Fachbereich 05: Sprache, Literatur, Kultur - Anglistik - Lehramtsstudiengang L 3

This introductory lecture aims to familiarize participants with the field of Teaching English as a Foreign Language (TEFL). It addresses a wide variety of issues and questions, ranging from ‘what does it mean to ‘become’ a professional English language teacher?’ to ‘what competencies and skills will I have to acquire?’ In conjunction with the lecture, (mandatory) weekly tutorials will be made available.

Prerequisites:
None. This course is accompanied by the obligatory Tutorium TEFL I A2.

Required Reading:
A digital reader will be available at the beginning of the semester.

Credit:
Graded: Regular attendance, active participation in class, homework assignments and written exam (Klausur).

Exam period:
Written exam: tba

Registration: Flex-Now

Focusing on the grammar of the English verb phrase (tense and aspect, modality, non-finite constructions), this course is designed to help students solidify and extend their grasp of core areas of English grammar and make the transition from upper intermediate level to lower advanced level (B2 to C1). Making this transition not only involves getting a firm grip on the essentials (structures already covered at school but all too often either forgotten or never properly mastered in the first place), it also involves adding some of those finer points that need to be mastered on the steep and thorny way to advanced language competence.

.Focusing on the grammar of the English verb phrase (tense and aspect, modality, non-finite constructions), this course is designed to help students solidify and extend their grasp of core areas of English grammar and make the transition from upper intermediate level to lower advanced level (B2 to C1). Making this transition not only involves getting a firm grip on the essentials (structures already covered at school but all too often either forgotten or never properly mastered in the first place), it also involves adding some of those finer points that need to be mastered on the steep and thorny way to advanced language competence.

.Focusing on the grammar of the English verb phrase (tense and aspect, modality, non-finite constructions), this course is designed to help students solidify and extend their grasp of core areas of English grammar and make the transition from upper intermediate level to lower advanced level (B2 to C1). Making this transition not only involves getting a firm grip on the essentials (structures already covered at school but all too often either forgotten or never properly mastered in the first place), it also involves adding some of those finer points that need to be mastered on the steep and thorny way to advanced language competence.

Focusing on the grammar of the English verb phrase (tense and aspect, modality, non-finite constructions), this course is designed to help students solidify and extend their grasp of core areas of English grammar and make the transition from upper intermediate level to lower advanced level (B2 to C1). Making this transition not only involves getting a firm grip on the essentials (structures already covered at school but all too often either forgotten or never properly mastered in the first place), it also involves adding some of those finer points that need to be mastered on the steep and thorny way to advanced language competence.

.Focusing on the grammar of the English verb phrase (tense and aspect, modality, non-finite constructions), this course is designed to help students solidify and extend their grasp of core areas of English grammar and make the transition from upper intermediate level to lower advanced level (B2 to C1). Making this transition not only involves getting a firm grip on the essentials (structures already covered at school but all too often either forgotten or never properly mastered in the first place), it also involves adding some of those finer points that need to be mastered on the steep and thorny way to advanced language competence.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This course focuses on the development of the students' general language skills. The aim is to work on language development and awareness with the focus on the four skills (Reading, Writing, Speaking, Listening), both in an integrated way but also separately. There will also be considerable work done and emphasis placed on the sub-skill of Vocabulary and also some work done on Grammar. With the ultimate goal of advanced communication, students will have to deal with different levels of texts and other media, through which various aspects of the language will be highlighted.

This lecture provides an overview of British literary history, one novel at a time. We will begin in the 18th century with Daniel Defoe, who is often credited with writing the first English novel, and end in the 21st century with Bernardine Evaristo, the first ever Black writer to have received the most prestigious British literary prize, the Booker. In between these two authors, we will move through the most important literary epochs and movements, from Romanticism, the Victorian Age, Modernism, Postmodernism and what lies beyond, to look at famous literary works and Britain’s most important authors. This approach also allows us to touch on questions of canon formation, and to think about the selection processes in the literary field that, still today, shape the reading lists of schools and universities. As the title suggests, we won’t read only books written by dead white men, but they will be prominently represented. The lecture will also touch on important approaches of literary studies, key concepts and literary theories that have shaped our understanding of the discussed novels. Take this lecture if you want to get an overview of British literary history, and idea of how the style of writing changed throughout the centuries, and to hear a little bit about the prominent cultural, social, and political concerns that provide the backgrounds of the different novels.
Among the texts discussed in this lecture are Daniel Defoe, Moll Flanders (1722), Mary Shelley, Frankenstein (1818), Charlotte Brontë, Jane Eyre (1847), Joseph Conrad, Heart of Darkness (1899), Virginia Woolf, Mrs Dalloway (1925), Julian Barnes, England, England (1998), and Bernardine Evaristo, Girl, Woman, Other (2019).

This course aims at familiarizing students with approaches to the study of human language in general and to the study of the English language in particular. Attention will be paid to important concepts and terminology from the core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and to their relevance to the fields of applied linguistics, such as language acquisition, sociolinguistics and cognitive linguistics.

Exam / Modulabschlussprüfung (MAP): To be announced at the beginning of the semester

This course aims at familiarizing students with approaches to the study of human language in general and to the study of the English language in particular. Attention will be paid to important concepts and terminology from the core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and to their relevance to the fields of applied linguistics, such as language acquisition, sociolinguistics and cognitive linguistics.

Exam / Modulabschlussprüfung (MAP): To be announced at the beginning of the semester

This course aims at familiarizing students with approaches to the study of human language in general and to the study of the English language in particular. Attention will be paid to important concepts and terminology from the core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and to their relevance to the fields of applied linguistics, such as language acquisition, sociolinguistics and cognitive linguistics.

