Veranstaltungsverzeichnis
Institute of English and American Studies
- English course offer for exchange students :
- School of Linguistics and Cultural Studies
- Institute of English and American Studies
| VAK | Title | Type | SWS | Teachers | Degree |
|---|---|---|---|---|---|
| 3.02.307 |
KO New Research on English Literatures and Cultures
Tuesday: 16:00 - 18:00, weekly (from 20/10/20) Description: |
Colloquium | 2 |
Prof. Dr. Anton Kirchhofer |
|
| 3.02.310 |
DS Directed Studies
The course times are not decided yet.
Description: |
Miscellaneous | - |
Dr. Anna Auguscik |
|
| 3.02.047 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 10:00 - 12:00, weekly (from 22/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
Dr. Christian Lassen |
|
| 3.02.114 |
(WED 16:00) Ü Written English: Reimagining Education
Wednesday: 16:00 - 18:00, weekly (from 21/10/20) Description: |
Exercises | 2 |
Inga Zalyevska |
|
| 3.02.044 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 08:15 - 09:45, weekly (from 22/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
PD Dr. Michaela Keck |
|
| 3.90.410 |
EMMIR Master Thesis "MA thesis proposal colloquium " (MM41)
The course times are not decided yet.
Description: |
Seminar | - |
Prof. Dr. Martin Butler Michal Musialowski Dr. Lydia Potts |
|
| 3.02.111 |
(Wed) Ü Written English: Writing about British Asian Cinema
Wednesday: 08:00 - 10:00, weekly (from 21/10/20) Description: British Asian cinema has its roots in the Black politics of the 1960s and '70s when a new wave of politically active filmmakers began to use film to challenge racism and create greater awareness of issues facing their communities, such as poverty and social exclusion. British Asian films, in keeping with these roots, focus on the position of South-Asian communities in Britain, and on the complex experiences of second generation British Asians growing up with both cultures. Key issues are conforming to, or rejecting, aspects of both cultures, often centering on religion, “arranged marriage”, intergenerational conflict, gender expectations, sexuality and racism. This Written English course forms one half of the compulsory module ang311: Integrated Language Skills. The module is assessed via a portfolio and the assessment requirements are a take-home essay and an edited version of this essay. The grade will be added to the result from Spoken English. Homework assignments as required by the lecturer will count towards active participation. British Asian cinema has its roots in the Black politics of the 1960s and '70s when a new wave of politically active filmmakers began to use film to challenge racism and create greater awareness of issues facing their communities, such as poverty and social exclusion. British Asian films, in keeping with these roots, focus on the position of South-Asian communities in Britain, and on the complex experiences of second generation British Asians growing up with both cultures. Key issues are conforming to, or rejecting, aspects of both cultures, often centering on religion, “arranged marriage”, intergenerational conflict, gender expectations, sexuality and racism. This Written English course forms one half of the compulsory module ang311: Integrated Language Skills. The module is assessed via a portfolio and the assessment requirements are a take-home essay and an edited version of this essay. The grade will be added to the result from Spoken English. Homework assignments as required by the lecturer will count towards active participation. |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.930 |
S World Englishes
Thursday: 14:00 - 17:00, weekly (from 22/10/20) Description: |
Seminar | 3 |
Prof. Dr. Ronald Geluykens |
|
| 3.02.400 |
(Tue) Ü Academic Discourse: Practical Translation
Tuesday: 10:00 - 12:00, weekly (from 20/10/20) Description: “Practical translation” aims to heighten your awareness of the differences between German and English, and to enable you to circumnavigate common translation problems. We will begin by looking at common problems such as translating complex noun phrases, relative clauses, false friends, progressive / simple / perfective aspects as part of a topic-based unit on Government and Politics in the UK and USA. You will then be given the opportunity, in small groups, to select your own text to translate; fictional, political, scientific research, an abstract, a film review, marketing, tourism, which you will present in class for peer review. Practical translation thus focusses on fine-tuning your accuracy and use of idiomatic English as well as equipping you with the tools to edit and translate a variety of genres of text. The assessment is based on two in-class tests (one mid-semester and compulsory, and one optional for students needing 3 credit points at the end of the semester; both compulsory for students requiring 6 credit points), plus the group translation of the text you selected and an individual commentary. “Practical translation” aims to heighten your awareness of the differences between German and English, and to enable you to circumnavigate common translation problems. We will begin by looking at common problems such as translating complex noun phrases, relative clauses, false friends, progressive / simple / perfective aspects as part of a topic-based unit on Government and Politics in the UK and USA. You will then be given the opportunity, in small groups, to select your own text to translate; fictional, political, scientific research, an abstract, a film review, marketing, tourism, which you will present in class for peer review. Practical translation thus focusses on fine-tuning your accuracy and use of idiomatic English as well as equipping you with the tools to edit and translate a variety of genres of text. The assessment is based on two in-class tests (one mid-semester and compulsory, and one optional for students needing 3 credit points at the end of the semester; both compulsory for students requiring 6 credit points), plus the group translation of the text you selected and an individual commentary. |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.101 |
(Fri) Ü Spoken English: Germany Through an Anglophone Lens
Friday: 10:00 - 12:00, weekly (from 23/10/20) Description: “Admiration, antagonism & ambivalence” was what characterized British images of Germany before WWI according to the historian Richard Scully. This course explores representations of Germany, its people and its language, and how these images have changed historically. We will explore contexts such as Tatort, German citizenship classes, the World Cup, the German language according to Mark Twain, and stereotypes of Germany in the Anglophone press. The assessment requirement for this Spoken English course is a 15-20 minute oral language test at the end of the semester, with the grade to be added to the result from Written English. The oral test will take place via video conference. Podcasts will count towards active participation and will provide students with valuable language feedback. “Admiration, antagonism & ambivalence” was what characterized British images of Germany before WWI according to the historian Richard Scully. This course explores representations of Germany, its people and its language, and how these images have changed historically. We will explore contexts such as Tatort, German citizenship classes, the World Cup, the German language according to Mark Twain, and stereotypes of Germany in the Anglophone press. The assessment requirement for this Spoken English course is a 15-20 minute oral language test at the end of the semester, with the grade to be added to the result from Written English. The oral test will take place via video conference. Podcasts will count towards active participation and will provide students with valuable language feedback. |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.021 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 16:15 - 17:45, weekly (from 20/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.026 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 14:15 - 15:45, weekly (from 20/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Nils Rademacher |
|
| 3.02.151 |
S "Uncle Toms" No More: African-American Writers in Dialogue with Harriet Beecher Stowe's Uncle Tom's Cabin
Tuesday: 10:00 - 12:00, weekly (from 20/10/20) Description: Ever since its first serial publication in 1851, Harriet Beecher Stowe’s "Uncle Tom’s Cabin" has been subject to controversial discussions. While the novel was highly popular among black and white abolitionists in the 19th century, issues of feminism, critical race theory, and religion have remained at odds and continue to occupy scholars, writers, and intellectuals - black and white, male and female. Important literary critical responses during the 19th and the 20th centuries have come from African American authors, who have addressed and re-worked Stowe’s novel from diverse vantage points and in different genres. This class focuses on selected literary responses by African American writers and intellectuals with a particular focus on the multidimensional and polysemic dialogues, which their revisions have opened up. Starting out from Stowe’s novel itself, we will study the 19th-century responses by Frederick Douglass and Frances Ellen Watkins Harper and the 20th-century postmodern re-workings by Ishmael Reed and Toni Morrison. Please purchase and read the Norton critical edition from 2018, edited by Elizabeth Ammons of Harriet Beecher Stowe’s "Uncle Tom’s Cabin" (1852). Also purchase and read Ismael Reed, "Flight to Canada" (1976) and Toni Morrison, "Beloved" (1987). Frederick Douglass’s novella “The Heroic Slave” (1853) and Frances Ellen Watkins Harper’s poem “Eliza Harris” (1853) can be accessed online at https://docsouth.unc.edu/neh/douglass1853/douglass1853.htmlhttps://docsouth.unc.edu/neh/douglass1853/douglass1853.html and https://www.poetryfoundation.org/poems/52447/eliza-harris respectively. Additional reading materials will be made available on Stud.IP at the beginning of the semester. Ever since its first serial publication in 1851, Harriet Beecher Stowe’s "Uncle Tom’s Cabin" has been subject to controversial discussions. While the novel was highly popular among black and white abolitionists in the 19th century, issues of feminism, critical race theory, and religion have remained at odds and continue to occupy scholars, writers, and intellectuals - black and white, male and female. Important literary critical responses during the 19th and the 20th centuries have come from African American authors, who have addressed and re-worked Stowe’s novel from diverse vantage points and in different genres. This class focuses on selected literary responses by African American writers and intellectuals with a particular focus on the multidimensional and polysemic dialogues, which their revisions have opened up. Starting out from Stowe’s novel itself, we will study the 19th-century responses by Frederick Douglass and Frances Ellen Watkins Harper and the 20th-century postmodern re-workings by Ishmael Reed and Toni Morrison. Please purchase and read the Norton critical edition from 2018, edited by Elizabeth Ammons of Harriet Beecher Stowe’s "Uncle Tom’s Cabin" (1852). Also purchase and read Ismael Reed, "Flight to Canada" (1976) and Toni Morrison, "Beloved" (1987). Frederick Douglass’s novella “The Heroic Slave” (1853) and Frances Ellen Watkins Harper’s poem “Eliza Harris” (1853) can be accessed online at https://docsouth.unc.edu/neh/douglass1853/douglass1853.htmlhttps://docsouth.unc.edu/neh/douglass1853/douglass1853.html and https://www.poetryfoundation.org/poems/52447/eliza-harris respectively. Additional reading materials will be made available on Stud.IP at the beginning of the semester. |
Seminar | 2 |
PD Dr. Michaela Keck |
|
| 3.02.405 |
Ü English for Educational Purposes: Designing Reading Materials (12-14)
Thursday: 12:00 - 14:00, weekly (from 22/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.601 |
Ü Begleitveranstaltung für TutorInnen der Anglistik/ Amerikanistik: Linguistik/ Sprachwissenschaft
The course times are not decided yet.
