ang713 - English Language Teaching

ang713 - English Language Teaching

Institute of English and American Studies 12 KP
module responsibility
  • Wolfgang Gehring
Module counselling
  • Sylke Bakker
  • Christian Kramer
  • Lauren Freede
Module components Semester courses Wintersemester 2025/2026 Examination
Seminar (Fachdidaktik)
  • Limited access 3.02.480 - S Trends and Innovations in ELT Show lecturers
    • Dr. Sylke Bakker

    Tuesday: 12:00 - 14:00, weekly (from 14/10/25)
    Please note that places on this course are subject to availabilty. While students who already have a bachelor`s degree receive top priority, undergraduate students may not be considered. If you have not submitted your bachelor`s thesis yet and hope to gain credit points for your Master`s course prior to receiving your degree, you are only invited if there are enough places left. COURSE DESCRIPTION Looking at recent editions of ELT journals, a number of "trending" topics becomes apparent. Unsurprisingly, the productive use of AI in ELT contexts dominates the picture. Hence, this class is going to focus on aspects of different ELF-related skills such as reading and listening but also writing and speaking in the digital classroom. Besides, multimodalitity and blended learning are taken into consideration. Another set of relevant topics is connected to the increasingly diverse and multilingual setting of ELT. Plurilingualism and English as Lingua Franca are covered against the backdrop of issues of social justice ("language of hope and advocacy"). When rethinking language learning and teaching, 21st Century Skills and Critical Thinking Skills as well as the general concept of inclusivity come to mind. All the aspects mentioned above will be explored by looking at relevant research from established authorities and developing and assessing teaching materials and lesson plans. Participants are expected to sharpen their analytical skills by critically assessing materials against the backdrop of a sound foundation of ELT principles. Participants are required to be extremely familiar with Prof. Gehring`s (or Prof. Surkamp`s) textbook on ELT ("Fachdidaktik Englisch", "Teaching English"). Coursework comprises different samples of work as part of a comprehensive portfolio. Higher order thinking skills are at the centre of what participants are expected to display. Students are required to archive chat logs associated with their coursework. If necessary, the lecturer can review these logs to assess whether students engaged critically and thoughtfully with AI tools. Credit is only awarded for AI-assisted submissions when the AI-footnote or chat log(s) demonstrate that students thoroughly reviewed and refined the AI-generated content, showing meaningful interaction with the tools and oversight of every word.
  • Limited access 3.02.481 - S Teaching Advanced EFL Students Show lecturers
    • Dr. Sylke Bakker

    Monday: 10:00 - 12:00, weekly (from 13/10/25)
    Please note that places on this course are subject to availabilty. While students who already have a bachelor`s degree receive top priority, undergraduate students may not be considered. If you have not submitted your bachelor`s thesis yet and hope to gain credit points for your Master`s course prior to receiving your degree, you are only invited if there are enough places left. Even if the IT system initially offers you a spot, your name can be removed if you fail to meet the requirements. COURSE DESCRIPTION This class aims at providing an overview of what teaching advanced EFL classes (B1-B2+) actually involves in terms of lesson preparation and assessment strategies. Using standardised tests as a starting point to sharpen one`s diagnostic skills, we shall then turn to different types of tasks designed to foster language learning and thus help pupils to reach a higher level on the CEFR scale. Due to the sheer scope of the various skills that need to be fostered in an average EFL classroom, we shall focus our attention on different learning and teaching materials in order to critically assess whether they are actually fit for purpose. Consequently, designing adequate worksheets, tests and online resources will be the next step in an effort to improve teaching skills and to develop proper units of work (rather than "spur of the moment" teaching). Criteria of successful EFL teaching - both from Germany and the UK - will be applied to all the products designed in class in order to enhance lesson planning expertise. As EFL teachers in Germany are expected to deliver the national (KMK standards) and the regional curriculum (KC Niedersachsen), a rigorous study of the documents in question is required. Against the backdrop of dvelopments since the Pandemic, opportunities and limits of digital EFL teaching will be examined. It goes without saying that AI needs to be put under close scrutiny when it comes to employing it in ELT contexts. Relevant reference needs to be studied in order to work on an expert view on the issue. By the end of term participants are expected to -sit two in-class assessments in the course of the term -compose a 1500 word essay based on relevant literature -take part in classroom discourse by providing comments and results from academic reading -be able to critically examine lesson plans against the backdrop of the competence-based approach. All these skills shall be demonstrated and displayed in a portfolio which will be awarded a final grade. The two in-class (and ON CAMPUS!!!) assessments and the essay comprise said portfolio so that participants will receive their grade by the end of term.
  • Limited access 3.02.482 - S Teaching Literature in the EFL Classroom Show lecturers
    • Dr. Sylke Bakker