Exam / Modulabschlussprüfung (MAP): To be announced at the beginning of the semester

This course aims at familiarizing students with approaches to the study of human language in general and to English in particular. Attention will be paid to important concepts and terms of core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and to their relevance to the fields of applied linguistics, such as language acquisition, sociolinguistics and computational linguistics.

Reading: Bernd Kortmann, English Linguistics: Essentials (Berlin: Cornelsen, 2020).
Registration: FlexNow
Graded credit: Regular attendance, active participation, a mini presentation and a pass in the Modulabschlussprüfung at the end of the lecture period.

This course aims at familiarizing students with approaches to the study of human language in general and to the study of the English language in particular. Attention will be paid to important concepts and terminology from the core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and to their relevance to the fields of applied linguistics, such as language acquisition, sociolinguistics and cognitive linguistics.

Exam / Modulabschlussprüfung (MAP): To be announced at the beginning of the semester

This lecture course surveys the sounds of English, primarily those of American and British accents. The lecture focuses on the characteristic articulation of English sounds (esp. speech organs, sound classes, places and manners of articulation) as well as the systems used for the phonetic description of vowels and consonants. We will also have a look at phonemes and allophonic distribution, phonological processes and connected speech phenomena such as word stress and intonation. Attention is also paid to those areas of articulation that tend to be problematic for German speakers. Students will also learn to read and broadly transcribe English sounds using International Phonetic Association (IPA) transcription.

Course book:
Lorenz, Frank. 2013. Basics of phonetics and English phonology. With IPA transcription. 2nd. ed. Berlin: Logos Verlag. (available as e-book through universitay library)

Registration:
FlexNow.

Credit:
Graded: Final exam 100%

Final exam:
- ICB and Anglophone Studies (MAP): last week of lecture period, dates tba.
- all others: 11.02.2025

This lecture course surveys the sounds of English, primarily those of American and British accents. The lecture focuses on the characteristic articulation of English sounds (esp. speech organs, sound classes, places and manners of articulation) as well as the systems used for the phonetic description of vowels and consonants. We will also have a look at phonemes and allophonic distribution, phonological processes and connected speech phenomena such as word stress and intonation. Attention is also paid to those areas of articulation that tend to be problematic for German speakers. Students will also learn to read and broadly transcribe English sounds using International Phonetic Association (IPA) transcription.

Course book:
Lorenz, Frank. 2013. Basics of phonetics and English phonology. With IPA transcription. 2nd. ed. Berlin: Logos Verlag. (available as e-book through universitay library)

Registration:
FlexNow.

Credit:
Graded: Final exam 100%

Final exam:
- ICB and Anglophone Studies (MAP): last week of lecture period, dates tba.
- all others: 13.02.2025

The study of the history of the English language offers highly relevant insights into how the language has changed over the course of the centuries and into how the English language is structured and functions all around the world today. Therefore, we will pay particular attention to the different periods in the history of the English language, i.e. Old English, Middle English, Early Modern English, Late Modern English and Present-day English, in order to follow the structural changes on the levels of phonology, lexis, syntax and semantics that have led to the English language as we use it today.

Exam / Modulabschlussprüfung (MAP): To be announced at the beginning of the semester

The study of the history of the English language offers highly relevant insights into how the language has changed over the course of the centuries and into how the English language is structured and functions all around the world today. Therefore, we will pay particular attention to the different periods in the history of the English language, i.e. Old English, Middle English, Early Modern English, Late Modern English and Present-day English, in order to follow the structural changes on the levels of phonology, lexis, syntax and semantics that have led to the English language as we use it today.

Exam / Modulabschlussprüfung (MAP): To be announced at the beginning of the semester

This class will cover key concepts and methods devoted to the study of morphology, i.e. the study of words and their internal structure. We will pursue fundamental questions concerning what counts as a word, how are words formed, how are words processed in terms of their structure, etc. We will also take a look a prominent studies that have contributed significantly to the field of morphology.

Exam Date: Feb. 12, 2025

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Description:
Taking over responsibility for the (globalised) world we live in is one of the main challenges of our times. In this scenario, schools play an important role in order to inform and prepare the upcoming generations for this challenge.
In this course, students will create units and projects to introduce EF learners of all age groups to some of the 17 global goals (also known as Sustainable Development Goals) of the UN in an intercultural context. The course also comprises the promotion of 21st century skills, such as critical thinking, communication, collaboration and creativity, both for the students and their prospective learners.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Exam Period: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Explore the integration of digital literacy into English instruction with this seminar. Participants
will examine how digital tools can enhance the teaching of grammar, vocabulary, reading, and
writing.
The seminar provides a comprehensive overview of various digital resources and their
applications in the classroom. Through practical sessions, students will engage with interactive
tools, develop innovative lesson plans, and learn strategies for incorporating technology into
their teaching practices.
In addition, participants will contribute to a collaborative eBook, showcasing their developed
lesson plans and new expertise. This seminar aims to equip students with effective methods for
integrating digital literacy into English instruction and enhancing their overall teaching
approach.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Description:

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Credit: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

Literature – defined in a broad way – can foster several competencies of our young adult EFL learners; it provides them with crucial aspects of language acquisition, intercultural learning competence and the ability to change perspectives, critical thinking and creativity, as well as communicative competence in general. In this course, students will examine the potential of young adult literature for the EFLC, gain knowledge about the use of it in different contexts and conclusively create concrete motivating learning arrangements.

Prerequisite: Successful completion of module TEFL I

Expectations: Regular attendance, active participation, presentation/micro teaching unit and submission of a term paper.

