Fachbereich 05: Sprache, Literatur, Kultur - Anglistik - Lehramstudiengang (L1) ab Wintersemester 2023/24

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 ("Übung") 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: FlexNow

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 ("Übung") 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: FlexNow

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.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

n the broadest sense, semantics is the study of meaning. In this class we will expore what that exactly entails on various levels and from different perspectives. For instance, we will outline the core concepts concerning lexical semantics, i.e. word meaning and the relationship between words of a language, and phrasal/sentential semantics, i.e. sentence meaning. We will also consider in more detail how the study of meaning is variously approached by taking a structural semantic perspective vs. a cognitive semantic perspective.

Choice between an exam or term paper: Details will be provided 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.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This seminar focuses on the teaching of English as a Foreign Language to young learners in primary school. It introduces key principles for fostering children’s language development through integrated listening and speaking activities, while exploring child-centred pedagogical approaches and practical strategies for designing engaging and motivating learning experiences. Particular attention is given to how children can be supported in noticing, understanding, using and progressively acquiring English through meaningful interaction and playful engagement with the language. The seminar also examines the pedagogical potential of activities such as language play, storytelling, and singing, considering how these practices can create purposeful opportunities for language exposure, interaction, and oral communication. By connecting theoretical perspectives with classroom-oriented practices, the course encourages participants to critically reflect on how young learners can be effectively supported in developing their oral communicative skills in English.

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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

How can grammar be taught in ways that are both effective and engaging? This seminar addresses this question by exploring the fundamentals of grammar instruction and lesson planning in the EFL classroom. Students will examine different approaches to designing (communicative) grammar lessons, explore the use of gamification to increase learner engagement, and consider how differentiation can be built into grammar teaching to meet diverse learner needs. A further focus lies on testing grammatical competence.
Building on these foundations, students will design and present their own grammar lessons, applying communicative, differentiated, and gamified approaches in practice. Active participation, engagement with the assigned readings, and ongoing reflection and discussion are expected throughout the seminar.

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 March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our 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 various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

This seminar introduces the fundamentals of teaching writing in the EFL classroom, combining theoretical models with practical approaches. Particular attention is given to differentiation, addressing the needs of learners with dyslexia, and integrating creative writing and task-based language learning as tools for developing learners' voice, motivation, and communicative competence.
Students will be expected to actively participate, engage with the assigned readings, and reflect on and discuss key concepts. Throughout the seminar, they will work individually and in groups to design their own task-based and differentiated writing activities, applying these strategies to real classroom scenarios, and present their work to the group.


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 March 2027.

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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

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 in primary schools, especially using Picture books. Throughout the seminar, students will work in understanding the main principles and implications of working with on teaching 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. There will also be focus on working on differentiation. 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.

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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

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 ("Übung") 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: FlexNow

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 ("Übung") 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: FlexNow

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.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

n the broadest sense, semantics is the study of meaning. In this class we will expore what that exactly entails on various levels and from different perspectives. For instance, we will outline the core concepts concerning lexical semantics, i.e. word meaning and the relationship between words of a language, and phrasal/sentential semantics, i.e. sentence meaning. We will also consider in more detail how the study of meaning is variously approached by taking a structural semantic perspective vs. a cognitive semantic perspective.

Choice between an exam or term paper: Details will be provided 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.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This seminar focuses on the teaching of English as a Foreign Language to young learners in primary school. It introduces key principles for fostering children’s language development through integrated listening and speaking activities, while exploring child-centred pedagogical approaches and practical strategies for designing engaging and motivating learning experiences. Particular attention is given to how children can be supported in noticing, understanding, using and progressively acquiring English through meaningful interaction and playful engagement with the language. The seminar also examines the pedagogical potential of activities such as language play, storytelling, and singing, considering how these practices can create purposeful opportunities for language exposure, interaction, and oral communication. By connecting theoretical perspectives with classroom-oriented practices, the course encourages participants to critically reflect on how young learners can be effectively supported in developing their oral communicative skills in English.

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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

How can grammar be taught in ways that are both effective and engaging? This seminar addresses this question by exploring the fundamentals of grammar instruction and lesson planning in the EFL classroom. Students will examine different approaches to designing (communicative) grammar lessons, explore the use of gamification to increase learner engagement, and consider how differentiation can be built into grammar teaching to meet diverse learner needs. A further focus lies on testing grammatical competence.
Building on these foundations, students will design and present their own grammar lessons, applying communicative, differentiated, and gamified approaches in practice. Active participation, engagement with the assigned readings, and ongoing reflection and discussion are expected throughout the seminar.

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 March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our 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 various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

This seminar introduces the fundamentals of teaching writing in the EFL classroom, combining theoretical models with practical approaches. Particular attention is given to differentiation, addressing the needs of learners with dyslexia, and integrating creative writing and task-based language learning as tools for developing learners' voice, motivation, and communicative competence.
Students will be expected to actively participate, engage with the assigned readings, and reflect on and discuss key concepts. Throughout the seminar, they will work individually and in groups to design their own task-based and differentiated writing activities, applying these strategies to real classroom scenarios, and present their work to the group.


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 March 2027.

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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

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 in primary schools, especially using Picture books. Throughout the seminar, students will work in understanding the main principles and implications of working with on teaching 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. There will also be focus on working on differentiation. 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.

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: The term paper has to be handed in by March 15, 2027.

Registration: FlexNow

What is Critical Masculinities Studies, and why should we talk about it now? This course introduces students to the emerging field of Critical Masculinities Studies through the lens of American Literary and Cultural Studies.