Description: |
Exercises | - |
Dr. Ilka Flöck, she/ her |
|
| 3.02.029 |
Ü Introduction to Linguistics and the English Language Part 1
Friday: 14:15 - 15:45, weekly (from 23/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Lina Abed Ibrahim, M.A. |
|
| 3.90.310 |
EMMIR Focus Module "Migration and Small Nations: Situating Migration in Population Dynamics" (MM32.1/Semester 3)
The course times are not decided yet.
Description: |
Seminar | - |
Gast Dozent |
|
| 3.02.046 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 08:00 - 10:00, weekly (from 23/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
Dr. Christian Lassen |
|
| 3.02.306 |
KO New Research in British and Anglophone Literary and Cultural Studies
Tuesday: 14:00 - 16:00, weekly (from 20/10/20) Description: |
Colloquium | 2 |
Dr. Christian Lassen |
|
| 3.02.991 |
S Cult Media: The Production, Distribution, and Reception of Alternative Media
Friday: 09:00 - 12:00, weekly (from 27/11/20), Morning Slot Virtual Screenings Friday: 16:00 - 19:00, weekly (from 27/11/20), Afternoon Slot Virtual Screenings Description: What is a 'cult' movie? A 'cult' TV show? A 'cult' novel? Today, it seems, these terms are employed so frequently and to such a wide variety of cultural artifacts that 'cult' has practically lost its meaning. Nevertheless, this seminar will examine what 'cult' means and how 'cult' is produced. In this seminar, we will thus broach questions such as: Why did C. S. Lewis and J. R. R. Tolkien (in)famously organize Amanda McKittrick Ros reading competitions? Is Night of the Living Dead a cult movie? Is Grey's Anatomy a cult show? In what ways are they similar? In what ways are they different? Why is the term 'cult' so loosely used today? Who watches cult movies? Are cult audiences specific (sub-)cultures? What defines these (sub-)cultures? Why is it that specific genres (horror, sci-fi, fantasy) seem more prone toward cultification than other genres? Is there such a thing as a 'cult star'? After tackling a handful of introductory readings, we will jump into all things cult. While we will take some detours into literature, television, and comics, our main focus will be on film. What is a 'cult' movie? A 'cult' TV show? A 'cult' novel? Today, it seems, these terms are employed so frequently and to such a wide variety of cultural artifacts that 'cult' has practically lost its meaning. Nevertheless, this seminar will examine what 'cult' means and how 'cult' is produced. In this seminar, we will thus broach questions such as: Why did C. S. Lewis and J. R. R. Tolkien (in)famously organize Amanda McKittrick Ros reading competitions? Is Night of the Living Dead a cult movie? Is Grey's Anatomy a cult show? In what ways are they similar? In what ways are they different? Why is the term 'cult' so loosely used today? Who watches cult movies? Are cult audiences specific (sub-)cultures? What defines these (sub-)cultures? Why is it that specific genres (horror, sci-fi, fantasy) seem more prone toward cultification than other genres? Is there such a thing as a 'cult star'? After tackling a handful of introductory readings, we will jump into all things cult. While we will take some detours into literature, television, and comics, our main focus will be on film. |
Seminar | - |
Dr. Michael Fuchs |
|
| 3.02.302 |
KO Language Use, Variation and Change: Fach Anglistik/ Englisch
Wednesday: 16:00 - 18:00, weekly (from 21/10/20) Description: |
Colloquium | 2 |
Prof. Dr. Ronald Geluykens |
|
| 3.02.115 |
(THU 12:00) Ü Written English: Reimagining Education
Thursday: 12:00 - 14:00, weekly (from 22/10/20) Description: |
Exercises | 2 |
Inga Zalyevska |
|
| 3.02.998 |
S Multiple Imaginations: Germany's Pasts and Presents
Dates on Friday. 22.01.21 16:00 - 20:00, Saturday. 23.01.21 - Sunday. 24.01.21 10:00 - 19:00
Description: In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. With a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are, and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. In the context of this seminar, we do a joint study trip to the Auswandererhaus in Bremerhaven to explore different narratives and representations about Germany’s past and present. With a selection of texts and short films we will examine issues of exclusion and inclusion, and their implications. In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. With a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are, and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. In the context of this seminar, we do a joint study trip to the Auswandererhaus in Bremerhaven to explore different narratives and representations about Germany’s past and present. With a selection of texts and short films we will examine issues of exclusion and inclusion, and their implications. |
Seminar | - |
Lea Brenningmeyer Sunday Omwenyeke Tobias Linnemann |
|
| 3.02.482 |
S Teaching Literature in the EFL Classroom
Wednesday: 10:00 - 12:00, weekly (from 21/10/20) 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 |
|
| 3.02.008 |
TUT Principles of Language Teaching and Learning Part I
Thursday: 08:15 - 09:45, weekly (from 22/10/20) Description: |
Tutorial | 2 |
Malte Björn Peick |
|
| 3.02.312 |
DS Directed Studies
The course times are not decided yet.
Description: |
Miscellaneous | - |
Dr. Julius Greve |
|
| 3.02.061 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Wednesday: 08:15 - 09:45, weekly (from 21/10/20) Description: |
Tutorial | 2 |
Johannes Pütter |
|
| 3.02.200 |
S Media Literacy in ELT
Monday: 18:00 - 20:00, weekly (from 19/10/20) Description: |
Seminar | 2 |
Dr. Birte Sause |
|
| 3.02.410 |
Ü English for Educational Purposes: Media in the Classroom
Wednesday: 08:00 - 10:00, weekly (from 21/10/20) Description: |
Exercises | 2 |
Lauren Freede |
|
| 3.02.190 |
S Intercultural Communicative Competence
Tuesday: 10:00 - 12:00, weekly (from 20/10/20) Description: |
Seminar | 2 |
Prof. Dr. Wolfgang Gehring |
|
| 3.02.170 |
S The History of the English Language
Wednesday: 14:00 - 16:00, weekly (from 21/10/20) Description: The central topic of this seminar is to investigate language change. We will discuss roughly 1500 years focussing on periods that have conventionally been classified as "turning-points" in the linguistic history of the English language. Our inquiry will encompass processes of language internal change as well as the external influence as a result of language contact. The seminar itself will be presented as a downloadable podcast plus ppt-presentation, meaning that there is no weekly live session. However, we will meet a few times to clarify organizational matters and/or any questions that come up. The central topic of this seminar is to investigate language change. We will discuss roughly 1500 years focussing on periods that have conventionally been classified as "turning-points" in the linguistic history of the English language. Our inquiry will encompass processes of language internal change as well as the external influence as a result of language contact. The seminar itself will be presented as a downloadable podcast plus ppt-presentation, meaning that there is no weekly live session. However, we will meet a few times to clarify organizational matters and/or any questions that come up. |
Seminar | 2 |
Nils Rademacher |
|
| 3.02.003 |
TUT Principles of Language Teaching and Learning Part I
Monday: 18:15 - 19:45, weekly (from 19/10/20) Description: |
Tutorial | 2 |
Edda Hagemann |
|
| 3.02.100 |
Ü Spoken English: Food, glorious food
Wednesday: 12:00 - 14:00, weekly (from 21/10/20) Description: |
Exercises | 2 |
Lauren Freede |
|
| 3.02.022 |
Ü Introduction to Linguistics and the English Language Part 1
Wednesday: 08:15 - 09:45, weekly (from 21/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.502 |
Ü Vorbereitung auf das Fachpraktikum Englisch (Gym)
Tuesday: 08:00 - 10:00, weekly (from 20/10/20) Description: Making the most of your field experience. 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. Making the most of your field experience. 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 |
|
| 3.02.480 |
S Current Issues in ELT
Monday: 16:00 - 18:00, weekly (from 19/10/20) Description: |
Seminar | 2 |
Prof. Dr. Wolfgang Gehring |
|
| 3.02.220 |
S Screening Europe: Representations of Europe in US-American Film and TV
Dates on Friday. 06.11.20 16:00 - 18:00, Friday. 20.11.20, Friday. 04.12.20 00:00, Friday. 18.12.20 16:00 - 20:00, Friday. 15.01.21, Friday. 29.01.21 00:00
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 "How I Met Your Mother"). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared towards international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the 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 "How I Met Your Mother"). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared towards international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. |
Seminar | - |
Lea Brenningmeyer |
|
| 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 |
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| 3.02.071 |
Ü Introduction to Integrated Language Studies
Thursday: 12:15 - 13:45, weekly (from 22/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Lauren Freede |
|
| 3.02.079 |
(Fri) Ü Introduction to Integrated Language Studies
Friday: 08:15 - 09:45, weekly (from 23/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.056 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Monday: 18:15 - 19:45, weekly (from 19/10/20) Description: |
Tutorial | 2 |
Antonia Schepers |
|
| 3.02.110 |
Ü Written English: Language Education in Canada (Tues)
Tuesday: 10:00 - 12:00, weekly (from 20/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.305 |
KO New Research in American Literary and Cultural Studies
Wednesday: 08:00 - 10:00, weekly (from 21/10/20) Description: This course is open to all students who are preparing to write - or are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as those students who want to do a research module (Recherchemodul). Students will hone their academic writings skills through various writing exercises, develop an exposé/RPO (research project outline) in the course of the semester, and undertake some first work on their project. Furthermore, this course offers opportunities for individual consultation to discuss their writing exercises and research projects. In order to receive their credit points, students will have to document their course work by uploading it on Stud.IP. Please note: this course will not meet online, except for the individual consultations, which will take place online and via BigBlueButton on specified dates during the scheduled hours of the course, (Wednesdays 8.15-9.45). This course is open to all students who are preparing to write - or are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as those students who want to do a research module (Recherchemodul). Students will hone their academic writings skills through various writing exercises, develop an exposé/RPO (research project outline) in the course of the semester, and undertake some first work on their project. Furthermore, this course offers opportunities for individual consultation to discuss their writing exercises and research projects. In order to receive their credit points, students will have to document their course work by uploading it on Stud.IP. Please note: this course will not meet online, except for the individual consultations, which will take place online and via BigBlueButton on specified dates during the scheduled hours of the course, (Wednesdays 8.15-9.45). |