Exam Period: The term paper has to be handed in by March 15, 2025.

Registration: via Flex-now.

What contribution can English language education make to the aspirational and ambitious project of education for sustainability and global citizenship? This seminar provides space to explore the intersection of sustainability education, global citizenship education, and the English language classroom. Against the background of what constitutes quality education according to the UN and SDG4.7, it will touch on questions of, among others, socio-environmental justice, human rights and peace, cultural diversity, and their respective education. We will discuss how critical, cosmopolitan, hopeful pedagogy may be implemented in the language classroom to not only develop communicative competences, but also empower learners as change agents and global citizens.

Dates:
18.10.2024: 10a.m.-2p.m. (on-site session)
3 online modules
07.02.2025: 10a.m.-4p.m. (on-site session)

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: tbc

Registration: Flex-Now

This is a TEFLhybrid course: http://www.uni-giessen.de/faculties/f05/engl/tefl/teflhybrid

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: February 10, 2025

Registration: Flex-Now

In order to communicate in English, learners need to acquire a broad range of lexico-grammatical competences and skills. For instance, they need to learn the meanings of words, how they are pronounced and written, and how they are used in combination with other words to produce and understand text (in the broadest sense of the term). Based on current national and international research, this course looks at vocabulary learning and instruction from a theme-based perspective. Its central aims are a) to familiarize participants with current concepts and models of lexico-grammatical learning, and b) to advance their professional expertise in teaching vocabulary in thematically based EFL sequences, focusing on secondary schools.

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: February 11, 2025

Registration: Flex-Now

This is a TEFLhybrid course: http://www.uni-giessen.de/faculties/f05/engl/tefl/teflhybrid

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: February 10, 2025

Registration: Flex-Now

Current research indicates that fluency is a neglected component of instruction and learning in the EFL classroom. This raises a number of issues and questions: (a) what does fluency mean, and what does it mean to EFL teachers and learners? (b) how familiar are teachers with research findings in foreign language fluency? (c) how confident are teachers in promoting fluency in class? (d) how do they actually go about promoting fluency in the classroom? (e) what practices and formats of interaction are most likely to contribute to fluency development in the EFL classroom? In this course, participants will gain a detailed understanding of fluency and systematic fluency development in various EFL classroom settings. Special emphasis will be given to fostering productive and receptive oral fluency through creative practice and improvisation at the secondary school level.


Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: February 10, 2025

Registration: Flex-Now

Project-oriented learning refers to communicative classroom settings which are enquiry-, discovery-, task- and solution-oriented. It is also associated with authentic ‘real-life’ encounters with English speakers from around the world (oral or written, face-to-face or virtual, etc.). In this seminar, specific attention is given to the central theoretical and practical aspects of conceptualizing and implementing sustainability education in project-oriented EFL settings. Student learning and work in this course will itself be informed by project-based principles, such as the development of differentiated task learning, learning with course-external relevance, task- and project-based assessment, etc. All participants will be required to develop a sustainability project of their choice in teams and present it toward the end of this course.
Please note that this course will be conducted in an asynchronous, computer-mediated virtual format predominantly. Since asynchronous online courses are not conducted live and in-person, participants are not required to be logged in at the same time as everyone else, for instance, to attend virtual lectures or participate in video conferences and chat sessions. Instead, the instructor will distribute coursework through a virtual learning management system (i.e. StudIP, usually at the beginning of each week). Participants can complete the provided writing assignments and tasks at their own paces, adhering to the deadlines requested by the instructor (usually at the end of each week). This means that they can log on whenever they want, completing the coursework as they would like during each weekly block of learning.
This is a TEFLhybrid Course: http://www.uni-giessen.de/faculties/f05/engl/tefl/teflhybrid

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: February 7, 2025

Registration: Flex-Now

Sustainability and the EFL Classroom: Teaching Climate Fiction

Sustainability has to be regarded as one of the key terms in educational contexts and finds representation in the learning objectives of education for sustainable development goals published by the UNESCO. In the context of global challenges, foreign language learning plays a pivotal role: Not only in terms of communication, but also in form of education for peace, inter-/transcultural learning and personal growth of the learners. Literary texts in general and fictional texts in particular offer learning opportunities that meet the objectives of sustainable development. The seminar is thus designed to introduce principles and models that promote critical thinking, meaning-making and language proficiency of learners working with climate fiction in the EFLC.

Reading:
A digital reader will be available at the beginning of the semester.

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA


Credit:
Teacher Education Programme:
Ungraded: Regular attendance, a teaching proposal
Graded: Regular attendance, written exam
Anglophone Studies MA Programme:
Regular attendance, written exam

Exam period: tba

Registration: Flex-Now

Teaching Anglophone Cultures: Focus on Texas

The study of culture and intercultural communication are central points of interest of teaching English as a foreign language. Throughout the semester, we will focus on the anglophone cultures relevant for the EFL classroom and represented in many course books. By looking at literary texts (print and audio-visual), expository texts, cultural products and course book texts we will plan, structure as well as evaluate teaching units and lessons incorporating literary, cultural and language-related learning. We will also engage in project work together with students from university of Klagenfurt (A) and high school students for us to put theoretical insights into practice.

Reading:
A digital reader will be available at the beginning of the semester.

