Veranstaltungsverzeichnis

Veranstaltungsverzeichnis

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

Summer semester 2025 110 Seminars
VAK Course Number Title Type Lecture
Preliminary studies
Advanced courses
Practical course
Colloquium
Research group
Workgroup
Project group
Council conference
Internship
Language course
Subject didactics
Excursion
Tutorial
Committee
SWS Semester weekly hours Teachers Degree
3.02.049 SÜ Key Concepts in Cultural Studies Friday: 14:00 - 16:00, weekly (from 11/04/25)

Description:
Exercises 2 Dr. Alena Cicholewski
  • Bachelor
3.02.022 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 10:00 - 12:00, weekly (from 08/04/25)

Description:
Exercises 2 Nils Rademacher
  • Bachelor
3.02.114 Ü Written English: Reimagining education THURSDAY 10-12 Thursday: 10:00 - 12:00, weekly (from 10/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.485 Prüfungsverwaltung: Module ang702 und ang713 im Fach Englisch The course times are not decided yet.
Description:
Diese Stud.IP Veranstaltung wird für die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule) verwendet. Studierende der entsprechenden Masterstudiengänge müssen sich in dem Semester eintragen, in dem Sie das Modul belegen. Die Anmeldung zur Prüfung ist nur über diese Veranstaltung möglich! Diese Stud.IP Veranstaltung wird für die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule) verwendet. Studierende der entsprechenden Masterstudiengänge müssen sich in dem Semester eintragen, in dem Sie das Modul belegen. Die Anmeldung zur Prüfung ist nur über diese Veranstaltung möglich!
miscellaneous - Dr. Christian Kramer, he/him
  • Master of Education
3.02.306 KO New Research on English Literatures and Cultures Friday: 12:00 - 14:00, weekly (from 11/04/25)

Description:
Colloquium - Dr. Christian Lassen
  • Bachelor
  • Master of Education
  • Master
3.02.995 S Navigating English Studies The course times are not decided yet.
Description:
Seminar - Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.483 S Teaching Literature in the Inclusive EFL Classroom Tuesday: 10:00 - 12:00, weekly (from 08/04/25)

Description:
Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. 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. The first part of the portfolio is going to be composed on campus (cf. "schedule"). 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. 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. The first part of the portfolio is going to be composed on campus (cf. "schedule").
Seminar 2 Dr. Sylke Bakker
  • Master of Education
3.02.171 S Interlanguage Pragmatics: Studying EFL Learners' Pragmatic Competence Friday: 08:00 - 10:00, weekly (from 11/04/25)

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 Moss Yael Bohrer, (keine Pronomen / they)
  • Bachelor
  • Master of Education
3.02.120 S Accounts of the Count: Dracula Rising Thursday: 12:00 - 14:00, weekly (from 10/04/25)

Description:
Seminar 2 Dr. Christian Lassen
  • Bachelor
  • Master of Education
3.02.180 S Cognitive learning biases in phonology Tuesday: 14:00 - 16:00, weekly (from 08/04/25)

Description:
Seminar 2 Stephanie Kaucke
  • Bachelor
  • Master of Education
3.02.202 S Media Literacy in ELT (LA) Monday: 12:00 - 14:00, weekly (from 07/04/25)

Description:
Seminar 2 Dr. Birte Sause
  • Bachelor
  • Master of Education
3.02.140 S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Thursday: 10:00 - 12:00, weekly (from 10/04/25)

Description:
Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017)
Seminar 2 Prof. Dr. Anton Kirchhofer
  • Bachelor
  • Master of Education
3.02.141 S Communicating Science - Engaging (with) Nature: Film & Television Documentaries and the Environment Tuesday: 10:00 - 12:00, weekly (from 08/04/25)

Description:
Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017) Some of the earliest documentary films, such as In the Land of the Head Hunters (1914) and Nanook of the North (1922), explore the relationship between human beings and their natural environments. Both Head Hunters and Nanook are also (pseudo-)scientific films, (purported) ethnographic studies of "primitive" peoples. As such, they demonstrate the close interconnection between science and motion pictures--indeed, motion pictures became important tools of scientific observation and inquiry practically as soon as they were discovered. In this seminar, we will explore ways in which documentary films frame (scientific) knowledge about nature, the environment, and humankind's varied relationships and entanglements with the natural world. In so doing, we will soon discover that films that seem to center on nature often say more about humans than the natural world they purport to represent. Films likely to be discussed (selection): Nanook of the North (1922) The Living Desert (1953) The Vanishing Prairie (1954) Life on Earth (1979) An Inconvenient Truth (2006) The National Parks: America's Best Idea (2009) Life (2009) Racing Extinction (2015) Anthropocene: The Human Epoch (2017)
Seminar 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
  • Master of Education
3.02.310 DS Directed Studies Friday: 10:00 - 12:00, weekly (from 11/04/25)

Description:
miscellaneous - Dr. Anna Auguscik
  • Bachelor
  • Master of Education
  • Master
3.02.047 SÜ Key Concepts in Cultural Studies Friday: 08:00 - 10:00, weekly (from 11/04/25)

Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.112 Ü Written English: From Appalachia to Alaska Monday: 16:00 - 18:00, weekly (from 07/04/25)

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
  • Master of Education
3.02.023 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 14:00 - 16:00, weekly (from 29/04/25), Location: A14 0-031, V03 0-C003, V03 0-D002

Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.040 V Historical Backgrounds and Critical Concepts Thursday: 12:00 - 14:00, weekly (from 10/04/25), Location: A11 1-101 (Hörsaal B)
Dates on Thursday, 10.07.2025 12:00 - 14:00, Location: A14 1-103 (Hörsaal 3), V03 0-D002

Description:
Lecture 2 Prof. Dr. Martin Butler
Prof. Dr. Anton Kirchhofer
Prof. Dr. Julia Wurr
Rebecca Käpernick, M.A.
  • Bachelor
3.02.970 S Imperialism and Malthusianism in Early Nineteenth-Century Fiction Thursday: 14:00 - 16:00, weekly (from 10/04/25)

Description:
Objectives In the course of this seminar, you will - encounter early nineteenth-century (and some very late eighteenth-century) philosophical and economic texts dealing with the question of population. - critically engage yourself with different forms and theories of imperialism and Malthusianism. - explore the intersection between imperialism and Malthusianism in the Romantic period. - discuss how Mansfield Park (1814) and The Last Man (1826) address imperialism and Malthusianism at the level of content, and you will analyse the formal and generic means through which these two novels negotiate questions of population. - reflect on Malthusian afterlives. - develop individual research questions related to the seminar’s topic. Objectives In the course of this seminar, you will - encounter early nineteenth-century (and some very late eighteenth-century) philosophical and economic texts dealing with the question of population. - critically engage yourself with different forms and theories of imperialism and Malthusianism. - explore the intersection between imperialism and Malthusianism in the Romantic period. - discuss how Mansfield Park (1814) and The Last Man (1826) address imperialism and Malthusianism at the level of content, and you will analyse the formal and generic means through which these two novels negotiate questions of population. - reflect on Malthusian afterlives. - develop individual research questions related to the seminar’s topic.
Seminar 2 Prof. Dr. Julia Wurr
  • Master
  • Master of Education
  • Bachelor
3.02.400 Ü English for Educational Purposes: Language skills for language teachers Monday: 16:00 - 18:00, weekly (from 07/04/25)
Dates on Monday, 21.04.2025 16:00 - 18:00

Description:
Exercises 2 Lauren Freede
  • Master of Education
  • Master
3.02.073 Ü Academic Speaking and Writing Skills: The Melting Pot and the Salad Bowl Wednesday: 12:00 - 14:00, weekly (from 09/04/25)
Dates on Monday, 21.07.2025 10:30 - 11:30

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.113 Ü Written English: Reimagining education TUESDAY 10-12 Tuesday: 10:00 - 12:00, weekly (from 08/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.150 S The Post-Apocalyptic American City Thursday: 18:00 - 20:00, weekly (from 10/04/25), Location: A01 0-010 b
Dates on Tuesday, 15.07.2025 16:00 - 18:00, Location: A01 0-005

