Institute of English and American Studies

English course offer for exchange students :
School of Linguistics and Cultural Studies
Institute of English and American Studies

Winter semester 2024/2025 122 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
3.02.320	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 Monday, 04.11.2024, Monday, 02.12.2024, Monday, 09.12.2024 08:00 - 10:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.316	KO Research Colloquium in English Linguistics Friday: 08:00 - 10:00, weekly (from 18/10/24) Description:	Colloquium	2	Dr. phil. Dobrinka Genevska-Hanke	Bachelor Master of Education Master
3.02.140	S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Friday: 08:00 - 10:00, weekly (from 18/10/24) Description: The end of times is a popular device of storytelling, that imagines the future as marked by destruction, upheaval and lack of safety. This course will be focusing on apocalyptic and dystopian narratives by African American women and the issues they highlight, from gender, sexuality and racism to reproductive, social, and environmental justice. Students will be introduced to the concept of (post)-apocalyptic and dystopian fiction, Afrofuturism and Posthumanism that relate to contemporary and historical contexts. The goal of this seminar is to engage with the idea of the end of times as a literary device and to discuss society and power hierarchies as well as the discourses related to gender, racial, class and (dis)ability. In addition to secondary material uploaded on Stud.IP, the following novels must be purchased, read and prepared by the respective session as given in the syllabus: • Octavia Butler. Parable of the Sower. 1993. • Jesmyn Ward. Salvage the Bones. 2011. • N. K. Jemisin. The Fifth Season. 2015 The end of times is a popular device of storytelling, that imagines the future as marked by destruction, upheaval and lack of safety. This course will be focusing on apocalyptic and dystopian narratives by African American women and the issues they highlight, from gender, sexuality and racism to reproductive, social, and environmental justice. Students will be introduced to the concept of (post)-apocalyptic and dystopian fiction, Afrofuturism and Posthumanism that relate to contemporary and historical contexts. The goal of this seminar is to engage with the idea of the end of times as a literary device and to discuss society and power hierarchies as well as the discourses related to gender, racial, class and (dis)ability. In addition to secondary material uploaded on Stud.IP, the following novels must be purchased, read and prepared by the respective session as given in the syllabus: • Octavia Butler. Parable of the Sower. 1993. • Jesmyn Ward. Salvage the Bones. 2011. • N. K. Jemisin. The Fifth Season. 2015	Seminar	2	Rebecca Käpernick, M.A.	Bachelor Master of Education
3.02.990	S Sozialfiguren: Theorien, Methoden, Fallstudien Thursday: 14:00 - 16:00, weekly (from 17/10/24) Description:	Seminar	2	Prof. Dr. Martin Butler Dr.phil. Nikolaus Buschmann	Master of Education Master
3.02.049	SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 12:00 - 14:00, weekly (from 18/10/24), Location: A14 0-030, A01 0-005 Description:	Exercises	2	Dr. Alena Cicholewski	Bachelor
3.02.308	KO Anglistisches-Amerikanistisches Forschungskolloquium Thursday: 16:00 - 18:00, weekly (from 17/10/24) Description:	Colloquium	2	Prof. Dr. Martin Butler	Master
3.02.076	Ü Introduction to Integrated Language Studies Tuesday: 12:00 - 14:00, weekly (from 15/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor
3.02.201	S Media Literacy in ELT (LA) Monday: 10:00 - 12:00, weekly (from 14/10/24) Description:	Seminar	2	Dr. Birte Sause	Bachelor Master of Education
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
3.02.410	Ü Academic Discourse: Literary, cultural and linguistic approaches to children's literature Tuesday: 16:00 - 18:00, weekly (from 15/10/24) Description:	Exercises	2	Dr. David William West	Master of Education Master
3.02.041	SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 10:00 - 12:00, weekly (from 18/10/24), Location: A14 0-030, A01 0-005 Description:	Exercises	2	Dr. Alena Cicholewski	Bachelor
3.02.029	Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 10:00 - 12:00, weekly (from 15/10/24) Description:	Exercises	2	Lina Abed Ibrahim, M.A.	Bachelor
3.02.104	Ü Spoken English: Social Issues in North America Thursday: 14:00 - 16:00, weekly (from 17/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor Master of Education
3.02.141	S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Dates on Thursday, 24.10.2024 16:00 - 18:00, Tuesday, 04.02.2025 14:00 - 20:00, Wednesday, 05.02.2025 - Thursday, 06.02.2025 10:00 - 18:00, Location: A06 0-009, A06 0-001 Description: Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017)	Seminar	-	Dr. phil. Julius Greve	Bachelor Master of Education
3.02.210	Informationen zum Kombinationsmodul The course times are not decided yet. Description:	miscellaneous	-	in Bearbeitung	Bachelor Master of Education
3.02.101	Ü Spoken English: Cityscapes Tuesday: 10:00 - 12:00, weekly (from 15/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor Master of Education
3.02.071	Ü Introduction to Integrated Language Studies Tuesday: 16:00 - 18:00, weekly (from 15/10/24) Description:	Exercises	2	Lauren Freede	Bachelor
3.02.062	TUT Introduction to Literary and Cultural Studies I Dates on Wednesday, 06.11.2024, Wednesday, 04.12.2024, Wednesday, 11.12.2024 18:00 - 20:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.485	Prüfungsverwaltung: Module ang702 und ang713 im Fach Englisch The course times are not decided yet. Description: Diese Stud.IP Veranstaltung wird für die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule) verwendet. Studierende der entsprechenden Masterstudiengänge müssen sich in dem Semester eintragen, in dem Sie das Modul belegen. Die Anmeldung zur Prüfung ist nur über diese Veranstaltung möglich! Diese Stud.IP Veranstaltung wird für die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule) verwendet. Studierende der entsprechenden Masterstudiengänge müssen sich in dem Semester eintragen, in dem Sie das Modul belegen. Die Anmeldung zur Prüfung ist nur über diese Veranstaltung möglich!	miscellaneous	-	Dr. Christian Kramer, (he/him)	Master of Education