    Tuesday: 10:00 - 12:00, weekly (from 14/10/25)
    Teaching literature in the EFL Classroom Amongst the current generation of teaching professionals, the question whether literature – both with a capital and a small `l´- should be used in the EFL classroom is usually answered with a resounding “yes!”. For years critics of the competence-based approach have been calling for literature to be re-established as a means of fostering an education that goes beyond a mere acquisition of a certain skill set. In our digital age the number of literary texts available online as well as the products emerging from the communication between readers, texts and authors open up new types of literary discourse and expression transcending age, nationality and educational background. On the other hand, future teachers of English are bound to come across restrictions regarding their choice of literary works as well as the topics connected to them. German Abitur exams in particular require close scrutiny of the curriculum. Set texts and a variety of linguistic and analytical skills will be required to meet the assessment standards stipulated by the Ministry of Education. From primary school through to the final years of secondary school and Abitur-level both extensive reading of literary texts as well as reading with a view of composing a piece of writing are expected to be fostered systematically. The seminar aims at providing an overview of different literary texts, approaches and methods viable in the EFL classroom. Starting with visualisation techniques, story telling, scenic interpretation and creative writing participants are expected to get actively involved in classes by creating their own literary products and exchanging ideas about the viability of different didactic approaches. Other than that, everyone will be required to provide short keynote presentations on a selection of topics connected to teaching literature. You can put your name down for topics from the second week of term. Against the backdrop of current research in Didactics, participants are expected to analyse teaching and learning materials as well as (excerpts from) current textbooks for various age groups. Different approaches towards teaching literature will be explored. The development of units of work and lesson plans will be informed by relevant theories of language learning and teaching and can be critically applied to a selection of tasks, resources and ideas for projects connected to teaching literature. Lesson planning and the analysis of lessons involves • realistic target setting, • allowing for differentiation, • an appropriate choice of materials and media • as well as devising appropriate assessment strategies. Schemes of work submitted by students will be put under close scrutiny by peers and the lecturer in order to determine their viability in the classroom. Ideally, concepts and strategies will be put into practice during subsequent internships. As regards the submission of coursework as part of your final assessment, all participants are required to hand in a portfolio showing their ability to plan and reflect on lessons and schemes of work or tasks.
  • Limited access 3.02.483 - S From analysis to practice: ELT lesson planning Show lecturers
    • Dr. Christian Kramer, he/him

    Tuesday: 08:00 - 10:00, weekly (from 14/10/25)
    This seminar investigates the relationship between lesson plan analysis and the practice of lesson planning in English Language Teaching (ELT). Participants will critically examine a variety of lesson plans to uncover underlying pedagogical choices, teaching strategies, and language learning objectives. Insights gained from lesson plan analysis will directly inform participants’ own lesson design practices, fostering a reflective, evidence-based approach to planning. Emphasis is placed on bridging theory and practice, enabling students to develop coherent, competence-centered lessons. Please note that due to the current vacancy of the professorship the possibility to prepone master courses in modules ang701, ang702 and ang713 is subject to availabilty in the winter term 2025/26, i.e. students who already have a bachelor`s degree receive priority, undergraduate students may only be considered if there are enough places left.
  • Unlimited access 3.02.485 - Information zur Prüfungsverwaltung: Module ang702 und ang713 im Fach Englisch Show lecturers
    • Dr. Christian Kramer, he/him

    The course times are not decided yet.
    Diese Stud.IP Veranstaltung informiert über die digitale Prüfungsanmeldung und -verwaltung der Mastermodule ang702 (M.Ed. Grundschule) und ang713 (M.Ed. Haupt-/Realschule). Studierenden der entsprechenden Masterstudiengänge wird empfohlen sich in dem Semester eintragen, in dem Sie das Modul belegen.
Project (Fachdidaktik oder Fachwissenschaften)
(
Das Projekt kann einerseits im Rahmen des "Fachdidaktik"-Seminars oder andererseits im Rahmen eines weiteren Seminars "Fachwissenschaften" absolviert werden.
)
  • Limited access 3.02.930 - S World Englishes Show lecturers
    • Prof. Dr. Ronald Geluykens