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA


Credit:
Teacher Education Programme:
Ungraded: Regular attendance, a teaching proposal
Graded: Regular attendance, written exam
Anglophone Studies MA Programme:
Regular attendance, written exam

Exam period: tba

Registration: Flex-Now

Teaching Short Stories

Working with authentic literature in the English as a foreign language classroom fosters inter-/transcultural, communicative as well as literary competences of learners of all age groups. In order to explore this potential, the seminar is designed to provide an overview of didactic and methodological principles of literature in foreign language learning and teaching. In addition to working with suitable text types and designing tasks and activities accordingly, communicative meaning-making, personal growth of learners and language proficiency in the EFLC will be of interest.

Reading:
A digital reader will be available at the beginning of the semester.

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA


Credit:
Teacher Education Programme:
Ungraded: Regular attendance, a teaching proposal
Graded: Regular attendance, written exam
Anglophone Studies MA Programme:
Regular attendance, written exam

Exam period: tba

Registration: Flex-Now

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period: Written exam: February 13, 2025

Registration: Flex-Now

Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period: Written exam: February 13, 2025

Registration: Flex-Now

In many EFL classrooms in Germany, teachers use textbooks complemented by electronic materials and media to promote student learning and achievement. Adopting a communicative language teaching perspective, this course focuses on developing competencies and skills essential to evaluating, adapting, creating and – ultimately – using English language learning and teaching resources.


Prerequisites:
Teacher Education Programme: Successful completion of Moduls TEFL I and TEFL II.
Anglophone Studies MA Programme: BA

First semester MA students are required to take part in an online orientation session prior to the semester start. Please contact Nadine.Traughber@anglistik.uni-giessen.de for registration.

Required Reading:
A comprehensive course bibliography will be made available on Stud.IP.

Credit:
Ungraded: Regular attendance, active participation in class
Graded: Regular attendance, active participation in class; written exam

Exam period:
Written exam: February 10, 2025

Registration: Flex-Now

This seminar aims to explore how mental health and identity are represented in graphic novels and picture books. To this end, we will familiarize ourselves with basic narrative techniques and stylistic devices in the graphic novel before further diving into media analysis.

As this seminar centers on the discussion of graphic novels and picture books and their representation of mental health and the search for identity, participants are expected to be willing to purchase at least one graphic novel of their choosing for analysis. While the lecturer will bring several texts to the sessions in order to provide students with some initial examples, students may be asked to either find examples at the university library or purchase primary texts of their choosing to prepare the unconference as well as an abstract for their term papers. At the same time, any necessary secondary literature will be made available digitally via Stud.IP.

With this course being taught in four sessions, students are expected to fulfill regular course attendance, active in-class participation, and submission of assignments in preparation for the respective session. Additionally, participants are asked to ensure access to a copy of a graphic novel or picture book of their choice for individual work sessions and in-class group assignments (digital copies are accepted).

Some of the graphic novels and picture books we will be discussing include but are not limited to Alison Bechdel’s Fun Home (2006), Grayson Lee White’s Dotson (2023), Debbie Tung’s Everything is Okay (2022), and Zoe Thorogood’s It’s Lonely at the Centre of the Earth (2023). Additional secondary literature will include Scott McCloud's Understanding Comics. The Invisible Art (1994) as well as Julia Abel and Christian Klein's (Eds.) Comics und Graphic Novels. Eine Einführung (2016).

From political discourse to the stories we tell about ourselves, the skepticism regarding truth, facts, and authenticity made prominent by post-structuralist and post-modernist thought appears to be of unprecedented relevance online. Theorists have been attempting to come to terms with these issues with a constantly expanding range of concepts, be it the diagnosis of a post-truth era (McIntyre 2018) or the assessment that we are dealing with bullshit (Frankfurt 2005), to only name two examples. Whatever might be the case, we seem to be witnessing a veritable paradigm shift in how facts are constructed, circulated, and contested that calls for critical study and reflection.

In this seminar, we will
- Engage with some of the theoretical foundations for why the line between fact and fiction seems to be becoming increasingly blurred;
- survey some of the complementary notions in which what is untrue can be conceptualized (fake news, inauthenticity, mis- and disinformation, bullshit, alternative facts, clickbait and engagement farming, etc.)
- theorize and model how platform ecologies and economies might be contributing to the proliferation of content that is at the very least indifferent to truth;
- investigate some of the realms in which contested facts have wide-reaching consequences (from political pundits to influencers shaping our political participation and consumption habits, to Brexit, January 6, and the discursive strategies of the international populist right, as well as the emergent challenges of generative AI for knowledge and truth);
- explore ways of combating and resisting the ongoing undermining of truth online we are affected by variously.

Frankfurt, Harry G. (2005). On Bullshit. Princeton, NJ: Princeton University Press.
McIntyre, Lee (2018). Post-Truth. Cambridge, MA: MIT Press

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

This course will act as an introduction to cognitive linguistics – a field of linguistic study concerned with the relationship between cognition and language. We will first discuss some of the main assumptions, concepts and commitments that characterize cognitive linguistic study. From there, we will focus on the two main frameworks: 1) cognitive semantics (with a special emphasis on conceptual metaphor and 2) cognitive approaches to grammar.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

In this course, we will explore the fascinating intersection of language and the digital world, focusing on how the internet reshapes the way we communicate and share information.

We will look into the dynamics of online discourse, exploring how language is used in different social media contexts, such as the informal, fast-paced exchanges on Twitter/X, the visually driven communication on Instagram, and the community-oriented discussions on Reddit.

Registration: Please register with FlexNow.

This class will be devoted to exploring the English language from the perspective of language change. In doing so, it will take a diachronic approach to studying the English language. Along with a review of the structural changes occurring throughout the periods of English (from Old English to Present-Day English), we will also put emphasis on various theories, major concepts, socio-historical conditions and various other areas of study that go into a linguistic account of how language changes.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 12, 2025
Term Paper Deadline: March 31, 2025

IMPORTANT: PLEASE NOTE THAT THIS COURSE ONLY STARTS IN THE THIRD WEEK OF THE SEMESTER, I.E., ON 29 OCTOBER 2024.