Description:
John Winthrop, Puritan leader and first governor of Massachusetts, famously described the British colony in the New World as a "city upon a hill." Winthrop's city established "a model of the American national imagination" (Bercovitch) and epitomized an exceptionalist narrative that imagined "the eyes of all people [...] upon" the Puritans. American cities have since often been associated with the future; however, this future has not always been defined by technological superiority and wealth, with actualizing the seemingly unlimited potentials of the New World. Indeed, post-apocalyptic American cities seem to permeate the popular imagination just as much as optimistic portrayals of American cities. In this seminar, we will discuss representations of various post-apocalyptic American cities. While introductory lectures will trace these representations to the early days of the American national project, our focus will be on cultural artifacts produced since the early twentieth century. We will (largely) progress chronologically through various media. Likely texts: Jack London, The Scarlet Plague (novella, 1912) W.E.B. Du Bois, "The Comet" (short story, 1920) Quiet, Please! (radio program, select episodes, 1947-1949) Dimension X (radio program, select episodes, 1950-1951) Richard Matheson, I Am Legend (novel, 1954) + I Am Legend (movie, 2007) The World, the Flesh, and the Devil (movie, 1959) On the Beach (movie, 1959) Judge Dredd (select comics from the late 1970s and 2012 movie) The Walking Dead (select comics and pilot episode of original TV series) Colson Whitehead, Zone One (novel, 2011) The Last of Us (videogame, 2013) Jeff Vandermeer, Borne (novel, 2017) Blade Runner 2049 (movie, 2017) John Winthrop, Puritan leader and first governor of Massachusetts, famously described the British colony in the New World as a "city upon a hill." Winthrop's city established "a model of the American national imagination" (Bercovitch) and epitomized an exceptionalist narrative that imagined "the eyes of all people [...] upon" the Puritans. American cities have since often been associated with the future; however, this future has not always been defined by technological superiority and wealth, with actualizing the seemingly unlimited potentials of the New World. Indeed, post-apocalyptic American cities seem to permeate the popular imagination just as much as optimistic portrayals of American cities. In this seminar, we will discuss representations of various post-apocalyptic American cities. While introductory lectures will trace these representations to the early days of the American national project, our focus will be on cultural artifacts produced since the early twentieth century. We will (largely) progress chronologically through various media. Likely texts: Jack London, The Scarlet Plague (novella, 1912) W.E.B. Du Bois, "The Comet" (short story, 1920) Quiet, Please! (radio program, select episodes, 1947-1949) Dimension X (radio program, select episodes, 1950-1951) Richard Matheson, I Am Legend (novel, 1954) + I Am Legend (movie, 2007) The World, the Flesh, and the Devil (movie, 1959) On the Beach (movie, 1959) Judge Dredd (select comics from the late 1970s and 2012 movie) The Walking Dead (select comics and pilot episode of original TV series) Colson Whitehead, Zone One (novel, 2011) The Last of Us (videogame, 2013) Jeff Vandermeer, Borne (novel, 2017) Blade Runner 2049 (movie, 2017)
Seminar 2 Dr. phil. Julius Greve
  • Bachelor
  • Master of Education
3.02.079 Ü Academic Speaking and Writing Skills: American history, society and culture WEDN Wednesday: 12:00 - 14:00, weekly (from 09/04/25), Location: A06 5-531
Dates on Tuesday, 15.07.2025 12:00 - 14:00, Location: A07 0-030 (Hörsaal G)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.315 KO Doing Research in Didactics/Begleitung und Nachbereitung Projektband (GHR300) im Fach Englisch Thursday: 12:00 - 14:00, weekly (from 10/04/25)

Description:
Dieser Kurs richtet sich an Studierende, die ihre Abschlussarbeit (B.A. oder M.Ed.) in der englischen Fremsprachendidaktik schreiben wollen sowie an Studierende in den Masterstudiengängen M.Ed. Grundschule und M.Ed. Haupt-/Realschule, die daran interessiert sind, ihr Forschungsprojekt (Projektband) im Rahmen des GHR Praxisblocks in der englischen Fremdsprachendidaktik abzuleisten. Der Kurs hat zum Ziel Studierende prozessbegleitend zu unterstützen: Von der Themenfindung und -ausschärfung über die Recherche bis hin zur Entwicklung und Operationalisierung passender Forschungsmethodologie. Es werden zudem beispielhafte Einblicke in verschiedene Formen der empirischen Datenerhebung, -verarbeitung und -auswertung gegeben. Bitte beachten Sie, dass der Kurs begrenzte Kapazitäten hat. Sofern angestrebt wird eine Abschlussarbeit zu schreiben, wird erwartet, dass vor Kursbeginn bereits ein Themenvorschlag (oder ggfs. auch mehrere Themenvorschläge) per E-Mail oder in einer Sprechstunde abgesprochen wird/werden. Im Rahmen des Projektbands wird ein Schwerpunkt auf Aktionsforschung gelegt mit dem Ziel mehrsprachigkeitssensible Formate lernzielförderlich in den eigenen Englischunterricht im Rahmen des GHR Praxisblocks zu integrieren. Dieser Kurs richtet sich an Studierende, die ihre Abschlussarbeit (B.A. oder M.Ed.) in der englischen Fremsprachendidaktik schreiben wollen sowie an Studierende in den Masterstudiengängen M.Ed. Grundschule und M.Ed. Haupt-/Realschule, die daran interessiert sind, ihr Forschungsprojekt (Projektband) im Rahmen des GHR Praxisblocks in der englischen Fremdsprachendidaktik abzuleisten. Der Kurs hat zum Ziel Studierende prozessbegleitend zu unterstützen: Von der Themenfindung und -ausschärfung über die Recherche bis hin zur Entwicklung und Operationalisierung passender Forschungsmethodologie. Es werden zudem beispielhafte Einblicke in verschiedene Formen der empirischen Datenerhebung, -verarbeitung und -auswertung gegeben. Bitte beachten Sie, dass der Kurs begrenzte Kapazitäten hat. Sofern angestrebt wird eine Abschlussarbeit zu schreiben, wird erwartet, dass vor Kursbeginn bereits ein Themenvorschlag (oder ggfs. auch mehrere Themenvorschläge) per E-Mail oder in einer Sprechstunde abgesprochen wird/werden. Im Rahmen des Projektbands wird ein Schwerpunkt auf Aktionsforschung gelegt mit dem Ziel mehrsprachigkeitssensible Formate lernzielförderlich in den eigenen Englischunterricht im Rahmen des GHR Praxisblocks zu integrieren.
Colloquium - Dr. Christian Kramer, he/him
  • Bachelor
  • Master of Education
3.02.050 SÜ Key Concepts in Cultural Studies Friday: 10:00 - 12:00, weekly (from 11/04/25)

Description:
Exercises 2 Rebecca Käpernick, M.A.
  • Bachelor
3.02.405 Ü English for Educational Purposes: Working with Grammar and Vocabulary Wednesday: 10:00 - 12:00, weekly (from 09/04/25)

Description:
Exercises - Lauren Freede
  • Master of Education
  • Master
3.02.999 S Multiple Imaginations: Germany's Pasts and Presents Part 1: Colonialism and Migration Dates on Friday, 25.04.2025 16:00 - 20:00, Saturday, 10.05.2025 - Sunday, 11.05.2025 10:00 - 19:00, Location: A01 0-010 a, A01 0-005, (Deutsches Auswandererhaus Bremerhaven)
Description:
In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications. In this seminar, we will work on different narratives about and representations of what is imagined – in different times and under different (political, social, economic) circumstances – as ‘Germany’. We will explore what ‘Germany’ supposedly is and gain a deeper understanding of it. Inspired by a cultural studies perspective we will look at what and who is represented by whom as ‘German(y)’, who and what is excluded by the narratives, what the specific circumstances for specific narratives are and which counter-narratives can be found. The aim of the seminar is not to study what is called ‘Germany’ or ‘Europe’ but to learn about representation and perspectives of (multiple) self-imaginations, how they are constructed in different narratives and which functions these imaginations serve. The focus of this seminar will be on imaginations that are connected to German and European colonialism and migration in different German eras. In the context of this seminar, we do a joint study trip to the museum Auswandererhaus (German Emigration Center) in Bremerhaven to explore different narratives and representations about Germany’s past and present connected to migration. With a selection of texts and short films we will examine issues of power relations, exclusion and inclusion, and their implications.
Seminar - Dr. Tobias Linnemann
Sunday Omwenyeke
  • Master
3.02.170 Language Change Thursday: 14:00 - 16:00, weekly (from 10/04/25)

Description:
Seminar 2 Nils Rademacher
  • Bachelor
  • Master of Education
3.02.302 KO Research Colloquium in Language Use, Variation and Change Monday: 10:00 - 12:00, weekly (from 07/04/25)

