Fachbereich 05: Sprache, Literatur, Kultur - Anglistik - Lehramtsstudiengang L 1

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Pointing out the importance of working on teaching skills is the purpose of most seminars, as instruction is the focus of the learning experience. One of the most challenging but also interesting skills to teach is Speaking. Throughout the seminar, students will work in understanding the main principles and implications of working on Speaking with primary school students by using Picture Books. Our focus will be on working with tasks through picture books and explore some of their most significant aspects, namely the fundamental principles of teaching Speaking, classrooms strategies and techniques, speaking tasks as well as practical classroom examples. Both the elements of instruction and assessment will be explored in both their theoretical and practical dimensions. The participants will have to use the knowledge acquired in the first sessions to create their own instruction and assessment processes and a manual to be used alongside these, for all the tasks and activities.
Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Help your pupils dive into the world of short stories! Authentic literary texts can enrich with their broad potential the EFL lesson in various ways. By strongly engaging the personal-affective dimension of the learner, they foster linguistic-communicative, intercultural as well as literary competences. In this course, we want to explore this potential by focusing on a literary genre which could appeal to learners of all groups as well by examining the didactic-methodological principles of narrative literature in foreign language teaching and learning. Besides providing practical strategies for classroom implementation and motivating examples with suitable text types for learners at different levels, we will also be working with our own selected Anglophone literary texts for which we will design tasks and activities accordingly.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class, microteaching presentation; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

“Once upon a time…” and children’s eyes widen instantly! Discover how to bring narrative to life in your teaching practice. In this course, we want to explore the potential of storytelling as a pedagogical tool to foster foreign language learning among young learners. By focusing on a narrative expression which children are very fond of, we will examine key aspects of storytelling, evaluate various storybooks, as well as explore methodological approaches for incorporating these texts into EFL primary school lessons. In addition to providing practical strategies for classroom implementation, we will work with our own selected Anglophone storybooks for which we will plan teaching sequences and design tasks accordingly.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class, microteaching presentation; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

The seminar aims to establish a comprehensive didactic and methodological framework for teaching young learners in primary schools. Throughout the semester participants will investigate how learner contributions influence language acquisition, explore child centered pedagogical approaches, and assess both topical content and appropriate teaching materials for English instruction. We will critically evaluate commercial resources, and engage in the planning, structuring, and reflective analysis of lesson units designed for beginner learners in the EFLC.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

: ICC is one of the key competencies in modern EFL classes. In this course we will examine aspects of teaching ICC for different anglophone countries and their cultures, such as the UK and the Republic of Ireland, the U.S.A., Canada, Australia and New Zealand as well as South Africa and India and work out the crucial aspects the learners need to acquire. This course focuses on teaching ICC by using films in the EFLC. Students will create readers including teaching material and essential information which they will be able to use in their subsequent teaching career, and explore the possibilities of including other skills as well by planning relevant and motivating tasks for the EFLC.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Pointing out the importance of working on teaching skills is the purpose of most seminars, as instruction is the focus of the learning experience. One of the most challenging but also interesting skills to teach is Speaking. Throughout the seminar, students will work in understanding the main principles and implications of working on Speaking with primary school students by using Picture Books. Our focus will be on working with tasks through picture books and explore some of their most significant aspects, namely the fundamental principles of teaching Speaking, classrooms strategies and techniques, speaking tasks as well as practical classroom examples. Both the elements of instruction and assessment will be explored in both their theoretical and practical dimensions. The participants will have to use the knowledge acquired in the first sessions to create their own instruction and assessment processes and a manual to be used alongside these, for all the tasks and activities.
Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Help your pupils dive into the world of short stories! Authentic literary texts can enrich with their broad potential the EFL lesson in various ways. By strongly engaging the personal-affective dimension of the learner, they foster linguistic-communicative, intercultural as well as literary competences. In this course, we want to explore this potential by focusing on a literary genre which could appeal to learners of all groups as well by examining the didactic-methodological principles of narrative literature in foreign language teaching and learning. Besides providing practical strategies for classroom implementation and motivating examples with suitable text types for learners at different levels, we will also be working with our own selected Anglophone literary texts for which we will design tasks and activities accordingly.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class, microteaching presentation; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

: ICC is one of the key competencies in modern EFL classes. In this course we will examine aspects of teaching ICC for different anglophone countries and their cultures, such as the UK and the Republic of Ireland, the U.S.A., Canada, Australia and New Zealand as well as South Africa and India and work out the crucial aspects the learners need to acquire. This course focuses on teaching ICC by using films in the EFLC. Students will create readers including teaching material and essential information which they will be able to use in their subsequent teaching career, and explore the possibilities of including other skills as well by planning relevant and motivating tasks for the EFLC.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