3.02.072	Ü Introduction to Integrated Language Studies Friday: 10:00 - 12:00, weekly (from 18/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor
3.02.309	KO Research Colloquium in Language Use, Variation and Change Wednesday: 08:00 - 10:00, weekly (from 16/10/24) Description:	Colloquium	2	Dr. Ilka Flöck, she/ her	Bachelor Master of Education Master
3.02.994	S The Literary Marketplace for MA Students Thursday: 16:00 - 18:00, fortnightly (from 17/10/24) Description: https://wiki.angl-am.uni-oldenburg.de/index.php/2024-25_MM_Literary_Marketplace_for_MA_Students https://wiki.angl-am.uni-oldenburg.de/index.php/2024-25_MM_Literary_Marketplace_for_MA_Students	Seminar	1	Dr. Anna Auguscik	Master
3.02.112	Ü Written English: From Appalachia to Alaska Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor Master of Education
3.02.030	Ü Introduction to Linguistics and the English Language Part 1 Tuesday: 12:00 - 14:00, weekly (from 15/10/24) Description:	Exercises	2	Lina Abed Ibrahim, M.A.	Bachelor
3.02.061	TUT Introduction to Literary and Cultural Studies I Dates on Tuesday, 05.11.2024, Tuesday, 03.12.2024, Tuesday, 10.12.2024 18:00 - 20:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.056	TUT Introduction to Literary and Cultural Studies I Dates on Friday, 08.11.2024, Friday, 06.12.2024, Friday, 13.12.2024 08:00 - 10:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.051	SÜ Introduction to the Critical and Scholarly Discussion of Literature Friday: 12:00 - 14:00, weekly (from 18/10/24) Description:	Exercises	2	Dr. Christian Lassen	Bachelor
3.02.220	Screening Europe: Representations of Europe in US-American Film and TV Dates on Friday, 29.11.2024 16:00 - 18:00, Friday, 13.12.2024 14:00 - 19:00, Monday, 10.02.2025 - Wednesday, 12.02.2025 09:00 - 14:00, Location: A01 0-010 b, A01 0-006 Description: “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students.	Seminar	-	Lea Brenningmeyer	Bachelor Master of Education
3.02.303	KO Research Colloquium in English Linguistics Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Colloquium	2	Prof. Dr. Marcel Schlechtweg	Bachelor Master of Education Master
3.02.073	Ü Introduction to Integrated Language Studies Friday: 12:00 - 14:00, weekly (from 18/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor
3.02.103	Ü Spoken English: Food, glorious food (B) Monday: 14:00 - 16:00, weekly (from 14/10/24) Description:	Exercises	2	Lauren Freede	Bachelor Master of Education
3.02.045	SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 12:00 - 14:00, weekly (from 17/10/24) Description:	Exercises	2	Dr. Anna Auguscik	Bachelor
3.02.306	KO New Research on English Literatures and Cultures Friday: 08:00 - 10:00, weekly (from 18/10/24) Description:	Colloquium	2	Dr. Christian Lassen	Bachelor Master of Education Master
3.02.170	S Principles of language change Wednesday: 14:00 - 16:00, weekly (from 16/10/24) Description:	Seminar	2	Nils Rademacher	Bachelor Master of Education
3.02.020	V Introduction to Linguistics and the English Language Part 1 Wednesday: 10:00 - 12:00, weekly (from 16/10/24) Description:	Lecture	2	Prof. Dr. Marcel Schlechtweg	Bachelor
3.02.082	Compulsory Stay Abroad [Anglistik/Amerikanistik] 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) Description:	miscellaneous	-	Lauren Freede Dr. Anna Auguscik	Bachelor
3.02.312	KO Postcolonial Studies: Theories, Literatures and Media Wednesday: 10:00 - 12:00, weekly (from 16/10/24) 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	Bachelor Master of Education Master
3.02.027	Ü Introduction to Linguistics and the English Language Part 1 Monday: 16:00 - 18:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. phil. Dobrinka Genevska-Hanke	Bachelor
3.02.044	SÜ Introduction to the Critical and Scholarly Discussion of Literature Wednesday: 14:00 - 16:00, weekly (from 16/10/24) Description:	Exercises	2	Priv.-Doz. Dr. Michaela Keck	Bachelor
3.02.105	Ü Spoken English: Social Issues in North America Thursday: 12:00 - 14:00, weekly (from 17/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor Master of Education
3.02.058	TUT Introduction to Literary and Cultural Studies I Dates on Friday, 08.11.2024, Friday, 06.12.2024, Friday, 13.12.2024 08:00 - 10:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.102	Ü Spoken English: Cityscapes Wednesday: 10:00 - 12:00, weekly (from 16/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor Master of Education
3.02.057	TUT Introduction to Literary and Cultural Studies I Dates on Friday, 08.11.2024, Friday, 06.12.2024, Friday, 13.12.2024 08:00 - 10:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.980	S Future Narratives Tuesday: 14:00 - 16:00, weekly (from 15/10/24) Description:	Seminar	2	Prof. Dr. Martin Butler	Master of Education Master
3.02.028	Ü Introduction to Linguistics and the English Language Part 1 Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Exercises	2	Nils Rademacher	Bachelor
3.02.310	DS Directed Studies The course times are not decided yet. Description:	miscellaneous	-	Dr. Anna Auguscik	Bachelor Master of Education Master
3.02.070	Ü Introduction to Integrated Language Studies Tuesday: 14:00 - 16:00, weekly (from 15/10/24) Description:	Exercises	2	Lauren Freede	Bachelor