Description:
Colloquium - Prof. Dr. Ronald Geluykens
  • Bachelor
  • Master of Education
  • Master
3.02.220 Screening Europe: Representations of Europe in US-American Film and TV Dates on Friday, 09.05.2025 16:00 - 18:00, Friday, 23.05.2025 14:00 - 19:00, Monday, 14.07.2025 - Wednesday, 16.07.2025 09:00 - 14:00
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 “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students. “I may not know much but I do know that Europeans love Americans.” This is what Peter Parker’s sidekick Ned tells him as they set off on their school trip to Europe in the new "Spider-Man: Far from Home" movie (2019). This is just one example of a common trope in US-American film: the trip to Europe. Some US-American TV series also dedicate special “vacation episodes” to certain cities in Europe (e.g. “Friends,” “Parks and Recreation,” or “Gossip Girl”). In each of these cases, a certain notion of Europe, European cities, and Europeans is constructed. These notions often times include stereotypes, myths, and romantic ideas, e.g., sexual freedom, cheap alcohol, and old castles. No matter how different the films and TV series are, each of these representations reproduces but also constructs an idea of Europe, certain parts of Europe, and the people who live there. In the seminar, we will have a look at different representations of Europe in film and TV. With a representation-critical approach and the methodological toolkit of film analysis, global perspectives of Europe or parts of Europe and what it means to be European will be examined and analyzed. Guiding questions will be inter alia: - How is Europe represented? - Which filmic devices are employed to construct or support a certain notion of Europe? - What is represented/suggested/identified as (stereo)typical European? - Which voices are heard, which are not? What is made visible and what remains invisible? The course is primarily geared at international exchange students participating in the "European Studies in Global Perspectives" program, but it is also open to University of Oldenburg students.
Seminar - Lea Brenningmeyer
  • Bachelor
  • Master of Education
3.02.100 Ü Spoken English: Food, glorious food Monday: 14:00 - 16:00, weekly (from 07/04/25)
Dates on Monday, 21.04.2025 14:00 - 16:00

Description:
Exercises 2 Lauren Freede
  • Bachelor
  • Master of Education
3.02.192 S Digital EFL Learning Thursday: 08:00 - 10:00, weekly (from 10/04/25)
Dates on Thursday, 17.07.2025, Tuesday, 30.09.2025 08:00 - 10:00

Description:
Digitalization and digitization have become ever-present features of our daily life. As such, digital and social media as well as the processes and possibilities they enable – immediate and ever-ready access to a seemingly infinite (yet not always reliable) stream of; simplified modes of communication and mobility; instantaneous availability of numerous tools, apps and services within a finger tap or swipe – are also an integral part of educational contexts that focus on foreign language learning and teaching. On the end of foreign language learners digital media and the competence(s) and skills to efficiently, appropriately – and critically – use them form a relevant asset for their (professional) future lives in and of themselves. They also pose the potential to support and facilitate the learning of English as both foreign language and multilingua franca. On the end of foreign language teachers digital media and AI offer means to enhance and transform pretty much every stage of lesson planning and conduction: from mere substitution and augmentation of established forms of teaching to the modification and ultimately redefinition of task designs and classroom activities. Theoretically, this seminar offers insights into approaches that integrate communicative foreign language teaching/learning and blended/digital learning as well as relevant competence models as defined by educational policy documents from the European (e.g. Common European Framework of Reference + Companion Volume; European Framework for the Digital Competence of Educators) and national (KMK Bildungsstandards; Strategiepaper ‘Bildung in der digitalen Welt’) down to the federal (curricula for lower saxony for English as a foreign language) level. Practically, it offers the opportunity to work with various digital tools in the context of lesson planning and foreign language learning (e.g. courseware, ChatGPT, Kahoot, ONCOO, Quizzlet, etc.). The seminar will profit from combining theoretically and practically informed perspectives on the topic and will include a workshop during which students will form groups to develop and present school form specific blended learning units with the outlook of those units being incorporated into future seminars. This course’s assessment requirements and formats will be explained in the first session. They can also be accessed on Stud.IP in the section course information. Key Words: digital competence, (critical) digital literacy, teaching & learning English as a foreign language, digital media, digitalization, tasked-based language learning, flipped classrooms, blended learning, gamification, artificial intelligence Digitalization and digitization have become ever-present features of our daily life. As such, digital and social media as well as the processes and possibilities they enable – immediate and ever-ready access to a seemingly infinite (yet not always reliable) stream of; simplified modes of communication and mobility; instantaneous availability of numerous tools, apps and services within a finger tap or swipe – are also an integral part of educational contexts that focus on foreign language learning and teaching. On the end of foreign language learners digital media and the competence(s) and skills to efficiently, appropriately – and critically – use them form a relevant asset for their (professional) future lives in and of themselves. They also pose the potential to support and facilitate the learning of English as both foreign language and multilingua franca. On the end of foreign language teachers digital media and AI offer means to enhance and transform pretty much every stage of lesson planning and conduction: from mere substitution and augmentation of established forms of teaching to the modification and ultimately redefinition of task designs and classroom activities. Theoretically, this seminar offers insights into approaches that integrate communicative foreign language teaching/learning and blended/digital learning as well as relevant competence models as defined by educational policy documents from the European (e.g. Common European Framework of Reference + Companion Volume; European Framework for the Digital Competence of Educators) and national (KMK Bildungsstandards; Strategiepaper ‘Bildung in der digitalen Welt’) down to the federal (curricula for lower saxony for English as a foreign language) level. Practically, it offers the opportunity to work with various digital tools in the context of lesson planning and foreign language learning (e.g. courseware, ChatGPT, Kahoot, ONCOO, Quizzlet, etc.). The seminar will profit from combining theoretically and practically informed perspectives on the topic and will include a workshop during which students will form groups to develop and present school form specific blended learning units with the outlook of those units being incorporated into future seminars. This course’s assessment requirements and formats will be explained in the first session. They can also be accessed on Stud.IP in the section course information. Key Words: digital competence, (critical) digital literacy, teaching & learning English as a foreign language, digital media, digitalization, tasked-based language learning, flipped classrooms, blended learning, gamification, artificial intelligence
Seminar 2 Dr. Christian Kramer, he/him
  • Bachelor
  • Master of Education
3.02.305 KO New Research in American Literary and Cultural Studies Wednesday: 08:00 - 10:00, weekly (from 09/04/25)

Description:
This course is open to all students who are preparing to write - or who are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as to students who want to do a research module ("Recherchemodul"). Students will hone their academic writings skills with the help of various written assignments, develop and work on an exposé, share and revise their work in progress. A syllabus will be made available before the semester starts. Requirements: Regular attendance; completion of all writing assignments; development of an exposé; active participation in class discussions. This course is open to all students who are preparing to write - or who are already in the process of writing - their BA and MA theses in American literary and cultural studies, as well as to students who want to do a research module ("Recherchemodul"). Students will hone their academic writings skills with the help of various written assignments, develop and work on an exposé, share and revise their work in progress. A syllabus will be made available before the semester starts. Requirements: Regular attendance; completion of all writing assignments; development of an exposé; active participation in class discussions.
Colloquium - Priv.-Doz. Dr. Michaela Keck
  • Bachelor
  • Master of Education
  • Master
3.02.980 S Married or Single? 19th-Century American Women's Fiction and the Politics of Marriage Tuesday: 14:00 - 16:00, weekly (from 08/04/25)