Colloquium | 2 |
PD Dr. Michaela Keck |
|
| 3.02.404 |
Ü English for Educational Purposes: Teacher Talk in ELT
Wednesday: 14:00 - 16:00, weekly (from 21/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.028 |
Ü Introduction to Linguistics and the English Language Part 1
Friday: 12:15 - 13:45, weekly (from 23/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Lina Abed Ibrahim, M.A. |
|
| 3.02.025 |
Ü Introduction to Linguistics and the English Language Part 1
Thursday: 10:15 - 11:45, weekly (from 22/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.221 |
S Britain and Europe
Thursday: 16:00 - 18:00, weekly (from 22/10/20) Dates on Saturday. 16.01.21, Saturday. 23.01.21 10:00 - 15:00 Description: |
Seminar | 2 |
Dr. Richard Stinshoff |
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| 3.02.120 |
S American Poetry Since 1945: Politics, Culture, Signification
Wednesday: 12:00 - 14:00, weekly (from 21/10/20) Description: Following Jennifer Ashton’s Cambridge Companion to American Poetry Since 1945 (Cambridge UP, 2013), this seminar contemplates the following questions: How is the meaning of poetry constructed, in the aftermath of modernity and modernism? How do poems seek to represent persons, groups of people, or parts of society? How to determine the relationship between the materiality of poetic language and that of the reality depicted? Finally, what is the relationship between content and form in American poetry and its cultures and subcultures after, and thus since, the Second World War? The participants of the seminar will come to understand the dynamics of Late Modernism and Objectivism (including Ezra Pound, William Carlos Williams, and Louis Zukofsky), of the poets of Black Mountain College and the Black Arts movement (incl. Charles Olson, Robert Creeley, Leroi Jones/Amiri Baraka), of the New York School, the Confessional Poets and the Beats (incl. Frank O’Hara, Robert Lowell, Sylvia Plath, Anne Sexton, Allen Ginsberg, as well as the song lyrics of Bob Dylan and other singer songwriters), ecopoetics, feminist poetics, and Language writing (incl. A. R. Ammons, Gary Snyder, Audre Lorde, Susan Howe, and Charles Bernstein), and the new(er) forms of poetic practice—spoken word and Hip Hop poetics (incl. Nas, Foxy Brown, Kanye West, and Kendrick Lamar)—that are contemporaneous with both late twentieth-century and early twenty-first century verse. Along the lines of the questions raised above, the seminar emphasizes in particular (1) the politics of the literary canon, from the perspective of poetry and poetics; (2) the relation between culture and subculture, as it pertains to poetic expression and lifestyle; and (3) the intricacies of linguistic and semiotic structures and dynamics, in and for poetic innovation. Aside from some additional poems, lyrics, and selected chapters from Ashton’s Cambridge Companion, which will be made available at the start of the semester, the following anthology needs to be purchased by the seminar’s participants: - Rita Dove, ed., The Penguin Anthology of Twentieth-Century American Poetry Following Jennifer Ashton’s Cambridge Companion to American Poetry Since 1945 (Cambridge UP, 2013), this seminar contemplates the following questions: How is the meaning of poetry constructed, in the aftermath of modernity and modernism? How do poems seek to represent persons, groups of people, or parts of society? How to determine the relationship between the materiality of poetic language and that of the reality depicted? Finally, what is the relationship between content and form in American poetry and its cultures and subcultures after, and thus since, the Second World War? The participants of the seminar will come to understand the dynamics of Late Modernism and Objectivism (including Ezra Pound, William Carlos Williams, and Louis Zukofsky), of the poets of Black Mountain College and the Black Arts movement (incl. Charles Olson, Robert Creeley, Leroi Jones/Amiri Baraka), of the New York School, the Confessional Poets and the Beats (incl. Frank O’Hara, Robert Lowell, Sylvia Plath, Anne Sexton, Allen Ginsberg, as well as the song lyrics of Bob Dylan and other singer songwriters), ecopoetics, feminist poetics, and Language writing (incl. A. R. Ammons, Gary Snyder, Audre Lorde, Susan Howe, and Charles Bernstein), and the new(er) forms of poetic practice—spoken word and Hip Hop poetics (incl. Nas, Foxy Brown, Kanye West, and Kendrick Lamar)—that are contemporaneous with both late twentieth-century and early twenty-first century verse. Along the lines of the questions raised above, the seminar emphasizes in particular (1) the politics of the literary canon, from the perspective of poetry and poetics; (2) the relation between culture and subculture, as it pertains to poetic expression and lifestyle; and (3) the intricacies of linguistic and semiotic structures and dynamics, in and for poetic innovation. Aside from some additional poems, lyrics, and selected chapters from Ashton’s Cambridge Companion, which will be made available at the start of the semester, the following anthology needs to be purchased by the seminar’s participants: - Rita Dove, ed., The Penguin Anthology of Twentieth-Century American Poetry |
Seminar | 2 |
Dr. Julius Greve |
|
| 3.02.001 |
V Principles of Language Teaching and Learning Part I
Wednesday: 08:00 - 10:00, weekly (from 21/10/20) Description: |
Lecture | 2 |
Prof. Dr. Wolfgang Gehring |
|
| 3.02.076 |
(Tue) Ü Introduction to Integrated Language Studies
Tuesday: 08:15 - 09:45, weekly (from 20/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.950 |
S The Sounds of Language
Wednesday: 08:00 - 10:00, weekly (from 21/10/20) Description: |
Seminar | 2 |
Prof. Dr. Marcel Schlechtweg |
|
| 3.02.060 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Tuesday: 08:15 - 09:45, weekly (from 20/10/20) Description: |
Tutorial | 2 |
Matthias Himstedt |
|
| 3.02.080 |
Ü Introduction to Integrated Language Studies: Donnerstag: 18:15 - 19:45
Thursday: 18:15 - 19:45, weekly (from 22/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Inga Zalyevska |
|
| 3.02.401 |
Ü English for Educational Purposes: Designing Reading Materials (10-12)
Thursday: 10:00 - 12:00, weekly (from 22/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.504 |
Ü Vorbereitung auf das Forschungs- und Entwicklungspraktikum Fach Englisch (FEP)
Tuesday: 14:00 - 16:00, weekly (from 20/10/20) Description: Dieser Kurs richtet sich an Masterstudierende, die auf Lehramt (Gym) Englisch studieren und im Fach Englisch das Forschungs- und Entwicklungspraktikum (FEP) im Frühjahr 2021 erbringen möchten. In der Vorbereitung stehen die eigenständige Entwicklung und Gestaltung eines eigenen Forschungsprojektes auf Grundlage von Unterrichtsbeobachtungen im Zentrum. Es gibt eine Einweisung in verschiedene Formen der Unterrichtsbeobachtung und einige praktische Übungen. Im Anschluss daran erfolgt die Erstellung von projektspezifischen Instrumenten zur Unterrichtsbeobachtung in thematisch unterteilten ExpertInnengruppen. In der Nachbereitung stehen die Präsentation der Projektergebnisse, sowie eine didaktische Reflexion des Projektes im Vordergrund. Dieser Kurs richtet sich an Masterstudierende, die auf Lehramt (Gym) Englisch studieren und im Fach Englisch das Forschungs- und Entwicklungspraktikum (FEP) im Frühjahr 2021 erbringen möchten. In der Vorbereitung stehen die eigenständige Entwicklung und Gestaltung eines eigenen Forschungsprojektes auf Grundlage von Unterrichtsbeobachtungen im Zentrum. Es gibt eine Einweisung in verschiedene Formen der Unterrichtsbeobachtung und einige praktische Übungen. Im Anschluss daran erfolgt die Erstellung von projektspezifischen Instrumenten zur Unterrichtsbeobachtung in thematisch unterteilten ExpertInnengruppen. In der Nachbereitung stehen die Präsentation der Projektergebnisse, sowie eine didaktische Reflexion des Projektes im Vordergrund. |
Exercises | 2 |
Christian Kramer, M.A. |
|
| 3.02.304 |
KO New Research in American Literary and Cultural Studies
Tuesday: 10:00 - 12:00, weekly (from 20/10/20) Description: |
Colloquium | 2 |
Prof. Dr. Martin Butler |
|
| 3.02.078 |
(Thu) Ü Introduction to Integrated Language Studies
Thursday: 08:15 - 09:45, weekly (from 22/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.041 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 10:15 - 11:45, weekly (from 23/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
Alena Cicholewski |
|
| 3.02.192 |
S Dimensions of Diversity
Wednesday: 08:00 - 10:00, weekly (from 21/10/20) 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 (written assessment / “E-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 (written assessment / “E-Klausur”) |
Seminar | 2 |
Dr. Sylke Bakker |
|
| 3.02.024 |
Ü Introduction to Linguistics and the English Language Part 1
Thursday: 08:15 - 09:45, weekly (from 22/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.103 |
Ü Spoken English: Higher Education in North America (Mon)
Monday: 14:00 - 16:00, weekly (from 19/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.062 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 08:15 - 09:45, weekly (from 22/10/20) Description: |
Tutorial | 2 |
Miriam Goy |
|
| 3.02.070 |
Ü Introduction to Integrated Language Studies
Tuesday: 10:15 - 11:45, weekly (from 20/10/20) Dates on Wednesday. 10.02.21 10:15 - 11:45 Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Lauren Freede |
|
| 3.02.020 |
V Introduction to Linguistics and the English Language Part 1
Wednesday: 10:00 - 12:00, weekly (from 28/10/20) Description: |
Lecture | 1 |
Prof. Dr. Marcel Schlechtweg |
|
| 3.02.970 |
S Anthropology in Contemporary Anglophone Fiction
Tuesday: 10:00 - 12:00, weekly (from 20/10/20) Description: |
Seminar | 2 |
Prof. Dr. Anton Kirchhofer |
|
| 3.02.500 |
Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch
Friday: 08:00 - 10:00, weekly (from 23/10/20) Description: |
Exercises | - |
Christian Kramer, M.A. Elisabeth Lücken Kerstin Weerts |
|
| 3.02.072 |
Ü Introduction to Integrated Language Studies
Thursday: 10:15 - 11:45, weekly (from 22/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Lauren Freede |
|
| 3.90.115 |
EMMIR Master Thesis "Navigating EMMIR" (MM41)
The course times are not decided yet.