3.02.995	S Literature, Literary History and Literary Studies Friday: 10:00 - 12:00, weekly (from 18/10/24) Description: https://wiki.angl-am.uni-oldenburg.de/index.php/2024-25_MM_Literary_History_and_Literary_Studies https://wiki.angl-am.uni-oldenburg.de/index.php/2024-25_MM_Literary_History_and_Literary_Studies	Seminar	2	Dr. Anna Auguscik	Bachelor Master of Education Master
3.02.079	Ü Introduction to Integrated Language Studies Wednesday: 14:00 - 16:00, weekly (from 16/10/24) Description:	Exercises	2	Dr. David William West	Bachelor
3.02.021	Ü Introduction to Linguistics and the English Language Part 1 Monday: 08:00 - 10:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. Ilka Flöck, she/ her	Bachelor
3.02.483	S Planning and evaluating English language teaching between competences and content (LA Giesler) Friday: 14:00 - 18:00, fortnightly (from 25/10/24) 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. Tim Giesler	Master of Education
3.02.501	Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch Friday: 12:00 - 14:00, weekly (from 18/10/24) 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
3.02.504	Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP) Donnerstag: 08:00 - 10:00, wöchentlich (from 17/10/24) 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
3.02.402	Ü English for Educational Purposes: Error Correction Wednesday: 10:00 - 12:00, weekly (from 16/10/24) Description:	Exercises	2	Lauren Freede	Master of Education Master
3.02.950	S The impact of typological difference on bilingual grammars Thursday: 12:00 - 14:00, weekly (from 17/10/24) Description:	Seminar	2	Dr. phil. Dobrinka Genevska-Hanke	Master of Education Master
3.02.114	Ü Written English: Writing about Harry Potter Tuesday: 12:00 - 14:00, weekly (from 15/10/24) Description:	Exercises	2	Dr. David William West	Bachelor Master of Education
3.02.403	Ü English for Educational Purposes: Language skills for language teachers Thursday: 14:00 - 16:00, weekly (from 17/10/24) Description:	Exercises	2	Lauren Freede	Master of Education Master
3.02.040	V Introduction to Literary History and Textual Analysis Friday: 08:00 - 10:00, weekly (from 18/10/24) Description:	Lecture	2	Dr. Anna Auguscik	Bachelor
3.02.075	Ü Introduction to Integrated Language Studies Thursday: 16:00 - 18:00, weekly (from 17/10/24) Description:	Exercises	2	Lauren Freede	Bachelor
3.02.024	Ü Introduction to Linguistics and the English Language Part 1 Monday: 08:00 - 10:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. phil. Dobrinka Genevska-Hanke	Bachelor
3.02.951	S Heritage Bilingualism Friday: 10:00 - 12:00, weekly (from 18/10/24) Description:	Seminar	2	Dr. phil. Dobrinka Genevska-Hanke	Master of Education Master
3.02.111	Ü Written English: Reimagining education Thursday: 10:00 - 12:00, weekly (from 17/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor Master of Education
3.02.970	S Body and Biology in Queer and Postcolonial Theory Wednesday: 18:00 - 20:00, weekly (from 16/10/24) Description: Ausgehend von Valie Exports Drehbuch „Der Virtuelle Körper. Vom Prothesenkörper zum postbiologischen Körper“ und Manjula Padmanabhans Theaterstück „Harvest“ steht im Seminar das Spannungsfeld zwischen (Ver)Körper(ungen), Biologie, Natur, Kultur und Technologie im Zentrum. Die Künstlerin Valie Export beschäftigt sich seit jeher in ihrer Arbeit mit dem Körper als Entität – ein Körper, der von technologischen und gesellschaftlichen Paradigmen markiert, bestimmt und verändert wird. Manjula Padmanabhan fokussiert in ihrem Theaterstück wichtige, doch oft in Debatten um Biotechnologie und Transhumanismus unterreflektierte Ausbeutungsverhältnisse. Anhand der Analyse von ausgewählten literarischen und künstlerischen Positionen wollen wir uns diesem Themenkomplex im Seminar nähern. Schwerpunktthemen sind u.a. virtuelle Körper, (digitale) Reproduktion und NaturKulturen sowie Exploitation, Biotechnologie, Transhumanismus und digitaler Kapitalismus. Das Seminar ist ein Kooperationsprojekt zwischen der Anglistik und der Kunst. Daher ist die Bereitschaft zur deutsch- sowie englischsprachigen Lektüre vorausgesetzt wie auch das Mitwirken an zu Teilen zweisprachigen Diskussionen (dt./engl.). Ziel des Seminars ist es, queertheoretische und postkoloniale Ansätze in ihrem Spannungsfeld zu diskutieren und Gemeinsamkeiten, aber auch ihre Differenzen herauszuarbeiten. Ausgehend von Valie Exports Drehbuch „Der Virtuelle Körper. Vom Prothesenkörper zum postbiologischen Körper“ und Manjula Padmanabhans Theaterstück „Harvest“ steht im Seminar das Spannungsfeld zwischen (Ver)Körper(ungen), Biologie, Natur, Kultur und Technologie im Zentrum. Die Künstlerin Valie Export beschäftigt sich seit jeher in ihrer Arbeit mit dem Körper als Entität – ein Körper, der von technologischen und gesellschaftlichen Paradigmen markiert, bestimmt und verändert wird. Manjula Padmanabhan fokussiert in ihrem Theaterstück wichtige, doch oft in Debatten um Biotechnologie und Transhumanismus unterreflektierte Ausbeutungsverhältnisse. Anhand der Analyse von ausgewählten literarischen und künstlerischen Positionen wollen wir uns diesem Themenkomplex im Seminar nähern. Schwerpunktthemen sind u.a. virtuelle Körper, (digitale) Reproduktion und NaturKulturen sowie Exploitation, Biotechnologie, Transhumanismus und digitaler Kapitalismus. Das Seminar ist ein Kooperationsprojekt zwischen der Anglistik und der Kunst. Daher ist die Bereitschaft zur deutsch- sowie englischsprachigen Lektüre vorausgesetzt wie auch das Mitwirken an zu Teilen zweisprachigen Diskussionen (dt./engl.). Ziel des Seminars ist es, queertheoretische und postkoloniale Ansätze in ihrem Spannungsfeld zu diskutieren und Gemeinsamkeiten, aber auch ihre Differenzen herauszuarbeiten.	Seminar	-	Prof. Dr. Julia Wurr Prof. Dr. Friederike Nastold	Erweiterungsfach Bachelor Master of Education Master