Description:
Examining the preeminent women’s magazines, gift books and religious writings between 1820 and 1860, Barbara Welter notes that in 19th-century US-America, marriage was considered as a cultural imperative that was deemed necessary for women’s happiness (“Cult of True Womanhood” 158). Yet marriage not only meant the end of female chastity and innocence, but also of entering into a life of dependence upon her husband – who by law became her owner and she, the wife, his property. In contrast, slave women were denied the legal right to matrimony and commitment to their husbands since both were considered the slaveowner’s property all along. This seemingly straightforward social order regarding the marriage of Black and White women and the ways in which it determined their legal and socioeconomic status, however, was heavily contested, not least by women themselves. In fact, numerous women called for a critical reassessment of the cultural imperative of White matrimony, whereas enslaved Blacks fought for their emancipation, including the right to choose a husband and wife and enter into a legally sanctioned union. Accordingly, some women writers envisioned different ways of married and unmarried life; others insisted on their separate, sovereign selves and bodies within marriage; yet others called for racial commitment in marriage. This course concerns itself with the various contributions of nineteenth-century American women’s literature – Black and White – to the dynamic discourse about the institution of marriage. Please read the following novels: Catharine Maria Sedgwick, Married or Single? (1857). I highly recommend Deborah Gussmann’s 2015 edition with University of Nebraska Press (https://www.nebraskapress.unl.edu/nebraska/9780803271920/married-or-single/). You can also download both volumes of the novel here: Vol. 1: https://babel.hathitrust.org/cgi/pt?id=umn.319510021218687&seq=1 Vol. 2: https://babel.hathitrust.org/cgi/pt?id=umn.31951p00386684w&seq=7 Louisa May Alcott’s unfinished novel Diana & Persis (first edition 1978): https://archive.org/details/dianapersis00alco/page/n139/mode/2up (you might have to sign up to archive.org first). Pauline Elizabeth Hopkins, Hagar’s Daughter (1901–1902): any affordable version will work. You can also read it online at: https://digital.library.upenn.edu/women/hopkins/hagar/hagar.html. Examining the preeminent women’s magazines, gift books and religious writings between 1820 and 1860, Barbara Welter notes that in 19th-century US-America, marriage was considered as a cultural imperative that was deemed necessary for women’s happiness (“Cult of True Womanhood” 158). Yet marriage not only meant the end of female chastity and innocence, but also of entering into a life of dependence upon her husband – who by law became her owner and she, the wife, his property. In contrast, slave women were denied the legal right to matrimony and commitment to their husbands since both were considered the slaveowner’s property all along. This seemingly straightforward social order regarding the marriage of Black and White women and the ways in which it determined their legal and socioeconomic status, however, was heavily contested, not least by women themselves. In fact, numerous women called for a critical reassessment of the cultural imperative of White matrimony, whereas enslaved Blacks fought for their emancipation, including the right to choose a husband and wife and enter into a legally sanctioned union. Accordingly, some women writers envisioned different ways of married and unmarried life; others insisted on their separate, sovereign selves and bodies within marriage; yet others called for racial commitment in marriage. This course concerns itself with the various contributions of nineteenth-century American women’s literature – Black and White – to the dynamic discourse about the institution of marriage. Please read the following novels: Catharine Maria Sedgwick, Married or Single? (1857). I highly recommend Deborah Gussmann’s 2015 edition with University of Nebraska Press (https://www.nebraskapress.unl.edu/nebraska/9780803271920/married-or-single/). You can also download both volumes of the novel here: Vol. 1: https://babel.hathitrust.org/cgi/pt?id=umn.319510021218687&seq=1 Vol. 2: https://babel.hathitrust.org/cgi/pt?id=umn.31951p00386684w&seq=7 Louisa May Alcott’s unfinished novel Diana & Persis (first edition 1978): https://archive.org/details/dianapersis00alco/page/n139/mode/2up (you might have to sign up to archive.org first). Pauline Elizabeth Hopkins, Hagar’s Daughter (1901–1902): any affordable version will work. You can also read it online at: https://digital.library.upenn.edu/women/hopkins/hagar/hagar.html.
Seminar 2 Priv.-Doz. Dr. Michaela Keck
  • Master
  • Master of Education
3.02.082 Compulsory Stay Abroad [Anglistik/Amerikanistik] Wednesday: 14:15 - 15:45, weekly (from 16/04/25), Location: (A6 2-212)
Dates on Wednesday, 08.11.2023, Wednesday, 29.11.2023, Wednesday, 17.01.2024, Wednesday, 24.01.2024, Wednesday, 17.04.2024, Wednesday, 2 ...(more), Location: A07 0-031, V03 0-E003, A01 0-005 (+2 more)

Description:
miscellaneous - Lauren Freede
  • Bachelor
3.02.161 S English Phonology: Theoretical and Experimental Approaches Tuesday: 08:00 - 10:00, weekly (from 08/04/25)

Description:
Seminar 2 Leah Klußmann
  • Bachelor
  • Master of Education
3.02.311 KO Doing Research in Didactics Monday: 12:00 - 14:00, weekly (from 07/04/25)

Description:
Colloquium - Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.131 S Representations of Caste in Contemporary Indian Literature Monday: 12:00 - 14:00, weekly (from 07/04/25)

Description:
The caste system functions as a pervasive force within rural and urban spaces in India. This seminar will familiarise students with the various depictions of caste that play a pivotal role in contemporary Indian literature. This class will read three texts to grasp how caste functions within mundane and extraordinary circumstances. In Manu Joseph’s Serious Men, the students will be introduced to caste-based hierarchies and discrimination in modern urban contexts, while Perumal Murugan’s Pyre portrays the violent repression of inter-caste relationships in a rural village. Furthermore, students will critically engage with Dalit feminist traditions through a close reading of Bama’s seminal text, Karruku. By contextualizing these texts through the works of Ambedkar, Fanon, Spivak, and contemporary Indian feminist scholars such as Shailja Paik, Sharmila Rege, and Susie Tharu, this seminar seeks to foreground questions of caste-based exploitation, erasure of non-brahmin identities, subalternity, othering, and counter-resistance. The caste system functions as a pervasive force within rural and urban spaces in India. This seminar will familiarise students with the various depictions of caste that play a pivotal role in contemporary Indian literature. This class will read three texts to grasp how caste functions within mundane and extraordinary circumstances. In Manu Joseph’s Serious Men, the students will be introduced to caste-based hierarchies and discrimination in modern urban contexts, while Perumal Murugan’s Pyre portrays the violent repression of inter-caste relationships in a rural village. Furthermore, students will critically engage with Dalit feminist traditions through a close reading of Bama’s seminal text, Karruku. By contextualizing these texts through the works of Ambedkar, Fanon, Spivak, and contemporary Indian feminist scholars such as Shailja Paik, Sharmila Rege, and Susie Tharu, this seminar seeks to foreground questions of caste-based exploitation, erasure of non-brahmin identities, subalternity, othering, and counter-resistance.
Seminar 2 Krutika Patri
  • Bachelor
  • Master of Education
3.02.102 Ü Spoken English: Social Issues in North America Thursday: 14:00 - 16:00, weekly (from 10/04/25)

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
  • Master of Education
3.02.104 Ü Spoken English: Cityscapes WEDN Wednesday: 10:00 - 12:00, weekly (from 16/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.951 S Dual Language Development: Word Order Phenomena Freitag: 10:00 - 12:00, wöchentlich (from 11/04/25)

Description:
This class deals with the development of English as one of more languages in the broad sense, from birth or successively. Since bilinguals seldom use their languages in a balanced way, different dominance patterns arise and change over the lifespan, including the forgetting of the first language, referred to as language attrition - a phenomenon induced by the acquisition of an L2. We will look at various developmental settings, different language phenomena in the domain of syntax and consider the impact of cross-linguistic differences on attrition, acquisition and processing. In addition, we will deal with language acquisition theory and its research methods. By the end of the term students will be able to give an elaborate description of the phenomena of bilingualism in question and the factors of influence involved but also conduct a small research project themselves. This class deals with the development of English as one of more languages in the broad sense, from birth or successively. Since bilinguals seldom use their languages in a balanced way, different dominance patterns arise and change over the lifespan, including the forgetting of the first language, referred to as language attrition - a phenomenon induced by the acquisition of an L2. We will look at various developmental settings, different language phenomena in the domain of syntax and consider the impact of cross-linguistic differences on attrition, acquisition and processing. In addition, we will deal with language acquisition theory and its research methods. By the end of the term students will be able to give an elaborate description of the phenomena of bilingualism in question and the factors of influence involved but also conduct a small research project themselves.
Seminar 2 Dr. phil. Dobrinka Genevska-Hanke
  • Master
  • Master of Education
3.02.510 Ü Betreuung des Praxisblocks vor Ort (HR) im Unterrichtsfach Englisch The course times are not decided yet.
Description:
This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience. This course aims at widening your planning and teaching skills as a reflective practitioner. In a school environment you are going to put your knowledge and previous teaching expertise to the test by checking its viability in a real-life classroom. Please invite me for teaching observations at the earliest opportunity. For a supervised lesson observation you will be required to submit a lesson plan and be prepared to discuss lesson outcomes afterwards. The aim is to make the most of your field experience.
Exercises - Dr. Sylke Bakker
  • Master of Education
3.02.185 V Research Methods in Linguistics Wednesday: 12:00 - 14:00, weekly (from 09/04/25)

Description:
Lecture 2 Dr. Ilka Flöck, she/ her
  • Bachelor
  • Master of Education
3.02.950 S Non-native English Mittwoch: 10:00 - 12:00, wöchentlich (from 09/04/25)

Description:
Seminar 2 Prof. Dr. Marcel Schlechtweg
  • Master
  • Master of Education
3.02.201 S Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom Tuesday: 08:00 - 10:00, weekly (from 08/04/25), Location: A03 4-403
Dates on Tuesday, 08.07.2025 08:00 - 10:00, Location: A07 0-031