Description: |
Seminar | - |
Prof. Dr. Martin Butler Dr. Lydia Potts Michal Musialowski Prof. Dr. Roberts Muriisa Dr. Mai Izeldeen Dr. Wendo Mlahagwa Olema Josiah Dr. phil. Lüder Tietz, M.A. |
|
| 3.02.055 |
Repetitorium: Introduction to the Critical and Scholarly Discussion of Literature
Friday: 14:15 - 15:45, weekly (from 23/10/20) Description: |
Miscellaneous | 2 |
Dr. Anna Auguscik |
|
| 3.02.403 |
Ü English for Educational Purposes: Designing Speaking Activities
Monday: 10:00 - 12:00, weekly (from 19/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.90.340 |
EMMIR Focus Module "Gender and Feminism: Concepts and Theories" (MM32.3/Semester 3)
Dates on Tuesday. 04.08.20 - Thursday. 06.08.20, Saturday. 08.08.20, Monday. 10.08.20 - Thursday. 13.08.20, Saturday. 15.08.20, Monday. ...(more)
Description: |
Seminar | - |
Gast Dozent Dr.phil. Sylvia Pritsch Dr. Lydia Potts Prof. Dr. Sheila Marianne Meintjes Prof. Dr. Fatima Sadiqi Dr. Mai Izeldeen Balghis Badri |
|
| 3.02.210 |
Informationen zum Kombinationsmodul
The course times are not decided yet.
Description: |
Miscellaneous | - |
in Bearbeitung |
|
| 3.02.074 |
Ü Introduction to Integrated Language Studies: Donnerstag: 14:15 - 15:45
Thursday: 14:15 - 15:45, weekly (from 22/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Inga Zalyevska |
|
| 3.02.150 |
S "Uncle Toms" No More: African-American Writers in Dialogue with Harriet Beecher Stowe's Uncle Tom's Cabin
Tuesday: 16:00 - 18:00, weekly (from 20/10/20) Description: Ever since its first serial publication in 1851, Harriet Beecher Stowe’s "Uncle Tom’s Cabin" has been subject to controversial discussions. While the novel was highly popular among black and white abolitionists in the 19th century, issues of feminism, critical race theory, and religion have remained at odds and continue to occupy scholars, writers, and intellectuals - black and white, male and female. Important literary critical responses during the 19th and the 20th centuries have come from African American authors, who have addressed and re-worked Stowe’s novel from diverse vantage points and in different genres. This class focuses on selected literary responses by African American writers and intellectuals with a particular focus on the multidimensional and polysemic dialogues, which their revisions have opened up. Starting out from Stowe’s novel itself, we will study the 19th-century responses by Frederick Douglass and Frances Ellen Watkins Harper and the 20th-century postmodern re-workings by Ishmael Reed and Toni Morrison. Please purchase and read the Norton critical edition from 2018, edited by Elizabeth Ammons of Harriet Beecher Stowe’s "Uncle Tom’s Cabin" (1852). Also purchase and read Ismael Reed, "Flight to Canada" (1976) and Toni Morrison, "Beloved" (1987). Frederick Douglass’s novella “The Heroic Slave” (1853) and Frances Ellen Watkins Harper’s poem “Eliza Harris” (1853) can be accessed online at https://docsouth.unc.edu/neh/douglass1853/douglass1853.htmlhttps://docsouth.unc.edu/neh/douglass1853/douglass1853.html and https://www.poetryfoundation.org/poems/52447/eliza-harris respectively. Additional reading materials will be made available on Stud.IP at the beginning of the semester. Ever since its first serial publication in 1851, Harriet Beecher Stowe’s "Uncle Tom’s Cabin" has been subject to controversial discussions. While the novel was highly popular among black and white abolitionists in the 19th century, issues of feminism, critical race theory, and religion have remained at odds and continue to occupy scholars, writers, and intellectuals - black and white, male and female. Important literary critical responses during the 19th and the 20th centuries have come from African American authors, who have addressed and re-worked Stowe’s novel from diverse vantage points and in different genres. This class focuses on selected literary responses by African American writers and intellectuals with a particular focus on the multidimensional and polysemic dialogues, which their revisions have opened up. Starting out from Stowe’s novel itself, we will study the 19th-century responses by Frederick Douglass and Frances Ellen Watkins Harper and the 20th-century postmodern re-workings by Ishmael Reed and Toni Morrison. Please purchase and read the Norton critical edition from 2018, edited by Elizabeth Ammons of Harriet Beecher Stowe’s "Uncle Tom’s Cabin" (1852). Also purchase and read Ismael Reed, "Flight to Canada" (1976) and Toni Morrison, "Beloved" (1987). Frederick Douglass’s novella “The Heroic Slave” (1853) and Frances Ellen Watkins Harper’s poem “Eliza Harris” (1853) can be accessed online at https://docsouth.unc.edu/neh/douglass1853/douglass1853.htmlhttps://docsouth.unc.edu/neh/douglass1853/douglass1853.html and https://www.poetryfoundation.org/poems/52447/eliza-harris respectively. Additional reading materials will be made available on Stud.IP at the beginning of the semester. |
Seminar | 2 |
PD Dr. Michaela Keck |
|
| 3.02.023 |
Ü Introduction to Linguistics and the English Language Part 1
Tuesday: 14:15 - 15:45, weekly (from 20/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.002 |
TUT Principles of Language Teaching and Learning Part I
Monday: 08:15 - 09:45, weekly (from 19/10/20) Description: |
Tutorial | 2 |
Jill-Dean Rose |
|
| 3.02.009 |
TUT Principles of Language Teaching and Learning Part I
Thursday: 18:15 - 19:45, weekly (from 22/10/20) Description: |
Tutorial | 2 |
Malte Björn Peick |
|
| 3.90.360 |
EMMIR Focus Module "Identity, Movement & Control" (MM32.6/Semester 3)
The course times are not decided yet.
Description: |
Seminar | - |
Gast Dozent |
|
| 3.02.481 |
S Methodology in ELT
Tuesday: 08:00 - 10:00, weekly (from 20/10/20) Description: |
Seminar | 2 |
Prof. Dr. Wolfgang Gehring |
|
| 3.02.997 |
Ü English Language Help Centre
Monday: 16:00 - 18:00, weekly (from 19/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.172 |
S The History of English: Old English
Wednesday: 18:00 - 20:00, weekly (from 21/10/20) Description: “Hwæt sceolan we drinkan?”, what looks like an odd mixture of English and German is actually correct English – just more or less 1300 years old. One can still rather easily recognize the interrogative pronoun “what” only that the “hw” is nowadays reversed. “Sceolan” is probably a little hard to decipher at first glance, however at least for German natives it should – especially in combination with the last word of the question – be quickly identifiable as the equivalent to Modern English “shall” (or sollen – in OE the “sc” was pronounced as “sh”). The fellow who phrased this particular question therefore spoke perfect (Old) English, and yet how come that it looks more like a heavy German dialect than proper English? This issue will be one of the leading questions for this seminar. Where did the English language come from? Why is it even called English? Where did the languages before English go? Was there something like an “Old English period”? To answer those (and other questions) a period of language history lasting around 800 years will be examined. The focus will thereby not only lay with understanding the basics of Old English spelling, phonology and surface structure, but also in identifying key concepts of language contact and language change and how they have left traces within the everyday language we use. “Hwæt sceolan we drinkan?”, what looks like an odd mixture of English and German is actually correct English – just more or less 1300 years old. One can still rather easily recognize the interrogative pronoun “what” only that the “hw” is nowadays reversed. “Sceolan” is probably a little hard to decipher at first glance, however at least for German natives it should – especially in combination with the last word of the question – be quickly identifiable as the equivalent to Modern English “shall” (or sollen – in OE the “sc” was pronounced as “sh”). The fellow who phrased this particular question therefore spoke perfect (Old) English, and yet how come that it looks more like a heavy German dialect than proper English? This issue will be one of the leading questions for this seminar. Where did the English language come from? Why is it even called English? Where did the languages before English go? Was there something like an “Old English period”? To answer those (and other questions) a period of language history lasting around 800 years will be examined. The focus will thereby not only lay with understanding the basics of Old English spelling, phonology and surface structure, but also in identifying key concepts of language contact and language change and how they have left traces within the everyday language we use. |
Seminar | 2 |
Nils Rademacher |
|
| 3.02.301 |
KO Abschlusskolloquium: BA, MEd, DoktorandInnen, Projektband (Vor-/Nachbereitung)
Wednesday: 10:00 - 12:00, weekly (from 21/10/20) Description: |
Colloquium | 2 |
Prof. Dr. Wolfgang Gehring |
|
| 3.02.043 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Wednesday: 16:15 - 17:45, weekly (from 21/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
PD Dr. Michaela Keck |
|
| 3.90.411 |
EMMIR Master Thesis "Research colloquium " (MM41)
The course times are not decided yet.
Description: |
Seminar | - |
Prof. Dr. Martin Butler Michal Musialowski Dr. Lydia Potts |
|
| 3.02.050 |
Informationen zum Basismodul ang070
The course times are not decided yet.