3.02.003	Review: Principles of Language Teaching and Learning Part I Thursday: 12:00 - 14:00, weekly (from 17/10/24) Description: This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too. This voluntary revision course is designed to provide a systematic review of content the lecture ang 049 covers. By focusing on skills participants are expected to have aquired prior to the end-of-term testpaper, our sessions are designed to provide hands-on revision tasks and the opportunity to explore and discuss issues in EFL teaching from different angles. Your personal views and experiences will also be taken into account in order to create a comprehensive picture of your future role and skillset as EFL classroom practitioner. Teaching methods comprise -exercises and tasks, -group assignments, -short presentations among your peers. Learning materials will be provided. Intended Learning Outcomes: By the end of term, participants are expected to -be familiar with the content of lecture ang 049. -be able to tackle tasks applying the knowledge gained. -reflect on their own role as future EFL practitioner. Formative assessment methods due to voluntary basis of participation: -self & peer assessment -opportunity for individual coaching and tutoring at the end of each session Please note that the language used in this course is English! If the need arises, however, I am happy to discuss aspects in German, too.	Exercises	2	Dr. Sylke Bakker	Bachelor Master of Education
3.02.002	Review: Principles of Language Teaching and Learning Part I Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Exercises	2	Dr. Christian Kramer, (he/him)	Bachelor Master of Education
3.02.405	Ü English for Educational Purposes: Listening in the language classroom Thursday: 12:00 - 14:00, weekly (from 17/10/24) Description:	Exercises	2	Inga Zalyevska	Master of Education Master
3.02.150	S The Post-Apocalyptic American City Thursday: 08:00 - 10:00, weekly (from 17/10/24) 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	Prof. Dr. Martin Butler	Bachelor Master of Education
3.02.510	Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym) The course times are not decided yet. Description: This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience.	Exercises	-	Dr. Sylke Bakker	Master of Education
3.02.050	SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 14:00 - 16:00, weekly (from 17/10/24) Description:	Exercises	2	Dr. Christian Lassen	Bachelor
3.02.500	Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch Friday: 08:00 - 10:00, weekly (from 18/10/24) 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
3.02.400	Ü English for Educational Purposes: Writing in the Classroom Wednesday: 14:00 - 16:00, weekly (from 16/10/24) Description:	Exercises	2	Dylan Rhea Rush	Master of Education Master
3.02.042	SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 08:00 - 10:00, weekly (from 17/10/24) Description:	Exercises	2	Priv.-Doz. Dr. Michaela Keck	Bachelor
3.02.511	Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym) The course times are not decided yet. Description: This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience.	Exercises	-	Dr. Sylke Bakker	Master of Education
3.02.022	Ü Introduction to Linguistics and the English Language Part 1 Monday: 10:00 - 12:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. Ilka Flöck, she/ her	Bachelor
3.02.480	S Current Issues in ELT Tuesday: 16:00 - 18:00, weekly (from 15/10/24) Description:	Seminar	2	Prof. Dr. Wolfgang Gehring	Master of Education
3.02.505	Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP) Donnerstag: 14:00 - 16:00, wöchentlich (from 17/10/24) 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
3.02.078	Ü Introduction to Integrated Language Studies Monday: 16:00 - 18:00, weekly (from 14/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor
3.02.304	KO New Research in American Literary and Cultural Studies Tuesday: 10:00 - 12:00, weekly (from 15/10/24) Description:	Colloquium	2	Prof. Dr. Martin Butler	Bachelor Master of Education Master
3.02.060	TUT Introduction to Literary and Cultural Studies I Dates on Tuesday, 05.11.2024, Monday, 02.12.2024, Monday, 09.12.2024 08:00 - 10:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.221	S The 2024 election: the Tories‘ last gasp? Wednesday: 16:00 - 18:00, weekly (from 16/10/24) Description:	Seminar	2	Dr. Richard Stinshoff	Bachelor Master of Education
3.02.055	Ü Repetitorium: Introduction to the Critical and Scholarly Discussion of Literature Friday: 14:00 - 16:00, weekly (from 18/10/24) Description:	Exercises	2	Dr. Anna Auguscik	Bachelor
3.02.503	Ü Vorbereitung auf das Fachpraktikum Englisch (Gym) Tuesday: 08:00 - 10:00, weekly (from 15/10/24) Description: Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning.	Exercises	2	Dr. Sylke Bakker	Erweiterungsfach Master of Education
3.02.160	S English Morphology: Theoretical and Experimental Approaches Tuesday: 08:00 - 10:00, weekly (from 15/10/24) Description:	Seminar	2	Leah Klußmann	Bachelor Master of Education
3.02.481	S Teaching Advanced EFL Students Thursday: 08:00 - 10:00, weekly (from 17/10/24), Location: A05 1-159, A05 1-160, A06 0-009 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. 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. 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. 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