Description:
Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom The first session starts with the question why literature is (still) relevant in times of digital multimedia information and entertainment. It reflects on the various functions of literature, e.g. as a medium of identity formation, cultural memory and/or as social criticism, thus underlining the sociocultural significance of fictional narratives. Having established why literature should be read and studied, the subsequent classes focus on strategies of selection, adaptation and, most importantly, use of literary texts in various teaching contexts. Excerpts from literary pieces ranging from “classics” to multimodal digital texts will be presented so that participants receive guidance and hopefully inspiration for their everyday teaching practice. A clever combination of the written word, visuals and videos might be the key to transforming classrooms into places where literature serves as a source of inspiration and creativity. By the end of the seminar participants will • be familiar with arguments in favour of providing a literature-rich learning environment. • have explored and evaluated strategies of how to pick motivating and possibly multimodal literary texts with a view of using them in blended learning scenarios. • be supplied with teaching resources aimed at different age groups and levels which they can put into practice right away. Assessment strategy -regular participation in class -submission of best practice samples of work -a 100 minute in-class assessment Why literature (still) matters: Finding, adapting and using literary texts in the EFL Classroom The first session starts with the question why literature is (still) relevant in times of digital multimedia information and entertainment. It reflects on the various functions of literature, e.g. as a medium of identity formation, cultural memory and/or as social criticism, thus underlining the sociocultural significance of fictional narratives. Having established why literature should be read and studied, the subsequent classes focus on strategies of selection, adaptation and, most importantly, use of literary texts in various teaching contexts. Excerpts from literary pieces ranging from “classics” to multimodal digital texts will be presented so that participants receive guidance and hopefully inspiration for their everyday teaching practice. A clever combination of the written word, visuals and videos might be the key to transforming classrooms into places where literature serves as a source of inspiration and creativity. By the end of the seminar participants will • be familiar with arguments in favour of providing a literature-rich learning environment. • have explored and evaluated strategies of how to pick motivating and possibly multimodal literary texts with a view of using them in blended learning scenarios. • be supplied with teaching resources aimed at different age groups and levels which they can put into practice right away. Assessment strategy -regular participation in class -submission of best practice samples of work -a 100 minute in-class assessment
Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.076 Ü Academic Speaking and Writing Skills: Talking about Great Britain Tuesday: 12:00 - 14:00, weekly (from 08/04/25)

Description:
Exercises 2 Dr. David William West
  • Bachelor
3.02.931 S American English Monday: 17:00 - 20:00, weekly (from 07/04/25)

Description:
Seminar - Prof. Dr. Ronald Geluykens
  • Master
  • Master of Education
3.02.086 Organisation and Supervision of (Erasmus+) study abroad and internships [Anglistik/Amerikanistik] Wednesday: 13:30 - 17:30, weekly (from 09/04/25)

Description:
Exercises - Lauren Freede
  • Bachelor
3.02.021 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 08:00 - 10:00, weekly (from 08/04/25)

Description:
Exercises 2 Nils Rademacher
  • Bachelor
3.02.304 KO New Research in American Literary and Cultural Studies Tuesday: 10:00 - 12:00, weekly (from 08/04/25)

Description:
Colloquium - Prof. Dr. Martin Butler
  • Bachelor
  • Master of Education
  • Master
3.02.026 Ü Introduction to Linguistics and the English Language Part 2 Monday: 12:00 - 14:00, weekly (from 07/04/25)

Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.077 Ü Academic Speaking and Writing Skills: Talking about Great Britain Tuesday: 16:00 - 18:00, weekly (from 08/04/25)

Description:
Exercises 2 Dr. David William West
  • Bachelor
3.02.521 Ü Begleitung und Nachbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch (LA/LIP) Dates on Friday, 07.03.2025, Friday, 04.04.2025, Friday, 25.04.2025, Friday, 09.05.2025, Friday, 23.05.2025, Friday, 13.06.2025, Friday, 27.06.2025 12:00 - 14:00, Thursday, 03.07.2025 - Friday, 04.07.2025 08:00 - 16:00, Location: A01 0-010 b, A13 0-027, V03 0-C003
Description:
Exercises - Edeltraud Breiter
Alexandra Köhler
Dr. Christian Kramer, he/him
  • Master of Education
3.02.111 Ü Written English: From Appalachia to Alaska Monday: 10:00 - 12:00, weekly (from 07/04/25)

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
  • Master of Education
3.02.110 Ü Written English: Reimagining education FRIDAY 12 Friday: 12:00 - 14:00, weekly (from 11/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.041 SÜ Key Concepts in Cultural Studies Thursday: 08:00 - 10:00, weekly (from 10/04/25)

Description:
Exercises 2 Rebecca Käpernick, M.A.
  • Bachelor
3.02.074 Ü Academic Speaking and Writing Skills: The Melting Pot and the Salad Bowl Tuesday: 10:00 - 12:00, weekly (from 08/04/25)
Dates on Monday, 21.07.2025 10:30 - 11:30

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.200 S Postcolonialism and Literature Monday: 10:00 - 12:00, weekly (from 07/04/25)

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 90s to the present. Questions of national identity will be covered as well as cultural, political and religious issues. Excerpts from novels but also chapters from textbooks, e.g. Year 7 will be analysed. London as a hub of the British multicultural experience will be explored in greater detail. Excerpts from selected texts comprise works. 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. London as a topic for younger learners exploring the postcolonial heritage will also be examined using current textbook chapters and abridged literary texts. Recent discussions on Britains colonial past and the "black-lives-matter" discussion will also be taken into account. Relevant reading in this field comprises e.g. -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, Identity and Belonging (2018) -Shukla, N. (Ed.) The Good Immigrant (2016) A special focus will be put on the experience of displacement and seeking refuge from the perspective of children (picture book “My Name is not Refugee”) respectively teenagers (“Refugee Boy”). Please note that details on the structure and focus of each class can be found at files. -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 (“Aktive Teilnahme”) -submit samples of work (“Aktive Teilnahme”)-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 90s to the present. Questions of national identity will be covered as well as cultural, political and religious issues. Excerpts from novels but also chapters from textbooks, e.g. Year 7 will be analysed. London as a hub of the British multicultural experience will be explored in greater detail. Excerpts from selected texts comprise works. 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. London as a topic for younger learners exploring the postcolonial heritage will also be examined using current textbook chapters and abridged literary texts. Recent discussions on Britains colonial past and the "black-lives-matter" discussion will also be taken into account. Relevant reading in this field comprises e.g. -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, Identity and Belonging (2018) -Shukla, N. (Ed.) The Good Immigrant (2016) A special focus will be put on the experience of displacement and seeking refuge from the perspective of children (picture book “My Name is not Refugee”) respectively teenagers (“Refugee Boy”). Please note that details on the structure and focus of each class can be found at files. -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 (“Aktive Teilnahme”) -submit samples of work (“Aktive Teilnahme”)-pass a test at the end of term.
Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.410 Ü Academic Discourse: Media Translation Thursday: 16:00 - 18:00, weekly (from 10/04/25)

Description:
Exercises 2 Lauren Freede
  • Master of Education
  • Master
3.02.078 Ü Academic Speaking and Writing Skills: Talking about Great Britain Wednesday: 14:00 - 16:00, weekly (from 09/04/25)

Description:
Exercises 2 Dr. David William West
  • Bachelor
3.02.075 Ü Academic Speaking and Writing Skills: The Melting Pot and the Salad Bowl Tuesday: 12:00 - 14:00, weekly (from 08/04/25)
Dates on Monday, 21.07.2025 10:30 - 11:30

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
3.02.043 SÜ Key Concepts in Cultural Studies Thursday: 14:00 - 16:00, weekly (from 10/04/25)
Dates on Tuesday, 15.07.2025 14:00 - 16:00

Description:
Exercises 2 Dr. phil. Julius Greve
  • Bachelor
3.02.020 V Introduction to Linguistics and the English Language Part 2 Wednesday: 10:00 - 12:00, weekly (from 09/04/25), Location: A14 1-102 (Hörsaal 2)
Dates on Wednesday, 16.07.2025 08:00 - 09:15, Location: A14 1-101 (Hörsaal 1), A14 1-102 (Hörsaal 2)

Description:
Lecture 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.511 Ü Betreuung des Praxisblocks vor Ort (GHR) im Unterrichtsfach Englisch (LA) The course times are not decided yet.
Description:
Exercises - Edeltraud Breiter
  • Master of Education
3.02.520 Ü Begleitung und Nachbereitung der Praxisphase GHR 300 im Unterrichtsfach Englisch (LIP) Dates on Friday, 07.03.2025, Friday, 04.04.2025, Friday, 25.04.2025, Friday, 09.05.2025, Friday, 23.05.2025, Friday, 13.06.2025, Friday, 27.06.2025 08:00 - 10:00, Thursday, 03.07.2025 - Friday, 04.07.2025 08:00 - 16:00, Location: A01 0-010 b, V03 0-C001
Description:
Exercises - Dr. Christian Kramer, he/him
Verena Weustermann
  • Master of Education
3.02.044 SÜ Key Concepts in Cultural Studies Thursday: 08:00 - 10:00, weekly (from 10/04/25)

Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.307 KO New Research on English Literatures and Cultures Wednesday: 16:00 - 18:00, weekly (from 09/04/25)

Description:
Colloquium - Prof. Dr. Anton Kirchhofer
  • Bachelor
  • Master of Education
  • Master
3.02.316 KO Research Colloquium in English Linguistics Friday: 08:00 - 10:00, weekly (from 11/04/25)

Description:
Colloquium 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
  • Master of Education
  • Master
3.02.308 KO Anglistisches-Amerikanistisches Forschungskolloquium Thursday: 16:00 - 18:00, weekly (from 10/04/25)

Description:
Colloquium - Prof. Dr. Martin Butler
Prof. Dr. Anton Kirchhofer
  • Master
3.02.103 Ü Spoken English: Cityscapes MON Monday: 12:00 - 14:00, weekly (from 07/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
  • Master of Education
3.02.025 Ü Introduction to Linguistics and the English Language Part 2 Monday: 10:00 - 12:00, weekly (from 07/04/25)

Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.024 Ü Introduction to Linguistics and the English Language Part 2 Monday: 08:00 - 10:00, weekly (from 07/04/25)

Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.160 S English as a second language: An experimental perspective Wednesday: 08:00 - 10:00, weekly (from 09/04/25)

Description:
Seminar 2 Prof. Dr. Marcel Schlechtweg
  • Bachelor
  • Master of Education
3.02.048 SÜ Key Concepts in Cultural Studies Friday: 12:00 - 14:00, weekly (from 11/04/25)

Description:
Exercises 2 Dr. Alena Cicholewski
  • Bachelor
3.02.081 Informationen zum Basismodul ang080 Tuesday: 09:00 - 09:30, weekly (from 08/04/25)
Friday: 15:00 - 15:30, weekly (from 10/01/25), Language Resource Blocks (revision)
Friday: 15:00 - 15:30, fortnightly (from 25/10/24), Language Resource Blocks
Dates on Monday, 14.10.2024 09:45 - 10:15, Wednesday, 12.02.2025 12:00 - 13:30

Description:
miscellaneous - Lauren Freede
Inga Zalyevska
Dylan Rhea Rush
Dr. David William West
  • Bachelor
3.02.003 Review: Principles of Language Teaching and Learning Part 2 Wednesday: 12:00 - 14:00, weekly (from 09/04/25)

Description:
Exercises 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.309 KO Research Colloquium in Language Use, Variation and Change Wednesday: 08:00 - 10:00, weekly (from 09/04/25)

Description:
Colloquium - Dr. Ilka Flöck, she/ her
  • Bachelor
  • Master of Education
  • Master
3.02.191 S Dimensions of Diversity Monday: 08:00 - 10:00, weekly (from 07/04/25), Location: A14 1-112
Dates on Wednesday, 30.07.2025 08:00 - 10:00, Location: A01 0-006

Description:
Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur) Starting out with a definition of diversity and the application of diversity education in different contexts, this class aims at exploring different manifestations of the term both at school and classroom level. Using the PISA results in 2001 as a starting point, national, European and multicultural values will be regarded against the backdrop of educational policies. A postcolonial perspective and the phenomenon of globalisation contribute to a more complex grasp the issues at hand. Looking at the situation in countries such as the UK or the US, home and school languages will be contrasted. A special focus on EAL (English as an additional language) and bilingual upbringing add to the topic of linguistic diversity. As a next step, language diversity in education will be examined as a broader term and then specified as “translanguaging across the bilingual continuum” (Ofelia García). Language policies as a political statement will be an important point of discussion and possibly contention. This will also include the idea (or ideology?) of the native speaker ideal, which will be deconstructed but also regarded as a powerful influence on TESOL discourse and teaching traditions. Finally, the concept of language-sensitive teaching and its impact on the TESOL classroom will be put under scrutiny. Participants are encouraged to contribute more examples of diversity to our discourse in class. Heteronormativity, e.g. as reflected in text books, could be a starting point for a critical discussion of the state of affairs in German schools. How can equality, diversity and inclusion actually be put into practice? What are practical tools for pluralistic approaches in TESOL classes? The idea of an inclusive classroom in Lower Saxony and its curricular manifestations will be amended by examples of other institutions, e.g. the British Council. In this context, different documents, concepts, resources and interviews with practitioners will be studied and critically reflected upon. One particular displacement story will serve as a starting point to ask how literary learning can contribute to a more diverse approach towards TESOL teaching. The course finishes by focusing on the question how differentiation can foster learning in the TESOL classroom. The concept of differentiation will be examined from a variety of angles and examples from teaching materials and textbooks serve as an opportunity to practise one`s analytical skills. Scaffolding is another important term participants need to be familiar with. Relevant references in the field will have to be studied in order to prepare for the final assessment. Assessment issues: Participants are expected to -contribute to discourse during class. -provide samples of their work. -pass an end-of-term test ON CAMPUS !!! (written assessment / Klausur)
Seminar 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.320 Informationen zum mam-Modul Sonderpädagogik The course times are not decided yet.
Description:
Die Masterarbeit sowie die dazugehörige Begleitveranstaltung werden in der Sonderpädagogik geschrieben, bzw. belegt. Die Masterarbeit sowie die dazugehörige Begleitveranstaltung werden in der Sonderpädagogik geschrieben, bzw. belegt.
miscellaneous - in Bearbeitung
  • Master of Education
3.02.027 Ü Introduction to Linguistics and the English Language Part 2 Monday: 14:00 - 16:00, weekly (from 07/04/25)

Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.480 S Current Issues in ELT Tuesday: 16:00 - 18:00, weekly (from 08/04/25)

Description:
Seminar 2 Prof. Dr. Wolfgang Gehring
  • Master of Education
3.02.482 S Teaching Advanced EFL Students Tuesday: 12:00 - 14:00, weekly (from 08/04/25)

Description:
Seminar 2 Dr. Sylke Bakker
  • Master of Education
3.02.930 S World Englishes Monday: 14:00 - 17:00, weekly (from 07/04/25)

Description:
Seminar - Prof. Dr. Ronald Geluykens
  • Master
  • Master of Education
3.02.313 KO: Research Colloquium in Anglophone Literary and Cultural Studies The course times are not decided yet.
Description:
Colloquium - in Bearbeitung
  • Bachelor
  • Master of Education
  • Master
3.02.996 S Literary Theory for MA Students: “Narratives, Media, Life – Taking Narrative Theory beyond Literary Studies” Wednesday: 18:00 - 20:00, weekly (from 16/04/25)

Description:
“All the World’s a Stage,” says Jaques in Shakespeare’s As You Like It. This play is more than 400 years old, and looking at twenty-first century public debates and media one might be more tempted to say: “All the World’s a Narrative.” ‘Narrative’ has become a buzz word far beyond literary studies. Many disciplines in the humanities have taken a ‘narrative turn’, and many public debates have revolved around the rise or the rejection of certain ‘narratives.’ But to date, we still seem to be lacking established conceptions for the description and analysis of these diverse kinds of narrative. The field of narratology has produced theoretical approaches and descriptive tools to literary narrative that are familiar to all students of literature today. But a “universal narratology” remains one of the unfinished projects in the theory of narrative. Since the turn of the twenty-first century, a number of proposals has been made in the fields of literary studies and philosophy about how to approach ‘non-literary narratives’. This course will focus on narratives outside the confines of literature. It has a professionalising dimension, since current students may come to work in areas where they encounter ‘non-literary’ narratives, which may be relevant in various forms to their future work settings. We will begin by looking at the recent attempts to theorise and develop analytical toolkits for “factual narratives”. We will then turn to discuss practical examples. The course will have a total of seven meetings. The first three meetings will be planned out so to introduce participants to the most important current approaches to narrative that go beyond the field of literature. for the remaining meetings suggestions will be made, but suggestions by participants are also welcome. The programme for the remaining meetings will be discussed in the group and will be agreed on following the interests of participants. The course is open to individual ways of obtaining credits proportional to the type and scope of students’ contributions (3 KP or 6 KP). Indications for preparatory reading will be made available in Stud.IP. “All the World’s a Stage,” says Jaques in Shakespeare’s As You Like It. This play is more than 400 years old, and looking at twenty-first century public debates and media one might be more tempted to say: “All the World’s a Narrative.” ‘Narrative’ has become a buzz word far beyond literary studies. Many disciplines in the humanities have taken a ‘narrative turn’, and many public debates have revolved around the rise or the rejection of certain ‘narratives.’ But to date, we still seem to be lacking established conceptions for the description and analysis of these diverse kinds of narrative. The field of narratology has produced theoretical approaches and descriptive tools to literary narrative that are familiar to all students of literature today. But a “universal narratology” remains one of the unfinished projects in the theory of narrative. Since the turn of the twenty-first century, a number of proposals has been made in the fields of literary studies and philosophy about how to approach ‘non-literary narratives’. This course will focus on narratives outside the confines of literature. It has a professionalising dimension, since current students may come to work in areas where they encounter ‘non-literary’ narratives, which may be relevant in various forms to their future work settings. We will begin by looking at the recent attempts to theorise and develop analytical toolkits for “factual narratives”. We will then turn to discuss practical examples. The course will have a total of seven meetings. The first three meetings will be planned out so to introduce participants to the most important current approaches to narrative that go beyond the field of literature. for the remaining meetings suggestions will be made, but suggestions by participants are also welcome. The programme for the remaining meetings will be discussed in the group and will be agreed on following the interests of participants. The course is open to individual ways of obtaining credits proportional to the type and scope of students’ contributions (3 KP or 6 KP). Indications for preparatory reading will be made available in Stud.IP.
Seminar 1 Prof. Dr. Anton Kirchhofer
  • Master
3.02.029 Ü Introduction to Linguistics and the English Language Part 2 Wednesday: 12:00 - 14:00, weekly (from 09/04/25)

Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.998 S Multiple Imaginations: Germany's Pasts and Presents Part 2: National Socialism and German Reunification Dates on Friday, 13.06.2025 16:00 - 20:00, Saturday, 14.06.2025 - Sunday, 15.06.2025 10:00 - 19:00
Description:
The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both. The second part of the seminar builds on the main themes of the first seminar on representations, imaginations, narratives and power relations (see announcement for Part 1 in December). The focus this weekend will be on the German culture of remembrance after the Second World War with regard to National Socialism and the so-called German re-unification. We will deal with the question of how the memory of National Socialism in general and voices of Jews and other persecutees and survivors have long been, and still are, warded off and repressed. Further, we will look at how, especially survivors and their descendants have fought for and established spaces of remembrance. With regard to re-unification, the question also arises as to which events/voices and contents are remembered and which are suppressed and why, in societal discourse. Also of interest is how denial is linked to anti-Semitism and racism and how other/counter narratives can challenge anti-Semitic and racist conditions and relations. Part of this seminar is an excursion to the submarine bunker "Valentin" in Bremen-Farge, which was built by forced labourers under National Socialism. In addition, we will use selected texts and films to engage in a conversation about remembrance culture and representations in the German context. It is possible to participate in this second part independent of participation in the first part in December although we recommend you participate in both.
Seminar - Sunday Omwenyeke
Dr. Tobias Linnemann
  • Master
3.02.001 V Principles of Language Teaching and Learning Part 2 Wednesday: 08:00 - 10:00, weekly (from 09/04/25)

Description:
Lecture 2 Prof. Dr. Wolfgang Gehring
Dr. Christian Kramer, he/him
Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.312 KO Postcolonial Studies: Theories, Literatures and Media Thursday: 10:00 - 12:00, weekly (from 10/04/25)

Description:
This course is designed to support your research and writing process when you are about to begin writing – or are in the midst of writing – your BA, MA or doctoral thesis; it will help you develop your ideas into a systematic research project as well as gain a more profound knowledge of postcolonial theories and concepts. In order to facilitate a writing process in which you do not only acquire expertise in the topic of your thesis, but in which you also enhance your writing skills as well as your knowledge in the field of postcolonial studies more generally, we will focus on practical matters first (such as how to prepare a research proposal and how to structure your writing process). Then, we will read up on and discuss those postcolonial theories, concepts and approaches which are the most useful for the research projects in our group. After this, each of you will have an entire or half a session to present and discuss your research project and/or a draft chapter in order to further refine your research design. This course is designed to support your research and writing process when you are about to begin writing – or are in the midst of writing – your BA, MA or doctoral thesis; it will help you develop your ideas into a systematic research project as well as gain a more profound knowledge of postcolonial theories and concepts. In order to facilitate a writing process in which you do not only acquire expertise in the topic of your thesis, but in which you also enhance your writing skills as well as your knowledge in the field of postcolonial studies more generally, we will focus on practical matters first (such as how to prepare a research proposal and how to structure your writing process). Then, we will read up on and discuss those postcolonial theories, concepts and approaches which are the most useful for the research projects in our group. After this, each of you will have an entire or half a session to present and discuss your research project and/or a draft chapter in order to further refine your research design.
Colloquium 2 Prof. Dr. Julia Wurr
  • Bachelor
  • Master of Education
  • Master
3.02.115 Ü Written English: Writing about The Smiths Wednesday: 12:00 - 14:00, weekly (from 09/04/25)

Description:
Exercises 2 Dr. David William West
  • Bachelor
  • Master of Education
3.02.045 SÜ Key Concepts in Cultural Studies Thursday: 10:00 - 12:00, weekly (from 10/04/25)

Description:
Exercises 2 Priv.-Doz. Dr. Michaela Keck
  • Bachelor
3.02.401 Ü English for Educational Purposes: Listening in the language classroom MONDAY 10 Monday: 10:00 - 12:00, weekly (from 07/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Master
3.02.403 Ü English for Educational Purposes: Writing in the Classroom Wednesday: 14:00 - 16:00, weekly (from 09/04/25)

Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Master
3.02.004 Review: Principles of Language Teaching and Learning Part 2 Wednesday: 14:00 - 16:00, weekly (from 09/04/25)

Description:
Exercises 2 Dr. Sylke Bakker
  • Bachelor
  • Master of Education
3.02.070 Ü Academic Speaking and Writing Skills: Talking about Great Britain Tuesday: 14:00 - 16:00, weekly (from 08/04/25)

Description:
Exercises 2 Dr. David William West
  • Bachelor
3.02.046 SÜ Key Concepts in Cultural Studies Thursday: 08:00 - 10:00, weekly (from 10/04/25)

Description:
Exercises 2 Dr. Christian Lassen
  • Bachelor
3.02.032 Ü Repetitorium: Introduction to Linguistics and the English Language Part 2 Tuesday: 16:00 - 18:00, weekly (from 08/04/25), Location: A14 0-031, V02 0-003, V03 0-D002

Description:
Exercises 2 Dr. Ilka Flöck, she/ her
  • Bachelor
3.02.404 Ü English for Educational Purposes: Listening in the language classroom: THURSDAY 12-14 Thursday: 12:00 - 14:00, weekly (from 10/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Master of Education
  • Master
3.02.221 S Physics and Fiction Wednesday: 16:00 - 18:00, weekly (from 09/04/25)

Description:
https://wiki.angl-am.uni-oldenburg.de/index.php/2025_AM_Physics_and_Fiction https://wiki.angl-am.uni-oldenburg.de/index.php/2025_AM_Physics_and_Fiction
Seminar 2 Dr. Anna Auguscik
Priv.-Doz. Dr. Petra Groß, Ph.D.
  • Bachelor
  • Master of Education
  • Master
3.02.028 Ü Introduction to Linguistics and the English Language Part 2 Tuesday: 14:00 - 16:00, weekly (from 08/04/25)

Description:
Exercises 2 Dr. phil. Dobrinka Genevska-Hanke
  • Bachelor
3.02.210 Informationen zum Kombinationsmodul The course times are not decided yet.
Description:
miscellaneous - in Bearbeitung
  • Bachelor
  • Master of Education
3.02.072 Ü Academic Speaking and Writing Skills: Lands Down Under (B) Thursday: 14:00 - 16:00, weekly (from 10/04/25)
Dates on Monday, 21.07.2025 10:30 - 11:30

Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.990 S American History on Film Dates on Tuesday, 08.04.2025, Tuesday, 15.04.2025, Tuesday, 22.04.2025 14:00 - 16:00, Tuesday, 29.04.2025 14:00 - 18:00, Tuesday, 06.0 ...(more), Location: V03 2-A215, V03 0-D003, V03 0-D001
Description:
Seminar - Prof. Dr. Martin Butler
Rebecca Käpernick, M.A.
  • Master
  • Master of Education
  • Bachelor
3.02.071 Ü Academic Speaking and Writing Skills: Lands Down Under (A) Tuesday: 16:00 - 18:00, weekly (from 08/04/25), Location: A10 1-121a
Dates on Monday, 21.07.2025 10:30 - 11:30, Location: W03 1-161

