der Vorbereitung werden relevante Bereiche der Unterrichtsplanung und -durchführung theoretisch aufbereitet und mit Blick auf die Unterrichtspraxis reflektiert und angewandt. 		Exercises 2 Edeltraud Breiter
Alexandra Köhler
Dr. Christian Kramer, he/him
  • Master of Education
3.02.410 Ü Academic Discourse: Language in action Thursday: 16:00 - 18:00, weekly (from 16/10/25)
Description:
This course does not have a direct classroom focus, but students in both the MEd and MA programmes are welcome. It focuses on developing language skills towards C2 level, with a discussion of the challenges of AI use, authorial voice and individual strengths and weaknesses. This course does not have a direct classroom focus, but students in both the MEd and MA programmes are welcome. It focuses on developing language skills towards C2 level, with a discussion of the challenges of AI use, authorial voice and individual strengths and weaknesses. 		Exercises 2 Lauren Freede
  • Master of Education
  • Master
3.02.113 Ü Written English: Writing about Adolescence Wednesday: 12:00 - 14:00, weekly (from 15/10/25)
Description:
Exercises 2 Dr. David William West
  • Master of Education
  • Bachelor
3.02.046 SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 08:00 - 10:00, weekly (from 17/10/25)
Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.073 Ü Introduction to Integrated Language Studies (MON 12-14) Monday: 12:00 - 14:00, weekly (from 13/10/25)
Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.930 S World Englishes Monday: 17:00 - 20:00, weekly (from 13/10/25)
Description:
Seminar 2 Prof. Dr. Ronald Geluykens
  • Master of Education
  • Master
130 Seminars

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