Description: |
Miscellaneous | - |
Dr. Anna Auguscik Prof. Dr. Martin Butler Alena Cicholewski PD Dr. Michaela Keck Prof. Dr. Anton Kirchhofer Dr. Christian Lassen |
|
| 3.02.063 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Monday: 08:15 - 09:45, weekly (from 19/10/20) Description: |
Tutorial | 2 |
Simon Freisem |
|
| 3.02.600 |
Ü Begleitveranstaltung für Tutor_innen der Anglistik/ Amerikanistik: Literatur/Kultur
Friday: 14:00 - 16:00, weekly (from 23/10/20) Description: |
Exercises | 2 |
Dr. Christian Lassen |
|
| 3.02.027 |
Ü Introduction to Linguistics and the English Language Part 1
Friday: 10:15 - 11:45, weekly (from 23/10/20), Online-Meeting in Stud.IP Description: |
Exercises | 2 |
Lina Abed Ibrahim, M.A. |
|
| 3.02.035 |
TUT Introduction to Linguistics and the English Language Part 1
Monday: 18:15 - 19:45, weekly (from 19/10/20), Online-Meeting in Stud.IP Description: |
Tutorial | 2 |
Patrick Therkorn |
|
| 3.02.036 |
TUT Introduction to Linguistics and the English Language Part 1
Tuesday: 18:15 - 19:45, weekly (from 20/10/20), Online-Meeting in Stud.IP Description: |
Tutorial | 2 |
Edda Hagemann |
|
| 3.02.006 |
TUT Principles of Language Teaching and Learning Part I
Wednesday: 08:15 - 09:45, weekly (from 21/10/20) Description: |
Tutorial | 2 |
Michelle Kerkhoff |
|
| 3.02.308 |
KO Anglistisches-Amerikanistisches Forschungskolloquium
Thursday: 16:00 - 18:00, weekly (from 22/10/20) Description: |
Colloquium | 2 |
Prof. Dr. Martin Butler Prof. Dr. Anton Kirchhofer |
|
| 3.02.309 |
KO Language Use, Variation and Change: Fach Anglistik/ Englisch
Monday: 10:00 - 12:00, weekly (from 19/10/20), Online: "Meetings" conference in Stud.IP Description: |
Colloquium | 2 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.102 |
(Thu) Ü Spoken English: Germany Through an Anglophone Lens
Thursday: 12:00 - 14:00, weekly (from 22/10/20) Description: “Admiration, antagonism & ambivalence” was what characterized British images of Germany before WWI according to the historian Richard Scully. This course explores representations of Germany, its people and its language, and how these images have changed historically. We will explore contexts such as Tatort, German citizenship classes, the World Cup, the German language according to Mark Twain, and stereotypes of Germany in the Anglophone press. The assessment requirement for this Spoken English course is a 15-20 minute oral language test at the end of the semester, with the grade to be added to the result from Written English. The oral test will take place via video conference. Podcasts will count towards active participation and will provide students with valuable language feedback. “Admiration, antagonism & ambivalence” was what characterized British images of Germany before WWI according to the historian Richard Scully. This course explores representations of Germany, its people and its language, and how these images have changed historically. We will explore contexts such as Tatort, German citizenship classes, the World Cup, the German language according to Mark Twain, and stereotypes of Germany in the Anglophone press. The assessment requirement for this Spoken English course is a 15-20 minute oral language test at the end of the semester, with the grade to be added to the result from Written English. The oral test will take place via video conference. Podcasts will count towards active participation and will provide students with valuable language feedback. |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.075 |
Ü Introduction to Integrated Language Studies: Mittwoch: 14:15 - 15:45
Wednesday: 14:15 - 15:45, weekly (from 21/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Inga Zalyevska |
|
| 3.02.311 |
KO Doing Research in Didactics
Monday: 12:00 - 14:00, weekly (from 19/10/20) 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 |
|
| 3.02.081 |
Informationen zum Basismodul ang080
Tuesday: 09:00 - 10:00, fortnightly (from 20/10/20), Grammar and vocabulary - new materials available Tuesday: 09:00 - 10:00, weekly (from 12/01/21), Grammar and vocabulary - new materials available Tuesday: 09:00 - 10:00, fortnightly (from 24/11/20), Grammar and vocabulary - new materials available Dates on Wednesday. 10.02.21 10:15 - 11:45 Description: |
Miscellaneous | - |
Lauren Freede Johanna Hasanen Dr. Rachel Ramsay Inga Zalyevska |
|
| 3.02.059 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 18:15 - 19:45, weekly (from 22/10/20) Description: |
Tutorial | 2 |
Lea Christina Behrens |
|
| 3.02.191 |
S The Plurilingual Classroom
Monday: 08:00 - 10:00, weekly (from 19/10/20) Description: Starting with (pre-service) teachers` individual language learning histories, the module is designed to explore the transition from conventional monolingual approaches towards a more flexible, plurilingual classroom practice. Identifying relevant models of intercultural communication, e.g. Byram (1997), influential research in the field of translanguaging, e.g. García (2009, 2017) and documents published by the European Council, pre- and in-service teachers are expected to use self-directed learning as a prerequisite for a thorough comprehension of topics in the field in order to display a sophisticated level of academic discourse in plenary sessions. The idea of a “flipped classroom” can be employed in order to facilitate pair and group work later on, i.e. when working on specific products. The whole course is designed to be process- and product-orientated. Hence, pre-service teachers are asked to share details of their learning process by uploading notes and comments to StudIP. While all participants are required to study all the reference mentioned in the teaching unit in order to reach the same standard of theoretical preparation, there is more choice when it comes to case studies and materials from classroom practice. Due to the complexity of the field, it is crucial to focus on a limited number of aspects connected to the plurilingual approach, while raising awareness for current research and influential documents such as the CEFR, FREPA, etc. In order to encourage interaction and collaboration among (future) FL teachers, tasks are designed to yield products such as infographics or (TED-talk style) presentations. Equipped with a sound basis of knowledge about plurilingual practices, higher thinking skills are encouraged in order to enable (future) teacher practitioners to quickly evaluate and adapt content. Therefore, command words such as “examine”, “evaluate” and “assess” frequently feature in the tasks chosen, particularly regarding essay and research questions. Upon the completion of the module, you will be (able to): -reflect on your own language learning histories using tools such as the ELP. -identify and assess resources designed to reflect and monitor your language learning development and the acquisition of plurilingual and pluricultural competence. -identify and describe innovative features of the CEFR (2001) and assess the significance of the document for the establishment of pluricultural practices. -display your findings in infographics. -name and evaluate the implications for teachers in their TESOL classroom practice. -consider advantages and disadvantages of translanguaging (and code-switching) in FL teaching. -identify and describe recent trends and developments in language learning, e.g. diversity education. -distinguish between bilingualism, multilingualism and plurilingualism. -critically assess the role of the native speaker ideal and its impact in FL teaching. -assess the CEFR Companion Volume`s significance for the development of plurilingual approaches. -define the term “Translanguaging Corriente” (Garcia 2013) and critically analyse its potential for a plurilingual classroom. -be aware of the interdependence between students` translanguaging performance and teachers` adaptive “Translanguaging Pedagogy” (García et al. 2017: 25). -grasp the differences between a conventional monolingual classroom and e.g. García`s ideas (2013, 2019) of “The Translanguaging Classroom”. -compare various classroom practices as reflected in lesson plans in order to become aware of the implications of translanguaging for classroom practitioners. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test (written assessment / “E-Klausur”) Starting with (pre-service) teachers` individual language learning histories, the module is designed to explore the transition from conventional monolingual approaches towards a more flexible, plurilingual classroom practice. Identifying relevant models of intercultural communication, e.g. Byram (1997), influential research in the field of translanguaging, e.g. García (2009, 2017) and documents published by the European Council, pre- and in-service teachers are expected to use self-directed learning as a prerequisite for a thorough comprehension of topics in the field in order to display a sophisticated level of academic discourse in plenary sessions. The idea of a “flipped classroom” can be employed in order to facilitate pair and group work later on, i.e. when working on specific products. The whole course is designed to be process- and product-orientated. Hence, pre-service teachers are asked to share details of their learning process by uploading notes and comments to StudIP. While all participants are required to study all the reference mentioned in the teaching unit in order to reach the same standard of theoretical preparation, there is more choice when it comes to case studies and materials from classroom practice. Due to the complexity of the field, it is crucial to focus on a limited number of aspects connected to the plurilingual approach, while raising awareness for current research and influential documents such as the CEFR, FREPA, etc. In order to encourage interaction and collaboration among (future) FL teachers, tasks are designed to yield products such as infographics or (TED-talk style) presentations. Equipped with a sound basis of knowledge about plurilingual practices, higher thinking skills are encouraged in order to enable (future) teacher practitioners to quickly evaluate and adapt content. Therefore, command words such as “examine”, “evaluate” and “assess” frequently feature in the tasks chosen, particularly regarding essay and research questions. Upon the completion of the module, you will be (able to): -reflect on your own language learning histories using tools such as the ELP. -identify and assess resources designed to reflect and monitor your language learning development and the acquisition of plurilingual and pluricultural competence. -identify and describe innovative features of the CEFR (2001) and assess the significance of the document for the establishment of pluricultural practices. -display your findings in infographics. -name and evaluate the implications for teachers in their TESOL classroom practice. -consider advantages and disadvantages of translanguaging (and code-switching) in FL teaching. -identify and describe recent trends and developments in language learning, e.g. diversity education. -distinguish between bilingualism, multilingualism and plurilingualism. -critically assess the role of the native speaker ideal and its impact in FL teaching. -assess the CEFR Companion Volume`s significance for the development of plurilingual approaches. -define the term “Translanguaging Corriente” (Garcia 2013) and critically analyse its potential for a plurilingual classroom. -be aware of the interdependence between students` translanguaging performance and teachers` adaptive “Translanguaging Pedagogy” (García et al. 2017: 25). -grasp the differences between a conventional monolingual classroom and e.g. García`s ideas (2013, 2019) of “The Translanguaging Classroom”. -compare various classroom practices as reflected in lesson plans in order to become aware of the implications of translanguaging for classroom practitioners. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test (written assessment / “E-Klausur”) |
Seminar | 2 |
Dr. Sylke Bakker |
|
| 3.02.173 |
S Corpus Linguistics: Investigations in the field of pragmatics and sociolinguistics
Dates on Friday. 06.11.20 14:00 - 18:00, Saturday. 07.11.20 10:00 - 16:00, Friday. 04.12.20 14:00 - 18:00, Saturday. 05.12.20 10:00 - 16:00, Friday. 08.01.21 14:00 - 18:00, Saturday. 09.01.21 10:00 - 14:00
Description: The central topic of this seminar is to investigate language change. We will discuss roughly 1500 years focussing on periods that have conventionally been classified as "turning-points" in the linguistic history of the English language. Our inquiry will encompass processes of language internal change as well as the external influence as a result of language contact. The seminar itself will be presented as a downloadable podcast plus ppt-presentation, meaning that there is no weekly live session. However, we will meet a few times to clarify organizational matters and/or any questions that come up. The central topic of this seminar is to investigate language change. We will discuss roughly 1500 years focussing on periods that have conventionally been classified as "turning-points" in the linguistic history of the English language. Our inquiry will encompass processes of language internal change as well as the external influence as a result of language contact. The seminar itself will be presented as a downloadable podcast plus ppt-presentation, meaning that there is no weekly live session. However, we will meet a few times to clarify organizational matters and/or any questions that come up. |
Seminar | - |
Alena Jansen |
|
| 3.02.005 |
TUT Principles of Language Teaching and Learning Part I
Tuesday: 18:15 - 19:45, weekly (from 20/10/20) Description: |
Tutorial | 2 |
Tobias Rohling |
|
| 3.02.980 |
S Polarizing Fiction: Science in Popular Literature
Thursday: 10:00 - 12:00, weekly (from 22/10/20) Description: http://wiki.angl-am.uni-oldenburg.de/index.php/2020-21_MM_Polarizing_Fiction:_Science_in_Popular_Literature http://wiki.angl-am.uni-oldenburg.de/index.php/2020-21_MM_Polarizing_Fiction:_Science_in_Popular_Literature |
Seminar | 2 |
Dr. Anna Auguscik |
|
| 3.90.320 |
EMMIR Focus Module "Methods and Theories in Migration Studies: Knowledge Production & Research Methodology" (MM32.5/Semester 3)
Dates on Tuesday. 06.10.20 14:00 - 18:00, Tuesday. 13.10.20 09:00 - 12:00, Friday. 16.10.20 13:00 - 16:00, Tuesday. 20.10.20 14:00 - 18:00, Thursday. 22.10.20 14:00 - 16:00, Tuesday. 27.10.20 14:00 - 18:00, Thursday. 29.10.20 14:00 - 16:00, Tuesday. 03.11.20 14:00 - 18:00, Thursday. 05.11.20 14:00 - 16:00, Tuesday. 10.11.20, Tuesday. 17.11.20 14:00 - 18:00 ...(more)
Description: |
Seminar | - |
Dr. Lydia Potts Michal Musialowski Justine Grace Abrugena Daniela Arias Vargas |
|
| 3.02.104 |
Ü Spoken English: Higher Education in North America (Tues)
Tuesday: 14:00 - 16:00, weekly (from 20/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.121 |
S Ancient Rome on the Shakespearean Stage
Thursday: 10:00 - 12:00, weekly (from 22/10/20) Description: |
Seminar | 2 |
Dr. Galena Hashhozheva |
|
| 3.02.511 |
Ü Betreuung des Fachpraktikums Englisch vor Ort (Gym)
The course times are not decided yet.