3.02.192	S Plurilingualism in the EFL Classroom Tuesday: 08:00 - 10:00, weekly (from 15/10/24) Description: In this seminar we are going to explore the multifaceted role of plurilingual competence understood as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages and its status as a pivotal component for effective intercultural communication and language learning. In doing so we will place a special focus on the unique position of English as a foreign language (EFL) both globally where English serves as a global (multi)lingua franca and within the German educational landscape where it holds a prominent status as the most frequently - and usually first – learned foreign language, making it not just a language of communication but also a gateway to intercultural understanding. Relevant educational policy documents such as the companion volume of the Common European Framework of Reference for Languages (2018/2020), the Framework for Pluralistic Approaches to Languages and Cultures (2009), the KMK standards and the current curricula for Lower Saxony will provide us with a comprehensive framework to understand, describe and assess plurilingualism. Throughout this seminar, we will delve into various aspects of plurilingualism such as: intercomprehension understood as the ability to understand and make use of similarities between languages, mediation where language learners become proficient in interpreting and translating between languages as well as translanguaging, a phenomenon where learners fluidly move between languages to convey meaning illustrating the dynamic nature of plurilingualism. Additionally, we will work with language portraits, a visual representation of an individual's linguistic repertoire, which serves as a powerful tool for self-reflection and understanding one's plurilingual identity. Above all, the seminar aims at providing a practical perspective for educators on how to implement plurilingually sensitive teaching practices into the English language classroom in a feasible way. Key Words: plurilingualism, multilingualism, translanguaging, plurilingual competence, English as a foreign language, English as a multilingua franca, intercomprehension, mediation, foreign language learning/teaching/education In this seminar we are going to explore the multifaceted role of plurilingual competence understood as the ability to critically reflect and strategically use linguistic and cultural resources and knowledge across languages and its status as a pivotal component for effective intercultural communication and language learning. In doing so we will place a special focus on the unique position of English as a foreign language (EFL) both globally where English serves as a global (multi)lingua franca and within the German educational landscape where it holds a prominent status as the most frequently - and usually first – learned foreign language, making it not just a language of communication but also a gateway to intercultural understanding. Relevant educational policy documents such as the companion volume of the Common European Framework of Reference for Languages (2018/2020), the Framework for Pluralistic Approaches to Languages and Cultures (2009), the KMK standards and the current curricula for Lower Saxony will provide us with a comprehensive framework to understand, describe and assess plurilingualism. Throughout this seminar, we will delve into various aspects of plurilingualism such as: intercomprehension understood as the ability to understand and make use of similarities between languages, mediation where language learners become proficient in interpreting and translating between languages as well as translanguaging, a phenomenon where learners fluidly move between languages to convey meaning illustrating the dynamic nature of plurilingualism. Additionally, we will work with language portraits, a visual representation of an individual's linguistic repertoire, which serves as a powerful tool for self-reflection and understanding one's plurilingual identity. Above all, the seminar aims at providing a practical perspective for educators on how to implement plurilingually sensitive teaching practices into the English language classroom in a feasible way. Key Words: plurilingualism, multilingualism, translanguaging, plurilingual competence, English as a foreign language, English as a multilingua franca, intercomprehension, mediation, foreign language learning/teaching/education	Seminar	2	Dr. Christian Kramer, (he/him)	Bachelor Master of Education
3.02.191	S Dimensions of Diversity Monday: 08:00 - 10:00, weekly (from 14/10/24), Location: A01 0-010 b Dates on Monday, 20.01.2025 08:00 - 10:00, Location: A10 1-121 (Hörsaal F) Description: Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur) Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur)	Seminar	2	Dr. Sylke Bakker	Bachelor Master of Education
3.02.081	Informationen zum Basismodul ang080 Friday: 15:00 - 15:30, weekly (from 10/01/25), Language Resource Blocks (revision) Friday: 15:00 - 15:30, fortnightly (from 25/10/24), Language Resource Blocks Dates on Monday, 14.10.2024 09:45 - 10:15, Wednesday, 12.02.2025 12:00 - 13:30 Description:	miscellaneous	-	Lauren Freede Inga Zalyevska Dylan Rhea Rush Dr. David William West	Bachelor
3.02.046	SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 08:00 - 10:00, weekly (from 17/10/24) Description:	Exercises	2	Dr. Christian Lassen	Bachelor
3.02.113	Ü Written English: From Appalachia to Alaska Monday: 10:00 - 12:00, weekly (from 14/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor Master of Education
3.02.043	SÜ Introduction to the Critical and Scholarly Discussion of Literature Thursday: 10:00 - 12:00, weekly (from 17/10/24) Description:	Exercises	2	Priv.-Doz. Dr. Michaela Keck	Bachelor