    Monday: 17:00 - 20:00, weekly (from 13/10/25)
  • Limited access 3.02.931 - S American English Show lecturers
    • Prof. Dr. Ronald Geluykens

    Monday: 14:00 - 17:00, weekly (from 13/10/25)
  • Limited access 3.02.950 - S Spoken English: A Linguistic Perspective Show lecturers
    • Prof. Dr. Marcel Schlechtweg

    Dates on Friday, 05.12.2025 - Sunday, 07.12.2025 12:00 - 16:00, Location: A04 4-411, A01 0-005
  • Limited access 3.02.951 - S Typical and atypical language development Show lecturers
    • Dr. phil. Dobrinka Genevska-Hanke

    Friday: 10:00 - 12:00, weekly (from 17/10/25)
    This class deals with the typical and atypical development of more than one language in the broad sense, from birth or successively. Since bilinguals seldom use their languages in a balanced way, different dominance patterns arise and change over the lifespan, including the forgetting of the first language, referred to as language attrition - a phenomenon which is viewed as related to the acquisition of an L2. We will look at various developmental settings, different language phenomena and consider the impact of cross-linguistic differences on attrition and acquisition. By the end of the term students will be able to give an elaborate description of the phenomena of bilingualism in question and the factors of influence involved.
  • Limited access 3.02.970 - S From Things Fall Apart to Freshwater: Spirit Children in Anglophone Nigerian Writing Show lecturers
    • Prof. Dr. Julia Wurr

    Tuesday: 14:00 - 16:00, weekly (from 14/10/25)
    Objectives In the course of this seminar, you will - read some very well-known Anglophone Nigerian texts and reflect on their place in the field of postcolonial literatures. - encounter the history of Anglophone Nigerian writing via the motif of spirit children. - hone your close reading skills. - engage with secondary literature. - practise your presentation skills. - develop individual research questions related to the seminar’s topic. Please borrow or purchase and read these novels in the following editions (all of which will be made available in the Seminarapparat): • Chinua Achebe [1958]. Things Fall Apart. London: Penguin, 2006. [ISBN ‎ 9780141023380] • Ben Okri [1991]. The Famished Road. London: Vintage, 2021. [ISBN 9781529114911] • Akwaeke Emezi [2018]. Freshwater. London: Faber & Faber, 2019. [ISBN 9780571345403] Shorter texts (for instance a poem by Wole Soyinka) and secondary literature will be shared on Stud.IP.
  • Limited access 3.02.971 - S The English Novel and the Global Imagination, 1680 - 1730 Show lecturers
    • Prof. Dr. Anton Kirchhofer

    Wednesday: 10:00 - 12:00, weekly (from 15/10/25), Location: A06 4-418, A13 0-028
    Around 1700, the United Kingdom undertook to form itself into a nation; English fiction began to develop the forms that would become part of the long-established canons of the English novel; and while Britain was by no means as yet an 'Empire', a global British presence was beginning to become perceptible. Late seventeenth and early eighteenth century English fiction is also affected and informed by this global imagination, and in very different ways. Our seminar will examine three outstanding and very different examples from this period: Aphra Behn, Oroonoko (1688), Daniel Defoe, Robinson Crusoe (1719), and Jonathan Swift, Gulliver's Travels (1726/28). Students should purchase the following editions, which are the editions we will use in the seminar: Aphra Behn, Oroonoko, The Rover, and other Works. Ed. Janet Todd. Penguin Classics, 1993. Daniel Defoe, Robinson Crusoe. Ed. Tom Keymer. Oxford World’s Classics, 2008. Jonathan Swift, Gulliver's Travels. Ed. Claude Rawson and Ian Higgins. Oxford World’s Classics, 2008. Credit for ang971 and 972 is based on an oral input and a shorter term paper (Referat mit Ausarbeitung) (6 KP or 9 KP respectively) Credit for ang973, for students who are doing the MA English Studies, requires an additional project (3KP) Students with other aims in this course please consult me individually.
  • Limited access 3.02.980 - S Reading Margaret Atwood's The Handmaid's Tale Show lecturers
    • Priv.-Doz. Dr. Michaela Keck