Drawing on perspectives from Critical Masculinities Studies, we will examine evolving representations of gender and sexuality in contemporary American literature and other cultural products. We will consider how these representations raise broader questions about the crisis of masculinity, power dynamics, ecological crisis, female production, loneliness, and other social and cultural issues in today's context. The course also invites students to think about how Critical Masculinities Studies might be applied to other disciplines.

Regarding course materials, students are expected to acquire Hua Hsu’s memoir Stay True (2022). Other reading materials will be uploaded to Stud.IP by the instructor. While the course focuses primarily on literature, students will also watch and discuss two films during the semester.

Detailed information about the syllabus, course requirements, and assessment will be introduced and explained during the first week of the course.

Expected exam date: 5 February 2027
Term paper deadline: 15 March 2027

This seminar aims to explore how war has been narrated in the American lyrical and musical tradition. From the draft era to the War on Terror, song lyrics have offered a running commentary on how war has been justified, mourned, questioned, and remembered. This seminar traces the shifting narratives of war in American popular music from the late 1960s to the present day, asking how musical genres and lyrical strategies shape public understanding of conflict, military service, and peace.

We will begin by asking what it means to narrate war through songs by asking which stories get told, which are left out, and how music’s emotional and mnemonic power complicates any simple reading of a lyric. From there, we will move chronologically and thematically from Vietnam-era protest anthems and patriotic counterpoints, through the mythologizing of the “good soldier” in post-9/11 country music, to the morally ambiguous veteran narratives found in contemporary rock and metal. We will also consider anti-war songs, peace anthems, and narratives of military trauma, including the thematization or omission of mental health topics such as post-traumatic stress disorder and survivor’s guilt. Throughout the seminar, we will explore how music genres further condition what can be said and how these musical frames both reflect and shape wider public debate.

Toward the end of our seminar, we will broaden our perspective by comparing American war narratives to musical traditions from other countries, asking which narrative patterns are specific to the U.S. and which transcend national and cultural boundaries.

What is Critical Masculinities Studies, and why should we talk about it now? This course introduces students to the emerging field of Critical Masculinities Studies through the lens of American Literary and Cultural Studies.

Drawing on perspectives from Critical Masculinities Studies, we will examine evolving representations of gender and sexuality in contemporary American literature and other cultural products. We will consider how these representations raise broader questions about the crisis of masculinity, power dynamics, ecological crisis, female production, loneliness, and other social and cultural issues in today's context. The course also invites students to think about how Critical Masculinities Studies might be applied to other disciplines.

Regarding course materials, students are expected to acquire Hua Hsu’s memoir Stay True (2022). Other reading materials will be uploaded to Stud.IP by the instructor. While the course focuses primarily on literature, students will also watch and discuss two films during the semester.

Detailed information about the syllabus, course requirements, and assessment will be introduced and explained during the first week of the course.

Expected exam date: 5 February 2027
Term paper deadline: 15 March 2027

This seminar aims to explore how war has been narrated in the American lyrical and musical tradition. From the draft era to the War on Terror, song lyrics have offered a running commentary on how war has been justified, mourned, questioned, and remembered. This seminar traces the shifting narratives of war in American popular music from the late 1960s to the present day, asking how musical genres and lyrical strategies shape public understanding of conflict, military service, and peace.

We will begin by asking what it means to narrate war through songs by asking which stories get told, which are left out, and how music’s emotional and mnemonic power complicates any simple reading of a lyric. From there, we will move chronologically and thematically from Vietnam-era protest anthems and patriotic counterpoints, through the mythologizing of the “good soldier” in post-9/11 country music, to the morally ambiguous veteran narratives found in contemporary rock and metal. We will also consider anti-war songs, peace anthems, and narratives of military trauma, including the thematization or omission of mental health topics such as post-traumatic stress disorder and survivor’s guilt. Throughout the seminar, we will explore how music genres further condition what can be said and how these musical frames both reflect and shape wider public debate.

Toward the end of our seminar, we will broaden our perspective by comparing American war narratives to musical traditions from other countries, asking which narrative patterns are specific to the U.S. and which transcend national and cultural boundaries.

This course offers an introduction into the qualitative and quantitative methods for analyzing English language structures on the various levels of linguistic description. We will not only provide an overview of these methods, but will also make sure that you have ample opportunities to practice their application to small-scale studies (with the help of data analysis software and simple statistical measures). We will also place an emphasis on how to discuss and present empirical findings.

Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This course offers an introduction into the qualitative and quantitative methods for analyzing English language structures on the various levels of linguistic description. We will not only provide an overview of these methods, but will also make sure that you have ample opportunities to practice their application to small-scale studies (with the help of data analysis software and simple statistical measures). We will also place an emphasis on how to discuss and present empirical findings.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

This course offers an introduction into the qualitative and quantitative methods for analyzing English language structures on the various levels of linguistic description. We will not only provide an overview of these methods, but will also make sure that you have ample opportunities to practice their application to small-scale studies (with the help of data analysis software and simple statistical measures). We will also place an emphasis on how to discuss and present empirical findings.


Module Exam (Modulabschlussprüfung): Details will be provided at the beginning of the semester!

The seminar focuses on criteria-led reflection on the experience gained during the practical semester in Teaching English as a Foreign Language. The aim is to evaluate one's own professional identity along didactic competence areas and to identify future aspects of development and outline them in terms of relevant knowledge-bases. This is intended to take account of the idea of cross-phase and competence-orientated teacher training.

Prerequisites:
Teacher Education Programme: Successful completion of teaching practicals

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

Exam period: tba

Registration: FlexNow