3.02.981	S Literary Revisions of the Salem Witch Trials Tuesday: 14:00 - 16:00, weekly (from 15/10/24) Description: This seminar will introduce students to Muslim American histories and cultures through diverse visual representations of Muslim Americans. Selected pieces of photography and visual art as well as film scenes will raise awareness for stereotypical representations of Muslim Americans, while cultural artifacts produced by Muslim artists will illustrate how those stereotypes can be disrupted. Additionally, this seminar will cover graphic novels by Muslim American writers: Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Toufic El Rassi’s graphic memoir "Arab in America" addresses his struggles of growing up as a Lebanese immigrant in the United States and his experiences with post-9/11 islamophobia. In contrast to the more realist mode of representation in El Rassi’s work, G. Willow Wilson’s "Ms. Marvel: No Normal" is the first volume of a superhero comic series that features Muslim Pakistani American teenage protagonist Kamala Khan whose secret superhero identity is shaped by her religious orientation and whose desire to fit into Anglo-American mainstream society is thwarted by her classmates’ xenophobic and islamophobic prejudices. We will pay special attention to the graphic novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. Students will be asked to purchase their own copy of Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Other reading material (including secondary literature) will be made available through Stud.IP. This seminar will introduce students to Muslim American histories and cultures through diverse visual representations of Muslim Americans. Selected pieces of photography and visual art as well as film scenes will raise awareness for stereotypical representations of Muslim Americans, while cultural artifacts produced by Muslim artists will illustrate how those stereotypes can be disrupted. Additionally, this seminar will cover graphic novels by Muslim American writers: Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Toufic El Rassi’s graphic memoir "Arab in America" addresses his struggles of growing up as a Lebanese immigrant in the United States and his experiences with post-9/11 islamophobia. In contrast to the more realist mode of representation in El Rassi’s work, G. Willow Wilson’s "Ms. Marvel: No Normal" is the first volume of a superhero comic series that features Muslim Pakistani American teenage protagonist Kamala Khan whose secret superhero identity is shaped by her religious orientation and whose desire to fit into Anglo-American mainstream society is thwarted by her classmates’ xenophobic and islamophobic prejudices. We will pay special attention to the graphic novels’ narrative structure and style as well as to the ethical, social, political, and cultural issues they raise. Students will be asked to purchase their own copy of Toufic El Rassi’s "Arab in America" (2007) and G. Willow Wilson’s "Ms. Marvel: No Normal" (2014). Other reading material (including secondary literature) will be made available through Stud.IP.	Seminar	2	Priv.-Doz. Dr. Michaela Keck	Bachelor Master of Education Master
3.02.161	S Non-native speech perception Tuesday: 14:00 - 16:00, weekly (from 15/10/24) Description:	Seminar	2	Stephanie Kaucke	Bachelor Master of Education
3.02.026	Ü Introduction to Linguistics and the English Language Part 1 Monday: 14:00 - 16:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. phil. Dobrinka Genevska-Hanke	Bachelor
3.02.120	S Margaret Atwood's MaddAddam Trilogy Tuesday: 10:00 - 12:00, weekly (from 15/10/24) Description: Given Margaret Atwood’s literary acclaim as well as her status as a literary celebrity, her writings have garnered much attention among readers, critics and scholars – including her MaddAddam trilogy (2003-2013). A sizable amount of scholarship has emerged about her issue-rich and aesthetically sophisticated trilogy, addressing such formal questions as the representation of an increasingly diversified narration that shifts from human to posthuman storytelling; human and animal focalization; or the grotesque; but also such present-day concerns as humanity’s rampant intervention in and destruction of human and more-than-human lives and nature; the use and abuse of various fields of knowledge (science, technology, culture, and religion); or the human struggle for survival when civilizatory and democratic structures have collapsed. The considerable scholarly attention notwithstanding, this course encourages students to discuss and come up with fresh readings that carefully consider the series’ formal, stylistic, and aesthetic strategies (narration; focalization; genre conventions and transgressions; character constellations; central metaphors and imagery; humor/satire) as well as the trilogy’s main discourses and issues (ecological crisis; trans- and posthumanism; the neoliberal corporatization of society, politics, and science; digitization and data abuse; storytelling; human-animal studies; myth – and more). Please purchase and read all volumes of Atwood’s MaddAddam trilogy (there are no preferred editions): • Oryx and Crake (2003) • The Year of the Flood (2009) • MaddAddam (2013). Course requirements: Regular attendance and active participation (see syllabus on Stud.IP). Given Margaret Atwood’s literary acclaim as well as her status as a literary celebrity, her writings have garnered much attention among readers, critics and scholars – including her MaddAddam trilogy (2003-2013). A sizable amount of scholarship has emerged about her issue-rich and aesthetically sophisticated trilogy, addressing such formal questions as the representation of an increasingly diversified narration that shifts from human to posthuman storytelling; human and animal focalization; or the grotesque; but also such present-day concerns as humanity’s rampant intervention in and destruction of human and more-than-human lives and nature; the use and abuse of various fields of knowledge (science, technology, culture, and religion); or the human struggle for survival when civilizatory and democratic structures have collapsed. The considerable scholarly attention notwithstanding, this course encourages students to discuss and come up with fresh readings that carefully consider the series’ formal, stylistic, and aesthetic strategies (narration; focalization; genre conventions and transgressions; character constellations; central metaphors and imagery; humor/satire) as well as the trilogy’s main discourses and issues (ecological crisis; trans- and posthumanism; the neoliberal corporatization of society, politics, and science; digitization and data abuse; storytelling; human-animal studies; myth – and more). Please purchase and read all volumes of Atwood’s MaddAddam trilogy (there are no preferred editions): • Oryx and Crake (2003) • The Year of the Flood (2009) • MaddAddam (2013). Course requirements: Regular attendance and active participation (see syllabus on Stud.IP).	Seminar	2	Priv.-Doz. Dr. Michaela Keck	Bachelor Master of Education