Sociolinguistics is the study of the relationship between language (use) and society. By examining how different people use language in different social circumstances, sociolinguists can learn about how language works, how social relationships work in a community, and how social identities can be conveyed and constructed through language use. In this seminar, students will learn about the factors that determine the different forms of a language by zooming in on regional, social, and functional variation of English.

Reading: Reading material will be made available for download via Stud.IP [students receive access code during the first seminar session].

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercise assignments, oral presentation.

Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 11 February 2025; deadline for term paper submission on 15 March 2025.

The English language has spread globally since British overseas expansions started in the 17th century, which has given rise to a range of different varieties all around the world. In this seminar, we will start our journey around the world (and its Englishes) on the British Isles and move on to North America, the Caribbean, Australasia, South East Asia, South Asia and Africa. In the course of this seminar, we will engage with theory and research on the evolution and expansion of world Englishes. We will focus on different first language, second language and learner varieties of English in the above-mentioned regions and outline similarities and differences between these varieties on various linguistic levels by also taking into account the social and historical circumstances under which the language varieties emerged.

Credit: Exam (13 February 2025) or portfolio
Registration: Please register with FlexNow

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

“Literature for Social Change!”, “Changing the World – One Book at a Time!”, “The Power of the Pen.”

Bold claims have been made about the power literature has on societies. But what constitutes the relation between literature and society?
This interdisciplinary research seminar explores the intersection of literature and sociology in its various shapes and lines of thought. From the sociology of literature, to literary sociology, to theorising the social through literature – this research seminar provides students with an introduction to the literature’s dynamic relation to the social and social sciences. Students will engage with key figures and texts in the sociology of literature and social theory as well as closely read literary fiction and nonfiction in light of the theoretical concepts and approaches discussed. The course invites students to engage with sociological concepts such as social stratification and cultural hegemony, while analysing the ways in which literature both reflects and influences the social world. Readings will span historical periods and genres, including works from diverse cultural perspectives, encouraging students to think critically about the intersections of narrative form and social life.
This research seminar places special emphasis on literary representations of work (wage labour, care work, and artistic work), but also on the role of cultural productions in (re)producing the social and the economic.

Please note: Once registered on Flex.now you will be added to the Stud.IP course at the beginning of the lecture period.

This research seminar aims to collaboratively develop a theory of the monstrous based on literary and medial representations of the monstrous and select secondary readings. The monster is a recurring motif of embodied difference – be it of collective cultural anxieties of or obsessions with otherness. The monstrous transgresses boundaries of social normativity and morality, and straddles the liminal space of lure and repulsion. In contemporary literature, film, and other media, these transgressions raise question of queer body politics, but also work at the intersections of race and disability.
Departing from existing research on the monster in antiquity, the middles ages and early modernity, students in this seminar will explore the monstrous other and its various reincarnations in literature, film, and other media to develop a theory of the monstrous in contemporary fiction. Students will examine the recurrence of the monstrous and its adaptations in popular culture and investigate its various functions as expressions of, e.g., fear of contagion, racism, gender and sexuality.
Readings include: Mary Shelley’s Frankenstein, Aliya Whiteley’s The Beauty, Sadia Quraeshi Shepard’s Monsters, and Guillermo del Toro’s The Shape of Water.

Please note: Once registered on Flex.now you will be added to the Stud.IP course at the beginning of the lecture period.

From political discourse to the stories we tell about ourselves, the skepticism regarding truth, facts, and authenticity made prominent by post-structuralist and post-modernist thought appears to be of unprecedented relevance online. Theorists have been attempting to come to terms with these issues with a constantly expanding range of concepts, be it the diagnosis of a post-truth era (McIntyre 2018) or the assessment that we are dealing with bullshit (Frankfurt 2005), to only name two examples. Whatever might be the case, we seem to be witnessing a veritable paradigm shift in how facts are constructed, circulated, and contested that calls for critical study and reflection.

In this seminar, we will
- Engage with some of the theoretical foundations for why the line between fact and fiction seems to be becoming increasingly blurred;
- survey some of the complementary notions in which what is untrue can be conceptualized (fake news, inauthenticity, mis- and disinformation, bullshit, alternative facts, clickbait and engagement farming, etc.)
- theorize and model how platform ecologies and economies might be contributing to the proliferation of content that is at the very least indifferent to truth;
- investigate some of the realms in which contested facts have wide-reaching consequences (from political pundits to influencers shaping our political participation and consumption habits, to Brexit, January 6, and the discursive strategies of the international populist right, as well as the emergent challenges of generative AI for knowledge and truth);
- explore ways of combating and resisting the ongoing undermining of truth online we are affected by variously.

Frankfurt, Harry G. (2005). On Bullshit. Princeton, NJ: Princeton University Press.
McIntyre, Lee (2018). Post-Truth. Cambridge, MA: MIT Press

“Literature for Social Change!”, “Changing the World – One Book at a Time!”, “The Power of the Pen.”