    Tuesday: 14:00 - 16:00, weekly (from 14/10/25)
    In this course, we will study the dystopian novel The Handmaid’s Tale (1985) by Canadian author Margaret Atwood, focusing on the generic traditions of utopia and dystopia in particular, or what Atwood herself calls “ustopia”. We will, therefore, begin by studying two literary predecessors of the genre for a better understanding of Atwood’s postmodern and imaginative play with the genres' literary conventions and intellectual problems: Thomas More’s Utopia (1516) and George Orwell’s Nineteen Eighty-Four (1949). One major aim of the course is to craft handouts for these literary predecessors that include specific repertoires of themes, motifs, and situations that different generations of artists in diverse cultures combine in ever new ways and contexts at different historical junctures. Indeed, students will create handouts much like the well-known handouts that the introductory classes to literary and cultural studies use, only that this time the students will work on the contents of these handouts themselves. Once we have completed this useful task, we will turn to Atwood’s Gilead and Offred’s—the protagonist's—experience of its claustrophobia, misogyny, and terror. Please purchase and read: Thomas More’s Utopia (1516) [Oxford UP edition by Susan Bruce, Three Early Modern Utopias, ISBN 0-19-283885-7; either the book or the EBook version] George Orwell’s Nineteen Eighty-Four (1949) [Penguin edition, ISBN 978-0241416419; either the book or the EBook version] Margaret Atwood, The Handmaid’s Tale (1985) [no specific version is required here].
  • Limited access 3.02.990 - S American History on Film Show lecturers
    • Prof. Dr. Martin Butler
    • Johanna Loos

    Monday: 16:00 - 18:00, weekly (from 13/10/25), Location: A04 4-411
    Thursday: 08:00 - 10:00, weekly (from 16/10/25), Location: A07 0-025
Exercises (Sprachpraxis)
Hinweise zum Modul
Prerequisites

abgeschlossenes Bachelor Studium (vgl. PO M.Ed. Gym §2)
aktive Teilnahme (vgl. fachspezifische Anlage §2)
Reference text

Das Modul sollte besucht werden im 1. oder 2. Studienjahr.
Das Modul soll innerhalb eines Semesters abgeschlossen werden.
Die Belegung eines fachdidaktischen Seminars sowie einer sprachpraktischen Übung ist vorgegeben. Die Belegung eines Projektes kann entweder in der Fachdidaktik oder in einer der ausgewählten Fachwissenschaften (Sprachwissenschaft/Linguistik/Literatur-/Kulturwissenschaft) erfolgen.
Skills to be acquired in this module

Studierende können didaktische und methodische Problemstellungen beim Aufbau von fremdsprachlichen Kompetenzen reflektiert darstellen und auf Aspekte der Unterrichtsgestaltung übertragen und insbesondere

  • Hypothesen und Theorien zum Fremdsprachenerwerb anwendungsorientiert beschreiben und erläutern
  • Ansätze und Verfahren kommunikativen Unterrichtens erläutern
  • Entwicklungen von fremdsprachlichen Fähigkeiten theoriegeleitet beschreiben
  • Neuere didaktische Konzepte auch digitalisierten fremdsprachlichen Lehrens und Lernens einordnen und erläutern 
  • Kriterien für die Evaluation von Unterrichtsmodellen theoriegeleitet entwickeln und benennen
  • Unterrichtsmodelle entwerfen und theoriegeleitet begründen
  • Unterrichtsmaterial lerner_innen- und kompetenzorientiert erstellen und in semi-authentische Unterrichtskontexte (Micro-Teaching) integrieren
  • Prozesse der Didaktisierung erörtern und auf Aspekte der Unterrichtsplanung sowie - durchführung anwenden
  • Fachwissenschaftlich akzentuierte Problemstellungen aufgabengeleitet didaktisieren 
  • Dimensionen von Heterogenität, Diversität und Inklusion fachspezifisch aus fremdsprachendidaktischer Sicht für die Unterrichtspraxis erläutern und einordnen.
     

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