Description:
Exercises 2 Lauren Freede
  • Bachelor
3.02.101 Ü Spoken English: Social Issues in North America Thursday: 12:00 - 14:00, weekly (from 10/04/25)

Description:
Exercises 2 Dylan Rhea Rush
  • Bachelor
  • Master of Education
3.02.080 Ü Academic Speaking and Writing Skills: American history, society and culture FRIDAY Friday: 10:00 - 12:00, weekly (from 11/04/25)

Description:
Exercises 2 Inga Zalyevska
  • Bachelor
3.02.002 Review: Principles of Language Teaching and Learning Part 2 Wednesday: 12:00 - 14:00, weekly (from 09/04/25)

Description:
Exercises 2 Dr. Christian Kramer, he/him
  • Bachelor
  • Master of Education
3.02.402 Ü English for Educational Purposes: Writing in the Classroom Monday: 14:00 - 16:00, weekly (from 07/04/25)

Description:
Exercises 2 Dylan Rhea Rush
  • Master of Education
  • Master
3.02.130 S Experimental Community: Literary Practice and Visual Culture at Black Mountain College Thursday: 12:00 - 14:00, weekly (from 10/04/25)
Dates on Tuesday, 15.07.2025 12:00 - 14:00

Description:
COURSE DESCRIPTION AND GOALS: In the history of colonialism, encounters and shifting power relations between incoming colonisers and the colonies’ indigenous populations have always played a pivotal role. They have also left a lasting, far-reaching impact that has endured long beyond the formal end of imperialism, into the post-independence histories, cultures, economies and politics of formerly colonised countries. This is especially the case in former ‘settler colonies’ where colonising incomers came to outweigh the indigenous peoples demographically and culturally – for instance in North America, Australia, and New Zealand. Despite the immense cultural and geographical differences between them, indigenous peoples in all those countries have often faced similar problems in their attempts to deal with those (post)colonial situations. This has given rise to ‘Comparative Indigenous Studies’ as a field of academic knowledge production. Comparative perspectives have also informed various projects of political and cultural activism (e.g. in order to intervene in post-colonial public memory discourses, build solidarity, form coalitions and learn from each other’s strategies), as well as literary productions. Comparative perspectives necessarily involve looking beyond one’s own particular culture, even if this is often done with the aim of safeguarding the latter’s specific ethnic traditions and rights. Such outward-looking perspectives have also been associated with a stance that is often called “indigenous cosmopolitanism” – but the cosmopolitan can also go further: beyond ‘merely’ seeking connections with other indigenous peoples, it can also involve an espousal of other transnational and transcultural connections. This course will provide an introduction to these issues, combining regionally specific introductions to selected indigenous cultures from different parts of the globe with comparative perspectives on (potentially) shared problems and strategies, an exploration of trans-indigenous alliances and solidarities, as well as analyses of texts that espouse various kinds of cosmopolitanism. Key topics for our discussions include colonial experiences and trauma, hybridity, survivance, educational and language debates, cultures of memory, interfaces of localism and translocalism, political solidarities, as well as the develop¬ment of new cultural forms. We will also investigate potential problems which comparative and cosmopolitan visions may involve. We will use a wide range of sources, including history and memory discourse, literary texts, statements by politicians and activists, and academic theory. Regions we’ll look at will definitely include (parts of) North American, Australia and New Zealand. Additional comparative perspectives (also on countries with smaller proportions of settlers, e.g. some of the smaller Pacific Islands) may also be included. SET TEXTS: Most of our set texts (literary & non-literary texts, filmic material, etc.) will be relatively short, and their selection will be finalised in consultation with students; to leave enough room for students to choose their own foci of interest. As a starting point, only a single text has already been set, of which you should definitely get a copy (but you don’t need to read this until after mid-December, by which time you’ll have the requisite background knowledge). It is: • Witi Ihimaera, “The Thrill of Falling” (a Maori novella from New Zealand), in Ihimaera, The Thrill of Falling, Auckland: Vintage 2012, pp. 208-312. (In Germany, this is only available as an e-book at present, but the e-book comes in different formats (see publisher’s website for an overview: https://www.penguin.co.nz/books/the-thrill-of-falling-9781869799212), and at least some of those formats (e.g. Amazon Kindle; price c.7 €) can also be read without an e-book reader, via a normal computer via a free app. So you should be able to purchase & read it OK. If you have problems with the e-book format, please contact S. Stroh for emergency advice. We’ll also purchase a copy of the book for the departmental library (Semesterapparat), as another emergency fall-back.) Most of our other set texts, once chosen, will be made available via our online course platform Stud.IP. OPTIONAL EXTRA READING: If you would like to do some preliminary / extra reading on social and literary history, and/or need advice on texts to read in preparation for your presentations, you will be able to access a bibliography of key introductory texts on Stud.IP from the beginning of term onwards. Some of those texts will also be made available via our course bookshelf in the university library. COURSE DESCRIPTION AND GOALS: In the history of colonialism, encounters and shifting power relations between incoming colonisers and the colonies’ indigenous populations have always played a pivotal role. They have also left a lasting, far-reaching impact that has endured long beyond the formal end of imperialism, into the post-independence histories, cultures, economies and politics of formerly colonised countries. This is especially the case in former ‘settler colonies’ where colonising incomers came to outweigh the indigenous peoples demographically and culturally – for instance in North America, Australia, and New Zealand. Despite the immense cultural and geographical differences between them, indigenous peoples in all those countries have often faced similar problems in their attempts to deal with those (post)colonial situations. This has given rise to ‘Comparative Indigenous Studies’ as a field of academic knowledge production. Comparative perspectives have also informed various projects of political and cultural activism (e.g. in order to intervene in post-colonial public memory discourses, build solidarity, form coalitions and learn from each other’s strategies), as well as literary productions. Comparative perspectives necessarily involve looking beyond one’s own particular culture, even if this is often done with the aim of safeguarding the latter’s specific ethnic traditions and rights. Such outward-looking perspectives have also been associated with a stance that is often called “indigenous cosmopolitanism” – but the cosmopolitan can also go further: beyond ‘merely’ seeking connections with other indigenous peoples, it can also involve an espousal of other transnational and transcultural connections. This course will provide an introduction to these issues, combining regionally specific introductions to selected indigenous cultures from different parts of the globe with comparative perspectives on (potentially) shared problems and strategies, an exploration of trans-indigenous alliances and solidarities, as well as analyses of texts that espouse various kinds of cosmopolitanism. Key topics for our discussions include colonial experiences and trauma, hybridity, survivance, educational and language debates, cultures of memory, interfaces of localism and translocalism, political solidarities, as well as the develop¬ment of new cultural forms. We will also investigate potential problems which comparative and cosmopolitan visions may involve. We will use a wide range of sources, including history and memory discourse, literary texts, statements by politicians and activists, and academic theory. Regions we’ll look at will definitely include (parts of) North American, Australia and New Zealand. Additional comparative perspectives (also on countries with smaller proportions of settlers, e.g. some of the smaller Pacific Islands) may also be included. SET TEXTS: Most of our set texts (literary & non-literary texts, filmic material, etc.) will be relatively short, and their selection will be finalised in consultation with students; to leave enough room for students to choose their own foci of interest. As a starting point, only a single text has already been set, of which you should definitely get a copy (but you don’t need to read this until after mid-December, by which time you’ll have the requisite background knowledge). It is: • Witi Ihimaera, “The Thrill of Falling” (a Maori novella from New Zealand), in Ihimaera, The Thrill of Falling, Auckland: Vintage 2012, pp. 208-312. (In Germany, this is only available as an e-book at present, but the e-book comes in different formats (see publisher’s website for an overview: https://www.penguin.co.nz/books/the-thrill-of-falling-9781869799212), and at least some of those formats (e.g. Amazon Kindle; price c.7 €) can also be read without an e-book reader, via a normal computer via a free app. So you should be able to purchase & read it OK. If you have problems with the e-book format, please contact S. Stroh for emergency advice. We’ll also purchase a copy of the book for the departmental library (Semesterapparat), as another emergency fall-back.) Most of our other set texts, once chosen, will be made available via our online course platform Stud.IP. OPTIONAL EXTRA READING: If you would like to do some preliminary / extra reading on social and literary history, and/or need advice on texts to read in preparation for your presentations, you will be able to access a bibliography of key introductory texts on Stud.IP from the beginning of term onwards. Some of those texts will also be made available via our course bookshelf in the university library.
Seminar 2 Dr. phil. Julius Greve
  • Bachelor
  • Master of Education
110 Seminars

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