Bold claims have been made about the power literature has on societies. But what constitutes the relation between literature and society?
This interdisciplinary research seminar explores the intersection of literature and sociology in its various shapes and lines of thought. From the sociology of literature, to literary sociology, to theorising the social through literature – this research seminar provides students with an introduction to the literature’s dynamic relation to the social and social sciences. Students will engage with key figures and texts in the sociology of literature and social theory as well as closely read literary fiction and nonfiction in light of the theoretical concepts and approaches discussed. The course invites students to engage with sociological concepts such as social stratification and cultural hegemony, while analysing the ways in which literature both reflects and influences the social world. Readings will span historical periods and genres, including works from diverse cultural perspectives, encouraging students to think critically about the intersections of narrative form and social life.
This research seminar places special emphasis on literary representations of work (wage labour, care work, and artistic work), but also on the role of cultural productions in (re)producing the social and the economic.

Please note: Once registered on Flex.now you will be added to the Stud.IP course at the beginning of the lecture period.

This research seminar aims to collaboratively develop a theory of the monstrous based on literary and medial representations of the monstrous and select secondary readings. The monster is a recurring motif of embodied difference – be it of collective cultural anxieties of or obsessions with otherness. The monstrous transgresses boundaries of social normativity and morality, and straddles the liminal space of lure and repulsion. In contemporary literature, film, and other media, these transgressions raise question of queer body politics, but also work at the intersections of race and disability.
Departing from existing research on the monster in antiquity, the middles ages and early modernity, students in this seminar will explore the monstrous other and its various reincarnations in literature, film, and other media to develop a theory of the monstrous in contemporary fiction. Students will examine the recurrence of the monstrous and its adaptations in popular culture and investigate its various functions as expressions of, e.g., fear of contagion, racism, gender and sexuality.
Readings include: Mary Shelley’s Frankenstein, Aliya Whiteley’s The Beauty, Sadia Quraeshi Shepard’s Monsters, and Guillermo del Toro’s The Shape of Water.

Please note: Once registered on Flex.now you will be added to the Stud.IP course at the beginning of the lecture period.

From political discourse to the stories we tell about ourselves, the skepticism regarding truth, facts, and authenticity made prominent by post-structuralist and post-modernist thought appears to be of unprecedented relevance online. Theorists have been attempting to come to terms with these issues with a constantly expanding range of concepts, be it the diagnosis of a post-truth era (McIntyre 2018) or the assessment that we are dealing with bullshit (Frankfurt 2005), to only name two examples. Whatever might be the case, we seem to be witnessing a veritable paradigm shift in how facts are constructed, circulated, and contested that calls for critical study and reflection.

In this seminar, we will
- Engage with some of the theoretical foundations for why the line between fact and fiction seems to be becoming increasingly blurred;
- survey some of the complementary notions in which what is untrue can be conceptualized (fake news, inauthenticity, mis- and disinformation, bullshit, alternative facts, clickbait and engagement farming, etc.)
- theorize and model how platform ecologies and economies might be contributing to the proliferation of content that is at the very least indifferent to truth;
- investigate some of the realms in which contested facts have wide-reaching consequences (from political pundits to influencers shaping our political participation and consumption habits, to Brexit, January 6, and the discursive strategies of the international populist right, as well as the emergent challenges of generative AI for knowledge and truth);
- explore ways of combating and resisting the ongoing undermining of truth online we are affected by variously.

Frankfurt, Harry G. (2005). On Bullshit. Princeton, NJ: Princeton University Press.
McIntyre, Lee (2018). Post-Truth. Cambridge, MA: MIT Press

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

This course will act as an introduction to cognitive linguistics – a field of linguistic study concerned with the relationship between cognition and language. We will first discuss some of the main assumptions, concepts and commitments that characterize cognitive linguistic study. From there, we will focus on the two main frameworks: 1) cognitive semantics (with a special emphasis on conceptual metaphor and 2) cognitive approaches to grammar.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

In this course, we will explore the fascinating intersection of language and the digital world, focusing on how the internet reshapes the way we communicate and share information.

We will look into the dynamics of online discourse, exploring how language is used in different social media contexts, such as the informal, fast-paced exchanges on Twitter/X, the visually driven communication on Instagram, and the community-oriented discussions on Reddit.

Registration: Please register with FlexNow.

This class will be devoted to exploring the English language from the perspective of language change. In doing so, it will take a diachronic approach to studying the English language. Along with a review of the structural changes occurring throughout the periods of English (from Old English to Present-Day English), we will also put emphasis on various theories, major concepts, socio-historical conditions and various other areas of study that go into a linguistic account of how language changes.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 12, 2025
Term Paper Deadline: March 31, 2025

IMPORTANT: PLEASE NOTE THAT THIS COURSE ONLY STARTS IN THE THIRD WEEK OF THE SEMESTER, I.E., ON 29 OCTOBER 2024.

Sociolinguistics is the study of the relationship between language (use) and society. By examining how different people use language in different social circumstances, sociolinguists can learn about how language works, how social relationships work in a community, and how social identities can be conveyed and constructed through language use. In this seminar, students will learn about the factors that determine the different forms of a language by zooming in on regional, social, and functional variation of English.

Reading: Reading material will be made available for download via Stud.IP [students receive access code during the first seminar session].

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercise assignments, oral presentation.

Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 11 February 2025; deadline for term paper submission on 15 March 2025.

The English language has spread globally since British overseas expansions started in the 17th century, which has given rise to a range of different varieties all around the world. In this seminar, we will start our journey around the world (and its Englishes) on the British Isles and move on to North America, the Caribbean, Australasia, South East Asia, South Asia and Africa. In the course of this seminar, we will engage with theory and research on the evolution and expansion of world Englishes. We will focus on different first language, second language and learner varieties of English in the above-mentioned regions and outline similarities and differences between these varieties on various linguistic levels by also taking into account the social and historical circumstances under which the language varieties emerged.