Description: This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. |
Exercises | - |
Dr. Sylke Bakker |
|
| 3.02.112 |
(Mon) Ü Written English: Writing about British Asian Cinema
Monday: 08:00 - 10:00, weekly (from 19/10/20) Description: British Asian cinema has its roots in the Black politics of the 1960s and '70s when a new wave of politically active filmmakers began to use film to challenge racism and create greater awareness of issues facing their communities, such as poverty and social exclusion. British Asian films, in keeping with these roots, focus on the position of South-Asian communities in Britain, and on the complex experiences of second generation British Asians growing up with both cultures. Key issues are conforming to, or rejecting, aspects of both cultures, often centering on religion, “arranged marriage”, intergenerational conflict, gender expectations, sexuality and racism. This Written English course forms one half of the compulsory module ang311: Integrated Language Skills. The module is assessed via a portfolio and the assessment requirements are a take-home essay and an edited version of this essay. The grade will be added to the result from Spoken English. Homework assignments as required by the lecturer will count towards active participation. British Asian cinema has its roots in the Black politics of the 1960s and '70s when a new wave of politically active filmmakers began to use film to challenge racism and create greater awareness of issues facing their communities, such as poverty and social exclusion. British Asian films, in keeping with these roots, focus on the position of South-Asian communities in Britain, and on the complex experiences of second generation British Asians growing up with both cultures. Key issues are conforming to, or rejecting, aspects of both cultures, often centering on religion, “arranged marriage”, intergenerational conflict, gender expectations, sexuality and racism. This Written English course forms one half of the compulsory module ang311: Integrated Language Skills. The module is assessed via a portfolio and the assessment requirements are a take-home essay and an edited version of this essay. The grade will be added to the result from Spoken English. Homework assignments as required by the lecturer will count towards active participation. |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.113 |
Ü Written English: Language Education in Canada (Wed)
Wednesday: 12:00 - 14:00, weekly (from 21/10/20) Description: |
Exercises | 2 |
Johanna Hasanen |
|
| 3.02.045 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 12:15 - 13:45, weekly (from 22/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
PD Dr. Michaela Keck |
|
| 3.02.171 |
S Pragmatic Theories: Meaning in Context
Friday: 12:00 - 14:00, weekly (from 23/10/20) 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 |
Robert Sowa |
|
| 3.02.010 |
TUT Principles of Language Teaching and Learning Part I
Tuesday: 10:15 - 11:45, weekly (from 20/10/20) Description: |
Tutorial | 2 |
Kim Ahrens |
|
| 3.02.503 |
Ü Vorbereitung auf das Fachpraktikum Englisch (Gym)
Tuesday: 16:00 - 18:00, weekly (from 20/10/20) Description: Making the most of your field experience. 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. Making the most of your field experience. 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 |
|
| 3.02.011 |
TUT Principles of Language Teaching and Learning Part I
Tuesday: 14:15 - 15:45, weekly (from 20/10/20) Description: |
Tutorial | 2 |
Kim Ahrens |
|
| 3.02.073 |
Ü Introduction to Integrated Language Studies
Tuesday: 12:15 - 13:45, weekly (from 20/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Lauren Freede |
|
| 3.02.004 |
TUT Principles of Language Teaching and Learning Part I
Tuesday: 08:15 - 09:45, weekly (from 20/10/20) Description: |
Tutorial | 2 |
Maik Harms |
|
| 3.02.990 |
S Little Women Through the Ages: Film Adaptations of Louisa May Alcott's Classic Children's Story
Tuesday: 12:00 - 14:00, weekly (from 20/10/20) Description: Greta Gerwig’s 2019 film adaptation of Louisa May Alcott’s "Little Women" (1868) is the latest of numerous adaptations for the theater, television, and film. Indeed, the novel’s many cross-medial adaptations have not only contributed to the continuing appeal of the 19th-century children’s classic, each of them has also provided its very own interpretation and added yet another layer of meaning to the 19th-century novel. Alongside our study of Alcott’s children’s classic itself, this class focuses on the four feature films from 1933, 1949, 1994, and 2019. The course aims to familiarize students with central theoretical aspects of the adaptation of novels into films in order to develop an understanding of the specific variation, accentuation, and interpretation, which each of these film adaptations has produced under changing cultural, historical, and cinematic contexts. Please purchase and read Louisa May Alcott’s "Little Women" (1868) [part I & II] - preferably the Norton critical edition from 2004, edited by Anne K. Phillips and Gregory Eiselein. Furthermore, please purchase and watch the 1994 film versions directed by Gillian Armstrong and Greta Gerwig’s 2019 version. The 1933 adaptation with Katharine Hepburn, directed by George Cukor and Mervyn Leroy’s 1949 feature film can be accessed at https://archive.org/details/LittleWomen1933 and https://archive.org/details/LittleWomen1949 respectively. Additional reading materials will be made available on Stud.IP at the beginning of the semester. Greta Gerwig’s 2019 film adaptation of Louisa May Alcott’s "Little Women" (1868) is the latest of numerous adaptations for the theater, television, and film. Indeed, the novel’s many cross-medial adaptations have not only contributed to the continuing appeal of the 19th-century children’s classic, each of them has also provided its very own interpretation and added yet another layer of meaning to the 19th-century novel. Alongside our study of Alcott’s children’s classic itself, this class focuses on the four feature films from 1933, 1949, 1994, and 2019. The course aims to familiarize students with central theoretical aspects of the adaptation of novels into films in order to develop an understanding of the specific variation, accentuation, and interpretation, which each of these film adaptations has produced under changing cultural, historical, and cinematic contexts. Please purchase and read Louisa May Alcott’s "Little Women" (1868) [part I & II] - preferably the Norton critical edition from 2004, edited by Anne K. Phillips and Gregory Eiselein. Furthermore, please purchase and watch the 1994 film versions directed by Gillian Armstrong and Greta Gerwig’s 2019 version. The 1933 adaptation with Katharine Hepburn, directed by George Cukor and Mervyn Leroy’s 1949 feature film can be accessed at https://archive.org/details/LittleWomen1933 and https://archive.org/details/LittleWomen1949 respectively. Additional reading materials will be made available on Stud.IP at the beginning of the semester. |
Seminar | 2 |
PD Dr. Michaela Keck |
|
| 3.02.130 |
S Living on the Waterfront: Regionalism and Liminality in Representations of East Anglia and the Fens
Wednesday: 12:00 - 14:00, weekly (from 21/10/20) Description: Reclaimed from the sea through draining, the Fens, not unlike the Frisian region, mark a liminal space where the boundaries between the land and the sea, the earth and the sky are constantly blurred. Situated along England's largest bay, the Wash, and stretching into Norfolk, Suffolk, Cambridgeshire and Lincolnshire, the Fen Country and its flat, coastal marshland have thus been prone to literary and cultural landscape constructions that highlight often uncanny notions of the in-between – where nothing is ever stable or permanent and where narratives have been fabricated to resist the constant flux of growth and decay, becoming and passing, even as they succumb to it. As a consequence, the Fens as well as other wetland regions of East Anglia have traditionally inspired three supposedly very different genre traditions: nature writing, the ghost story, and historiographic metafiction. The literary interaction between these genres, however, has shaped the idea of the Fens as a haunted country for a long time and moreover, it continues to produce ever new varieties of this regional literature, among them stories of the weird, the English eerie, new folk horror, or memoirs in which the identities of people and places are in fact inextricably intertwined. Primary Texts (Mandatory Reading): James, M.R. "'Oh , Whistle, and I'll Come to You, My Lad.'" 1903. %%Collected Ghost Stories%%. Oxford: OUP, 2013. 76-93. Print. ---. "The Fenstanton Witch." (unpublished) [available online] Johnson, Daisy. %%Fen%%. London: Vintage, 2016. Print. [selected short stories] Malden, R.H. "Between Sunset and Moonrise." %%Nine Ghosts%%. London: Edward Arnold, 1943. n. pag. Print. [available online] McGregor, Jon. %%This Isn't the Sort of Thing That Happens to Someone Like You%%. 2012. London: 4th Estate, 2017. Print. [selected short stories] Parnell, Edward. %%Ghostland: In Search of a Haunted Country%%. London: William Collins, 2019. Print. [selected chapters; paperback edition available in October] Swift, Graham. %%Waterland%%. 1983. London: Picador, 2010. Print. Further Texts (Recommended Reading): Sebald, W.G. %%Die Ringe des Saturn%%. 1995. Frankfurt a.M.: Eichborn, 2008. Print Reclaimed from the sea through draining, the Fens, not unlike the Frisian region, mark a liminal space where the boundaries between the land and the sea, the earth and the sky are constantly blurred. Situated along England's largest bay, the Wash, and stretching into Norfolk, Suffolk, Cambridgeshire and Lincolnshire, the Fen Country and its flat, coastal marshland have thus been prone to literary and cultural landscape constructions that highlight often uncanny notions of the in-between – where nothing is ever stable or permanent and where narratives have been fabricated to resist the constant flux of growth and decay, becoming and passing, even as they succumb to it. As a consequence, the Fens as well as other wetland regions of East Anglia have traditionally inspired three supposedly very different genre traditions: nature writing, the ghost story, and historiographic metafiction. The literary interaction between these genres, however, has shaped the idea of the Fens as a haunted country for a long time and moreover, it continues to produce ever new varieties of this regional literature, among them stories of the weird, the English eerie, new folk horror, or memoirs in which the identities of people and places are in fact inextricably intertwined. Primary Texts (Mandatory Reading): James, M.R. "'Oh , Whistle, and I'll Come to You, My Lad.'" 1903. %%Collected Ghost Stories%%. Oxford: OUP, 2013. 76-93. Print. ---. "The Fenstanton Witch." (unpublished) [available online] Johnson, Daisy. %%Fen%%. London: Vintage, 2016. Print. [selected short stories] Malden, R.H. "Between Sunset and Moonrise." %%Nine Ghosts%%. London: Edward Arnold, 1943. n. pag. Print. [available online] McGregor, Jon. %%This Isn't the Sort of Thing That Happens to Someone Like You%%. 2012. London: 4th Estate, 2017. Print. [selected short stories] Parnell, Edward. %%Ghostland: In Search of a Haunted Country%%. London: William Collins, 2019. Print. [selected chapters; paperback edition available in October] Swift, Graham. %%Waterland%%. 1983. London: Picador, 2010. Print. Further Texts (Recommended Reading): Sebald, W.G. %%Die Ringe des Saturn%%. 1995. Frankfurt a.M.: Eichborn, 2008. Print |