3.02.074	Ü Introduction to Integrated Language Studies Monday: 10:00 - 12:00, weekly (from 14/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor
3.02.064	TUT Introduction to Literary and Cultural Studies I Dates on Thursday, 07.11.2024, Thursday, 05.12.2024, Thursday, 12.12.2024 18:00 - 20:00, Location: V03 0-C001, V03 0-C003 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.311	KO Doing Research in Didactics Monday: 12:00 - 14:00, weekly (from 14/10/24) 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	Bachelor Master of Education
3.02.110	Ü Written English: Reimagining education Monday: 12:00 - 14:00, weekly (from 14/10/24) Description:	Exercises	2	Inga Zalyevska	Bachelor Master of Education
3.02.032	Ü Repetitorium: Introduction to Linguistics and the English Language Part 1 Monday: 16:00 - 18:00, weekly (from 14/10/24) 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
3.02.482	S Teaching Literature in the Inclusive EFL Classroom Tuesday: 12:00 - 14:00, weekly (from 15/10/24), Location: A15 1-113, V03 0-C001 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
3.02.080	Ü Introduction to Integrated Language Studies Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Exercises	2	Dr. David William West	Bachelor
3.02.930	S Advanced Empirical Methods in English Linguistics Wednesday: 08:00 - 10:00, weekly (from 16/10/24) Description:	Seminar	2	Prof. Dr. Marcel Schlechtweg	Master of Education Master
3.02.077	Ü Introduction to Integrated Language Studies Tuesday: 10:00 - 12:00, weekly (from 15/10/24) Description:	Exercises	2	Dylan Rhea Rush	Bachelor
3.02.401	Ü English for Educational Purposes: Writing in the Classroom Monday: 14:00 - 16:00, weekly (from 14/10/24) Description:	Exercises	2	Dylan Rhea Rush	Master of Education Master
3.02.315	KO Doing Research in Didactics/Vorbereitung Projektband (GHR300) im Fach Englisch Thursday: 12:00 - 14:00, weekly (from 17/10/24) Description: This course is designed for students preparing to write their final thesis (BA or MEd) in the field of English didactics as well as for students interested in pursuing a research project (Projektband) during the internship of the masters programme GHR (Praxisblock) in English didactics. The course structure aims at guiding students through the process of finding, reifying, researching and operationalizing a thesis topic, object of investigation and epistemological interest as well as developing a suitable and valid empirical research design. It will also provide exemplary insights into different formats of data processing, analysis and discussion. Please be aware that this course has only limited capacities. If you are interested in writing a thesis in this class be aware that it is required to propose one (or more) possible research topics/research questions prior to the first session via e-mail or office hour. If you are interested in doing your ‘Projektband’ project in this class please note that we will put a focus on action research aiming at integrating plurilingually sensitive teaching and learning formats into English classes during the internship (Praxisblock). This course is designed for students preparing to write their final thesis (BA or MEd) in the field of English didactics as well as for students interested in pursuing a research project (Projektband) during the internship of the masters programme GHR (Praxisblock) in English didactics. The course structure aims at guiding students through the process of finding, reifying, researching and operationalizing a thesis topic, object of investigation and epistemological interest as well as developing a suitable and valid empirical research design. It will also provide exemplary insights into different formats of data processing, analysis and discussion. Please be aware that this course has only limited capacities. If you are interested in writing a thesis in this class be aware that it is required to propose one (or more) possible research topics/research questions prior to the first session via e-mail or office hour. If you are interested in doing your ‘Projektband’ project in this class please note that we will put a focus on action research aiming at integrating plurilingually sensitive teaching and learning formats into English classes during the internship (Praxisblock).	Colloquium	2	Dr. Christian Kramer, (he/him)	Bachelor Master of Education
3.02.305	KO New Research in American Literary and Cultural Studies Wednesday: 08:00 - 10:00, weekly (from 16/10/24) Description: This course is open to all students who are preparing to write - or who are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as to students who want to do a research module ("Recherchemodul"). Students will hone their academic writings skills with the help of various written assignments, develop and work on an exposé, share and revise their work in progress. Requirements: Regular attendance to the scheduled sessions; completion of all writing assignments; development of an exposé; active participation in class discussions. This course is open to all students who are preparing to write - or who are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as to students who want to do a research module ("Recherchemodul"). Students will hone their academic writings skills with the help of various written assignments, develop and work on an exposé, share and revise their work in progress. Requirements: Regular attendance to the scheduled sessions; completion of all writing assignments; development of an exposé; active participation in class discussions.	Colloquium	2	Priv.-Doz. Dr. Michaela Keck	Bachelor Master of Education Master