Credit: Exam (13 February 2025) or portfolio
Registration: Please register with FlexNow

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

This course will act as an introduction to cognitive linguistics – a field of linguistic study concerned with the relationship between cognition and language. We will first discuss some of the main assumptions, concepts and commitments that characterize cognitive linguistic study. From there, we will focus on the two main frameworks: 1) cognitive semantics (with a special emphasis on conceptual metaphor and 2) cognitive approaches to grammar.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

In this course, we will explore the fascinating intersection of language and the digital world, focusing on how the internet reshapes the way we communicate and share information.

We will look into the dynamics of online discourse, exploring how language is used in different social media contexts, such as the informal, fast-paced exchanges on Twitter/X, the visually driven communication on Instagram, and the community-oriented discussions on Reddit.

Registration: Please register with FlexNow.

This class will be devoted to exploring the English language from the perspective of language change. In doing so, it will take a diachronic approach to studying the English language. Along with a review of the structural changes occurring throughout the periods of English (from Old English to Present-Day English), we will also put emphasis on various theories, major concepts, socio-historical conditions and various other areas of study that go into a linguistic account of how language changes.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 12, 2025
Term Paper Deadline: March 31, 2025

IMPORTANT: PLEASE NOTE THAT THIS COURSE ONLY STARTS IN THE THIRD WEEK OF THE SEMESTER, I.E., ON 29 OCTOBER 2024.

Sociolinguistics is the study of the relationship between language (use) and society. By examining how different people use language in different social circumstances, sociolinguists can learn about how language works, how social relationships work in a community, and how social identities can be conveyed and constructed through language use. In this seminar, students will learn about the factors that determine the different forms of a language by zooming in on regional, social, and functional variation of English.

Reading: Reading material will be made available for download via Stud.IP [students receive access code during the first seminar session].

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercise assignments, oral presentation.

Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 11 February 2025; deadline for term paper submission on 15 March 2025.

The English language has spread globally since British overseas expansions started in the 17th century, which has given rise to a range of different varieties all around the world. In this seminar, we will start our journey around the world (and its Englishes) on the British Isles and move on to North America, the Caribbean, Australasia, South East Asia, South Asia and Africa. In the course of this seminar, we will engage with theory and research on the evolution and expansion of world Englishes. We will focus on different first language, second language and learner varieties of English in the above-mentioned regions and outline similarities and differences between these varieties on various linguistic levels by also taking into account the social and historical circumstances under which the language varieties emerged.

Credit: Exam (13 February 2025) or portfolio
Registration: Please register with FlexNow

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

This course will act as an introduction to cognitive linguistics – a field of linguistic study concerned with the relationship between cognition and language. We will first discuss some of the main assumptions, concepts and commitments that characterize cognitive linguistic study. From there, we will focus on the two main frameworks: 1) cognitive semantics (with a special emphasis on conceptual metaphor and 2) cognitive approaches to grammar.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

In this course, we will explore the fascinating intersection of language and the digital world, focusing on how the internet reshapes the way we communicate and share information.

We will look into the dynamics of online discourse, exploring how language is used in different social media contexts, such as the informal, fast-paced exchanges on Twitter/X, the visually driven communication on Instagram, and the community-oriented discussions on Reddit.

Registration: Please register with FlexNow.

This class will be devoted to exploring the English language from the perspective of language change. In doing so, it will take a diachronic approach to studying the English language. Along with a review of the structural changes occurring throughout the periods of English (from Old English to Present-Day English), we will also put emphasis on various theories, major concepts, socio-historical conditions and various other areas of study that go into a linguistic account of how language changes.

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and comprehension quizzes on Ilias.

Graded credit: A final exam or a term paper.

Exam Date: Feb. 12, 2025
Term Paper Deadline: March 31, 2025

IMPORTANT: PLEASE NOTE THAT THIS COURSE ONLY STARTS IN THE THIRD WEEK OF THE SEMESTER, I.E., ON 29 OCTOBER 2024.

Sociolinguistics is the study of the relationship between language (use) and society. By examining how different people use language in different social circumstances, sociolinguists can learn about how language works, how social relationships work in a community, and how social identities can be conveyed and constructed through language use. In this seminar, students will learn about the factors that determine the different forms of a language by zooming in on regional, social, and functional variation of English.

Reading: Reading material will be made available for download via Stud.IP [students receive access code during the first seminar session].

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, active participation in class, completion of weekly reading and/or exercise assignments, oral presentation.

Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 11 February 2025; deadline for term paper submission on 15 March 2025.

The English language has spread globally since British overseas expansions started in the 17th century, which has given rise to a range of different varieties all around the world. In this seminar, we will start our journey around the world (and its Englishes) on the British Isles and move on to North America, the Caribbean, Australasia, South East Asia, South Asia and Africa. In the course of this seminar, we will engage with theory and research on the evolution and expansion of world Englishes. We will focus on different first language, second language and learner varieties of English in the above-mentioned regions and outline similarities and differences between these varieties on various linguistic levels by also taking into account the social and historical circumstances under which the language varieties emerged.

Credit: Exam (13 February 2025) or portfolio
Registration: Please register with FlexNow

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

This course acts as an introduction to alternations, i.e. linguistic choice contexts. As the course title suggests, we will be using a world Englishes approach to investigate (mainly syntactic) linguistic alternations. To this end, we will explore the following questions: What is a (syntactic) alternation and what are examples? How are linguistic choices different in different varieties of English? And how can we explore alternations multifactorially?

Reading: Reading material will be made available on Stud.IP [password available in first session].
Registration: Via FlexNow.
Ungraded credit: Regular attendance, completion of reading and homework assignments.
Graded credit: The above and a final exam or a term paper.