This seminar focuses on exploring working and teaching in inclusive settings. Both theoretical and practical examples of inclusive and differentiated material and practices will be investigated.
Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Pointing out the importance of working on teaching skills is the purpose of most seminars, as instruction is the focus of the learning experience. One of the most challenging but also interesting skills to teach is Speaking. Throughout the seminar, students will work in understanding the main principles and implications of working on Speaking with primary school students by using Picture Books. Our focus will be on working with tasks through picture books and explore some of their most significant aspects, namely the fundamental principles of teaching Speaking, classrooms strategies and techniques, speaking tasks as well as practical classroom examples. Both the elements of instruction and assessment will be explored in both their theoretical and practical dimensions. The participants will have to use the knowledge acquired in the first sessions to create their own instruction and assessment processes and a manual to be used alongside these, for all the tasks and activities.
Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Help your pupils dive into the world of short stories! Authentic literary texts can enrich with their broad potential the EFL lesson in various ways. By strongly engaging the personal-affective dimension of the learner, they foster linguistic-communicative, intercultural as well as literary competences. In this course, we want to explore this potential by focusing on a literary genre which could appeal to learners of all groups as well by examining the didactic-methodological principles of narrative literature in foreign language teaching and learning. Besides providing practical strategies for classroom implementation and motivating examples with suitable text types for learners at different levels, we will also be working with our own selected Anglophone literary texts for which we will design tasks and activities accordingly.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class, microteaching presentation; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

: ICC is one of the key competencies in modern EFL classes. In this course we will examine aspects of teaching ICC for different anglophone countries and their cultures, such as the UK and the Republic of Ireland, the U.S.A., Canada, Australia and New Zealand as well as South Africa and India and work out the crucial aspects the learners need to acquire. This course focuses on teaching ICC by using films in the EFLC. Students will create readers including teaching material and essential information which they will be able to use in their subsequent teaching career, and explore the possibilities of including other skills as well by planning relevant and motivating tasks for the EFLC.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

What do teachers want at the end of the day? To do their jobs and go back home with a little bit of their sanity intact. In this seminar we will try to explore ways to manage and create a classroom environment that is ideal, or, maybe, just allows for students and teachers to co- exist and work well with each other. We will be investigating topics such as language, behavior, discipline, challenging students, anger, rules and social forms and focus on providing solutions or just insight into some pressing classroom issues. Just be aware: there is no single magic solution. Establishing yourself as a teacher is something that comes with experience, self-reflection and developing a thicker skin. Students will be expected to actively participate, read the texts, reflect and share their thoughts and ideas. Throughout the seminar they will also be expected to work together to complete mini projects that would complement practically the deeper understanding of the different topics. The participants will have to use the knowledge acquired in the first sessions to create their own instruction processes and a manual to be used alongside these, for all the tasks and activities. Finally, to further benefit from that experience students would record their impressions and learning journey on a log that would be reviewed by the lecturer.

Prerequisites:
Successful completion of Module TEFL I.

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

Credit:
Regular attendance, active participation in class; term paper

Exam period:
Term paper must be handed in until 15th September 2026.

Registration: Flex-Now

Bigamy, madness, hidden identities, and crimes behind closed doors…Victorian sensation fiction had it all. This seminar explores the rise of sensation fiction and its ongoing influence on popular culture through Mary Elizabeth Braddon’s Lady Audley’s Secret. Combining discussions with close readings, we examine how scandal, secrecy, and domestic crime reshaped the nineteenth-century novel. Students will learn to identify the key features and contexts of sensation fiction, practice close reading, and analyze how narrative form produces emotional and sensory effects.
Required Text: Mary Elizabeth Braddon’s Lady Audley’s Secret (any edition)

Welcome! This lecture serves as an introduction to cognitive literary studies (CLS). It addresses the question of how readers process literature through cognitive parameters and mechanisms that are derived from their real-world experiences. More specifically, we will discuss experientiality; the creation of mental models like storyworlds (including top-down and bottom-up processes); knowledge structures (such as frames and scripts); mechanisms of perception (figure vs. ground; primacy and recency effects); processing mechanisms (such as the principle of minimal departure, naturalization, and blending); the worlds of text-world theory; character models; theory of mind; hypothetical intentionalism; storyworld possible selves; as well as important differences between first- and second-generation approaches within cognitive literary studies. At the end of the term, we will move towards empirical literary studies (ELS) to demonstrate that empirical investigations are essential if we want to get a sense of what flesh-and-blood readers do when they process literary texts. Most of the readings will be taken from the new Routledge Companion to Literature and Cognitive Studies (ed. Alber/Schneider, 2026).