Seminar | 2 |
Dr. Christian Lassen |
|
| 3.90.350 |
EMMIR Focus Module "Forced Migration, Gender and Post- conflict Setting in East Africa" (MM32.4/Semester 3)
Dates on Tuesday. 06.10.20 08:00 - 09:00, Tuesday. 06.10.20 09:00 - 11:00, Thursday. 08.10.20 09:00 - 12:00, Thursday. 08.10.20 13:00 ...(more)
Description: |
Seminar | - |
Gast Dozent Dr. Lydia Potts Dr. Katharina Hoffmann Prof. Dr. Roberts Muriisa Dr. Frank T. Ahimbisibwe Dr. Tom Ogwang Dr. Wendo Mlahagwa Olema Josiah |
|
| 3.02.040 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Thursday: 10:15 - 11:45, weekly (from 22/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
Prof. Dr. Anton Kirchhofer |
|
| 3.02.201 |
S Multiculturalism and Literature
Monday: 10:00 - 12:00, weekly (from 19/10/20) Description: The seminar provides an overview of postcolonial storytelling and the concept of multiculturalism followed by an analysis of a variety of literary products ranging from the early 80s to the present. Questions of national identity will be covered as well as cultural, political and religious issues. London as a hub of the British multicultural experience will be explored in greater detail. Excerpts from selected texts comprise works by e.g. - Hanif Kureishi, The Buddha of Suburbia, 1990 - Hanif Kureishi, The Black Album, 1995 - Arundhati Roy, The God of the Small Things, 1997 - Zadie Smith, White Teeth, 2000 - Monica Ali, Brick Lane, 2000 - Rose Tremain, The Road Home, 2007 - Amanda Craig, Hearts and Minds, 2009 - John Lanchester, Capital, 2013 Each text will be analysed and assessed with regard to its suitability for classroom use. Excerpts from textbook units along with the accompanying tasks and media will be critically examined. Additional material from a variety of sources will be collected, presented and prepared for classroom use. Task design will be practiced by providing motivating challenges for young adult readers and learners of English. Recent discussions on Britains colonial past and the "black-lives-matter" discussion will also be taken into account. Relevant reading in this field comprises: -Akala, Natives. Race & Class in the Ruins of the Empire (2018) -Eddo-Lodge, R. Why I`m No Longer Talking to White People About Race (2018) -Hirsch, A., British. On Race, IIdentitty and Belonging (2018) -Shukla, N. (Ed.) The Good Immigrant (2016) - On successful completion of this module, students should - be familiar with the British Empire and the literature emerging from the post-colonial experience -know about London`s significance for contemporary multicultural life -be able to explain the role of English in post-colonial storytelling -be able to analyse narrative texts reflecting the multicultural experience -be familiar with the content and interpretation of the texts dealt with in class -be able to assess the viability of select texts for classroom use -be aware of the rules and regulations the Core Curriculum in Lower Saxony stipulates for the topic -be able to critically assess literary products for teaching purposes and, if necessary, modify and edit them - provide tasks accompanying literary texts reflecting the multicultural experience Participants are expected to: - provide commentaries on topics discussed in class. -submit samples of work -pass a test at the end of term. The seminar provides an overview of postcolonial storytelling and the concept of multiculturalism followed by an analysis of a variety of literary products ranging from the early 80s to the present. Questions of national identity will be covered as well as cultural, political and religious issues. London as a hub of the British multicultural experience will be explored in greater detail. Excerpts from selected texts comprise works by e.g. - Hanif Kureishi, The Buddha of Suburbia, 1990 - Hanif Kureishi, The Black Album, 1995 - Arundhati Roy, The God of the Small Things, 1997 - Zadie Smith, White Teeth, 2000 - Monica Ali, Brick Lane, 2000 - Rose Tremain, The Road Home, 2007 - Amanda Craig, Hearts and Minds, 2009 - John Lanchester, Capital, 2013 Each text will be analysed and assessed with regard to its suitability for classroom use. Excerpts from textbook units along with the accompanying tasks and media will be critically examined. Additional material from a variety of sources will be collected, presented and prepared for classroom use. Task design will be practiced by providing motivating challenges for young adult readers and learners of English. Recent discussions on Britains colonial past and the "black-lives-matter" discussion will also be taken into account. Relevant reading in this field comprises: -Akala, Natives. Race & Class in the Ruins of the Empire (2018) -Eddo-Lodge, R. Why I`m No Longer Talking to White People About Race (2018) -Hirsch, A., British. On Race, IIdentitty and Belonging (2018) -Shukla, N. (Ed.) The Good Immigrant (2016) - On successful completion of this module, students should - be familiar with the British Empire and the literature emerging from the post-colonial experience -know about London`s significance for contemporary multicultural life -be able to explain the role of English in post-colonial storytelling -be able to analyse narrative texts reflecting the multicultural experience -be familiar with the content and interpretation of the texts dealt with in class -be able to assess the viability of select texts for classroom use -be aware of the rules and regulations the Core Curriculum in Lower Saxony stipulates for the topic -be able to critically assess literary products for teaching purposes and, if necessary, modify and edit them - provide tasks accompanying literary texts reflecting the multicultural experience Participants are expected to: - provide commentaries on topics discussed in class. -submit samples of work -pass a test at the end of term. |
Seminar | 2 |
Dr. Sylke Bakker |
|
| 3.02.058 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Wednesday: 18:15 - 19:45, weekly (from 21/10/20) Description: |
Tutorial | 2 |
Tabea Hirsch |
|
| 3.02.152 |
S Black Lives and the History of Science in Recent Anglophone Fiction
Tuesday: 14:00 - 16:00, weekly (from 03/11/20) Description: Science and the history of science have traditionally been seen by many as a predominantly (male white) European phenomenon. Over the past few decades, this image has been challenged in numerous ways. Recent Anglophone fiction has produced a number of stories about the roles and contributions which slaves and colonised subjects made to scientific inventions and discoveries, but also about the conditions and injustices that they suffered in the process, and which prevented their achievements from being recognised. In our course, we will closely analyse and discuss two such novels: Ezi Edugyan, Washington Black (2018) Petina Gappah, Out of Darkness, Shining Light (2019) Set respectively in Southeastern Africa and in the Caribbean, North America and the Arctic, and with London and the British Empire as constant points of reference, these are two moving and exciting stories, which invite us also to engage with historical connections between Science, Exploration, Colonisation and the Slave Trade. These analyses will be framed by engagements with historical backgrounds and critical approaches (such as postcolonial science studies). One of the authors, Petina Gappah, is scheduled to come to Oldenburg for an international conference in May 2021, so participants will have a chance to encounter the author of one of the texts we will be analysing in the course. Prüfungsform: The standard prescribed format for this course is „Referat mit schriftlicher Ausarbeitung“. Participants requiring credits for this course under particular circumstances should contact me for alternatives. Course Requirements: Active participation (including, but not limited to an oral presentation) and a term paper of ca. 10 pp. based on the topic of the presentation (deadline March 15, 2021). Alternatives / special circumstances to be discussed with the course leader. Science and the history of science have traditionally been seen by many as a predominantly (male white) European phenomenon. Over the past few decades, this image has been challenged in numerous ways. Recent Anglophone fiction has produced a number of stories about the roles and contributions which slaves and colonised subjects made to scientific inventions and discoveries, but also about the conditions and injustices that they suffered in the process, and which prevented their achievements from being recognised. In our course, we will closely analyse and discuss two such novels: Ezi Edugyan, Washington Black (2018) Petina Gappah, Out of Darkness, Shining Light (2019) Set respectively in Southeastern Africa and in the Caribbean, North America and the Arctic, and with London and the British Empire as constant points of reference, these are two moving and exciting stories, which invite us also to engage with historical connections between Science, Exploration, Colonisation and the Slave Trade. These analyses will be framed by engagements with historical backgrounds and critical approaches (such as postcolonial science studies). One of the authors, Petina Gappah, is scheduled to come to Oldenburg for an international conference in May 2021, so participants will have a chance to encounter the author of one of the texts we will be analysing in the course. Prüfungsform: The standard prescribed format for this course is „Referat mit schriftlicher Ausarbeitung“. Participants requiring credits for this course under particular circumstances should contact me for alternatives. Course Requirements: Active participation (including, but not limited to an oral presentation) and a term paper of ca. 10 pp. based on the topic of the presentation (deadline March 15, 2021). Alternatives / special circumstances to be discussed with the course leader. |
Seminar | 2 |
Prof. Dr. Anton Kirchhofer |
|
| 3.02.402 |
Ü English for Educational Purposes: Working with Grammar and Vocabulary
Monday: 12:00 - 14:00, weekly (from 19/10/20) Description: |
Exercises | 2 |
Lauren Freede |
|
| 3.02.313 |
DS Directed Studies
Wednesday: 18:00 - 20:00, weekly (from 21/10/20) Description: |
Miscellaneous | 2 |
Dr. Galena Hashhozheva |
|
| 3.02.175 |
V Methods in Language Use, Variation and Change