3.02.171	S Introduction to Old English Friday: 10:00 - 12:00, weekly (from 18/10/24) 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 Bohrer, (keine Pronomen / they)	Bachelor Master of Education
3.02.063	TUT Introduction to Literary and Cultural Studies I Dates on Thursday, 07.11.2024, Thursday, 05.12.2024, Thursday, 12.12.2024 08:00 - 10:00 Description:	Tutorial	-	in Bearbeitung	Bachelor
3.02.023	Ü Introduction to Linguistics and the English Language Part 1 Monday: 14:00 - 16:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. Ilka Flöck, she/ her	Bachelor
3.02.100	Ü Spoken English: Food, glorious food (A) Monday: 12:00 - 14:00, weekly (from 14/10/24) Description:	Exercises	2	Lauren Freede	Bachelor Master of Education
3.02.999	S Multiple Imaginations: Germany's Pasts and Presents Part 2: National Socialism and German Reunification Dates on Friday, 22.11.2024 16:00 - 20:00, Saturday, 30.11.2024 - Sunday, 01.12.2024 10:00 - 19:00 Description: The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1). 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 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). 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 although we recommend you participate in both.	Seminar	-	Dr. Tobias Linnemann Sunday Omwenyeke	Master
3.02.185	V Research Methods in Linguistics Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Lecture	2	Dr. Ilka Flöck, she/ her	Bachelor Master of Education
3.02.001	V Principles of Language Teaching and Learning Part I Wednesday: 08:00 - 10:00, weekly (from 16/10/24) Description:	Lecture	2	Prof. Dr. Wolfgang Gehring Dr. Christian Kramer, (he/him) Dr. Sylke Bakker	Bachelor Master of Education
3.02.600	Ü Begleitveranstaltung für Tutor_innen der Anglistik/ Amerikanistik: Literatur/Kultur The course times are not decided yet. Description:	miscellaneous	-	Dr. Christian Lassen	Bachelor Master
3.02.991	S Popular Song in New York Dates on Tuesday, 04.02.2025 10:00 - 12:00, Tuesday, 11.02.2025 16:00 - 20:00, Wednesday, 12.02.2025 - Thursday, 13.02.2025 10:00 - 18:00 Description:	Seminar	-	Dr. Risto Lenz	Master of Education Master
3.02.121	S The First World War in British Literature and Culture: A Centennial History Wednesday: 08:00 - 10:00, weekly (from 16/10/24) Description:	Seminar	2	Dr. Christian Lassen	Bachelor Master of Education
3.02.998	S Multiple Imaginations: Germany's Pasts and Presents – Part 1: Colonialism and Migration Dates on Friday, 25.10.2024 16:00 - 20:00, Saturday, 26.10.2024 - Sunday, 27.10.2024 10:00 - 19:00, Location: A01 0-007, A01 0-010 b, (Deutsches Auswandererhaus (Bremerhaven)) 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	-	Dr. Tobias Linnemann Sunday Omwenyeke	Master
3.02.404	Ü English for Educational Purposes: Listening in the language classroom Wednesday: 12:00 - 14:00, weekly (from 16/10/24) Description:	Exercises	2	Inga Zalyevska	Master of Education Master
3.02.502	Ü Vorbereitung auf das Fachpraktikum Englisch (Gym) Monday: 14:00 - 16:00, weekly (from 14/10/24) Description: Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning. Having successfully mastered your initial pedagogical internship (“Allgemeines Schulpraktikum”), the next step is a subject-specific programme for future teachers of English. You will focus on the necessities of the syllabus but also on recognised standards, e.g. the Common European Framework and educational standards established across Germany (“Bildungsstandards”). The course is designed to help you make the transition from your university-based view on teaching to actually mastering the complex role of a classroom practitioner. Since your internship is likely to take place in Lower Saxony, the most recent version of the Core Curriculum (2016) will be explored and applied to the planning process of units of work and individual lessons. Participants are expected to critically analyse and develop complex tasks but also come up with short exercises and practice sessions as a means to foster language learning. Different teaching resources and textbooks will be studied against the backdrop of scientific insights into the subject. Lesson planning and creating units of work will be an integral part of the preparation for the upcoming field experience. A critical reflection of English lessons observed and taught during the initial pedagogical internship will serve as a basis for reflective lesson planning. A hands-on approach to developing key professional skills therefore involves • preparing and planning lessons and units of work, • realistic target setting • administrative skills such as reporting and recording, • assessment / testing and • planning for differentiation. By the end of the course you should be familiar with key requirements of lesson planning and teaching as well as the underlying principles of language learning.	Exercises	2	Dr. Sylke Bakker	Erweiterungsfach Master of Education
3.02.202	S Focus on Diversity - Teaching in the heterogeneous EFL classroom (Blockveranstaltung) Dates on Friday, 11.10.2024 - Saturday, 12.10.2024, Friday, 18.10.2024 09:00 - 16:00, Saturday, 19.10.2024 09:00 - 12:00 Description:	Seminar	-	Dr. Jana Oldendörp	Bachelor Master of Education
3.02.025	Ü Introduction to Linguistics and the English Language Part 1 Monday: 12:00 - 14:00, weekly (from 14/10/24) Description:	Exercises	2	Dr. phil. Dobrinka Genevska-Hanke	Bachelor
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Veranstaltungsverzeichnis

Institute of English and American Studies