Exam Date: 11 February 2025
Term Paper Deadline: 31 March 2025

Dialectology in theory and practice draws from all levels of linguistic description and has lingusitic variation in focus. Dialectal varieties of a language like English present us with a fascinating opportunity to study regional variation on the sound, grammatical, lexcial, pragmatic as well as conceptual levels. Dialectology also presents us with interesting theoretical debates that affect the linguistic field as a whole. In this class, we will focus on answering the following questions:
What is dialectology? Which contributions has it made to the field of linguistics and how has it evolved or challenges previously held notions about language?
How do dialectologists work? Which methods are commonly employed, including linguistic atlases and corpus-based dialectology?
Which insights can be gained by studying dialect variation and relatedness?
Which dialects have most prominently been studied and where are there research gaps we can fill?

Prerequisites: Successful completion of the ?Introduction to English Linguistics? course.

Reading: Reading material will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, group presentation, active participation in class

Graded credit: A final exam or a term paper

Exam Date: Feb. 13, 2025
Term Paper Deadline: March 31, 2025

Epicentres in World Englishes are regional varieties of English that exhibit structural influences on neighbouring Englishes, i.e. it has – for instance – repeatedly been shown that Indian English can be regarded as influencing other varieties in South Asia such as Sri Lankan or Pakistani English. Epicentral configurations can consequently be found in South Asia, but also in Southeast Asia as well as in Australia and potentially in other parts of the world. The regional focus of this class is thus on Australasia and the notion of linguistic epicentres provides the framework against which the regional varieties are going to be presented.

In the course of this class, we will introduce central models describing the evolution of postcolonial/non-native varieties of English (e.g. Moag 1982; Kachru 1985; Schneider 2003, 2007) and discuss the notion of a linguistic epicentre in the World Englishes paradigm. Against this background and on the basis of structural and sociohistorical evidence, we will discuss the development and present-day structure-related as well as sociolinguistic profile of a selection of varieties in Australasia. Methodologically, we will explore different ways of a) empirically studying the structures and usage patterns that profile each of these Australasian Englishes in a unique way and b) trying to delineate epicentral configurations.

Prerequisites: Successful completion of the ‘Introduction to English Linguistics’ course.

Reading: Reading material will be provided on closed reserve in the department library or will be made available for download via Stud.IP.

Registration: Please register with FlexNow.

Ungraded credit: Regular attendance, completion of reading and homework assignments, active participation in class and an oral presentation, which may involve group activities and class discussions, or a written report.
Graded credit: In addition to the above, a final exam or a term paper.

Exam period: Final exam on 13 February 2025; deadline for term paper submission: 15 March 2025.

This course focuses on developing students' communicative competence in the domains of listening and speaking in academic settings at level C1 CEFRL. Students will develop and practice effective listening strategies for the global, selective and detailed decoding of aural input, specifically in academic settings (e.g. lectures), including appropriate note-taking skills. They will practice speaking fluently and eloquently in appropriate registers, specifically when contributing to academic discussions and delivering presentations. They will extend their subject-specific as well as general academic vocabulary and consolidate their knowledge of grammatical structures characteristic of academic registers.

This course focuses on developing students' communicative competence in the domains of listening and speaking in academic settings at level C1 CEFRL. Students will develop and practice effective listening strategies for the global, selective and detailed decoding of aural input, specifically in academic settings (e.g. lectures), including appropriate note-taking skills. They will practice speaking fluently and eloquently in appropriate registers, specifically when contributing to academic discussions and delivering presentations. They will extend their subject-specific as well as general academic vocabulary and consolidate their knowledge of grammatical structures characteristic of academic registers.

This course focuses on developing students' communicative competence in the domains of listening and speaking in academic settings at level C1 CEFRL. Students will develop and practice effective listening strategies for the global, selective and detailed decoding of aural input, specifically in academic settings (e.g. lectures), including appropriate note-taking skills. They will practice speaking fluently and eloquently in appropriate registers, specifically when contributing to academic discussions and delivering presentations. They will extend their subject-specific as well as general academic vocabulary and consolidate their knowledge of grammatical structures characteristic of academic registers.

This course focuses on developing students' communicative competence in the domains of listening and speaking in academic settings at level C1 CEFRL. Students will develop and practice effective listening strategies for the global, selective and detailed decoding of aural input, specifically in academic settings (e.g. lectures), including appropriate note-taking skills. They will practice speaking fluently and eloquently in appropriate registers, specifically when contributing to academic discussions and delivering presentations. They will extend their subject-specific as well as general academic vocabulary and consolidate their knowledge of grammatical structures characteristic of academic registers.

This course focuses on developing students' communicative competence in the domains of listening and speaking in academic settings at level C1 CEFRL. Students will develop and practice effective listening strategies for the global, selective and detailed decoding of aural input, specifically in academic settings (e.g. lectures), including appropriate note-taking skills. They will practice speaking fluently and eloquently in appropriate registers, specifically when contributing to academic discussions and delivering presentations. They will extend their subject-specific as well as general academic vocabulary and consolidate their knowledge of grammatical structures characteristic of academic registers.

This course focuses on developing students' communicative competence in the domains of listening and speaking in academic settings at level C1 CEFRL. Students will develop and practice effective listening strategies for the global, selective and detailed decoding of aural input, specifically in academic settings (e.g. lectures), including appropriate note-taking skills. They will practice speaking fluently and eloquently in appropriate registers, specifically when contributing to academic discussions and delivering presentations. They will extend their subject-specific as well as general academic vocabulary and consolidate their knowledge of grammatical structures characteristic of academic registers.