Thursday: 14:00 - 15:00, weekly (from 22/10/20), The lectures will be uploaded for download as a video file. This course is mostly taught asychronously. Description: The lecture “Methods in Language Variation and Change” accompanies one of the linguistic seminars in ang617/ang618 and is meant for students registered for these courses to develop basic methodological skills in the topic areas of language variation and change. Unlike many other disciplines in the humanities, linguistics has a very empirical research tradition. To get the data needed for empirical research, there are various methods of data collection which all come with a number of limitations and advantages. In this course, we will introduce and evaluate different methods of data collection, making you familiar with the advantages and disadvantages of them all and discuss critically the suitability for your research questions. In the lecture, we will guide students to develop different methodological skills and competences, such as: - the ability to formulate a valid (and manageable) research question - the ability to choose the appropriate approach to answering this research question (i.e. e.g. qualitative vs. quantitative research) - the ability to choose the appropriate method(s) of data collection to answer this question - the ability to choose the appropriate participants/ language corpus to answer this question - the ability to analyse the data - the ability to choose and present relevant results - the ability to structure linguistic papers - etc. The course is meant to give you a hands-on experience in working empirically yourself – from developing a research question to analysing and presenting your data. Therefore, the teaching methods in this course will vary from regular lectures in the first part to (individual) counselling and consultation about your own projects (be it posters, term papers or other kinds of examination). Students who registered for one of the linguistic seminars in ang617 also need to register for this lecture. The lecture “Methods in Language Variation and Change” accompanies one of the linguistic seminars in ang617/ang618 and is meant for students registered for these courses to develop basic methodological skills in the topic areas of language variation and change. Unlike many other disciplines in the humanities, linguistics has a very empirical research tradition. To get the data needed for empirical research, there are various methods of data collection which all come with a number of limitations and advantages. In this course, we will introduce and evaluate different methods of data collection, making you familiar with the advantages and disadvantages of them all and discuss critically the suitability for your research questions. In the lecture, we will guide students to develop different methodological skills and competences, such as: - the ability to formulate a valid (and manageable) research question - the ability to choose the appropriate approach to answering this research question (i.e. e.g. qualitative vs. quantitative research) - the ability to choose the appropriate method(s) of data collection to answer this question - the ability to choose the appropriate participants/ language corpus to answer this question - the ability to analyse the data - the ability to choose and present relevant results - the ability to structure linguistic papers - etc. The course is meant to give you a hands-on experience in working empirically yourself – from developing a research question to analysing and presenting your data. Therefore, the teaching methods in this course will vary from regular lectures in the first part to (individual) counselling and consultation about your own projects (be it posters, term papers or other kinds of examination). Students who registered for one of the linguistic seminars in ang617 also need to register for this lecture. |
Lecture | 1 |
Dr. Ilka Flöck, she/ her |
|
| 3.02.007 |
TUT Principles of Language Teaching and Learning Part I
Wednesday: 18:15 - 19:45, weekly (from 21/10/20) Description: |
Tutorial | 2 |
Michelle Kerkhoff |
|
| 3.02.501 |
Ü Vorbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch
Friday: 12:00 - 14:00, weekly (from 23/10/20) Description: |
Exercises | - |
Edeltraud Breiter Alexandra Köhler Christian Kramer, M.A. |
|
| 3.02.077 |
(Wed) Ü Introduction to Integrated Language Studies
Wednesday: 12:15 - 13:45, weekly (from 21/10/20) Description: The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) The course "Introduction to Integrated Language Studies" provides an introduction to the practical study of the English language at university level. Class work will include practical language sessions, written homework items, a referenced essay, and a set of electronic grammar assignments to be completed throughout the semester. Students will be given the opportunity to develop both their receptive and productive language skills. This will involve listening practice (including many varieties of English); reading and writing (covering a variety of genres relevant for university work); and speaking, with special emphasis on communicative effectiveness and academic register. The homework and class exercises will also lead to a diagnostic evaluation of English proficiency and advice for further self-study. Assessment for the course is via a portfolio on a pass-fail basis. You must pass all the portfolio items in order to pass the course. Materials for the course will be provided via Stud.IP, and students will be given suggestions for grammar reference works and dictionaries at the start of the semester. * * * LANGUAGE AIMS During the course, students will work towards achieving the following advanced-level competencies according to the Common European Framework of Reference: Listening -Understanding extended speech, lectures and news reports, even those containing complex lines of argument, in both standard dialects and other varieties of English. Reading -Understanding long and complex factual and literary texts; appreciating distinctions of style. Writing -Expressing ideas in clear, well-structured text; expressing points of view on complex subjects at some length with a(n academic) style appropriate to the reader. Speaking -Expressing ideas, accounting for and sustaining opinions and taking an active part in discussions fluently and spontaneously without much obvious searching for expressions. (Note that speaking plays a larger role in the second half of the course.) |
Exercises | 2 |
Dr. Rachel Ramsay |
|
| 3.02.140 |
S Colonial Gothic
Friday: 10:00 - 12:00, weekly (from 23/10/20) Description: “The colonies” held an ambivalent fascination for imperial England: on the one hand, they promised a space of exotic adventure where young Englishmen could prove their mettle. But the romance of colonial adventure could just as easily turn into gothic horror: colonial space was also a source of anxiety, a place where death, madness, and unspeakable terror awaited the English adventurer. Often the gothic threat is overcome by the superiority of English courage, reason, and loyalty to the crown – yet there is also the creeping dread that the unspeakable horrors of the colony could overcome Western rationality and corrupt the imperial hero – and maybe even take over the imperial capital itself. And while the British Empire is gone, colonial gothic horror continues to attract audiences even today – as contemporary neo-Victorian TV shows like Frontier, The Terror, and Taboo demonstrate. In the seminar, we will look at champions of the British Empire, such as H. Rider Haggard and Rudyard Kipling, as well as at critics like Joseph Conrad and how they used the colonial gothic, and we will also investigate its role in white settler writing in Australia and Canada. A few examples of contemporary postcolonial and neo-Victorian appropriations of the colonial gothic will round out our discussion. Seminar discussions will be held exclusively via BigBlueBotton. Please buy and read: - H. Rider Haggard: She (preferred edition: Penguin Classics, ISBN 978-0140437638) - Joseph Conrad: Heart of Darkness (preferred editions: WW Norton, ISBN 978-0393264869 or Oxford University Press ISBN 978-0199536016) Other material will be available on StudIP. “The colonies” held an ambivalent fascination for imperial England: on the one hand, they promised a space of exotic adventure where young Englishmen could prove their mettle. But the romance of colonial adventure could just as easily turn into gothic horror: colonial space was also a source of anxiety, a place where death, madness, and unspeakable terror awaited the English adventurer. Often the gothic threat is overcome by the superiority of English courage, reason, and loyalty to the crown – yet there is also the creeping dread that the unspeakable horrors of the colony could overcome Western rationality and corrupt the imperial hero – and maybe even take over the imperial capital itself. And while the British Empire is gone, colonial gothic horror continues to attract audiences even today – as contemporary neo-Victorian TV shows like Frontier, The Terror, and Taboo demonstrate. In the seminar, we will look at champions of the British Empire, such as H. Rider Haggard and Rudyard Kipling, as well as at critics like Joseph Conrad and how they used the colonial gothic, and we will also investigate its role in white settler writing in Australia and Canada. A few examples of contemporary postcolonial and neo-Victorian appropriations of the colonial gothic will round out our discussion. Seminar discussions will be held exclusively via BigBlueBotton. Please buy and read: - H. Rider Haggard: She (preferred edition: Penguin Classics, ISBN 978-0140437638) - Joseph Conrad: Heart of Darkness (preferred editions: WW Norton, ISBN 978-0393264869 or Oxford University Press ISBN 978-0199536016) Other material will be available on StudIP. |
Seminar | 2 |
Dr. des. Karsten Levihn-Kutzler |
|
| 3.90.330 |
EMMIR Focus Module "Representation, Ethnicity and Nation State" (MM32.2/Semester 3)
The course times are not decided yet.
Description: |
Seminar | - |
Gast Dozent |
|
| 3.02.057 |
TUT Introduction to the Critical and Scholarly Discussion of Literature
Tuesday: 18:15 - 19:45, weekly (from 20/10/20) Description: |
Tutorial | 2 |
Clara Sophie Schenck |
|
| 3.02.931 |
S Lexical Semantics
Thursday: 17:00 - 20:00, weekly (from 22/10/20) Description: |
Seminar | 3 |
Prof. Dr. Ronald Geluykens |
|
| 3.02.042 |
SÜ Introduction to the Critical and Scholarly Discussion of Literature
Friday: 12:15 - 13:45, weekly (from 23/10/20) Description: Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses Cf. this course in the wiki: http://wiki.angl-am.uni-oldenburg.de/index.php/Courses |
Exercises | 2 |
Dr. Anna Auguscik |
|
| 3.02.602 |
Ü Begleitveranstaltung für TutorInnen der Anglistik/ Amerikanistik: Fachdidaktik
Friday: 14:00 - 16:00, weekly (from 23/10/20) Description: |
Exercises | 2 |
Christian Kramer, M.A. |
|
| 134 Seminars | |||||