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

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

War and trauma have profoundly shaped – and continue to shape – human history and experience. From early conflicts and the world wars of the twentieth century to contemporary and even imagined future conflicts, literature repeatedly returns to questions of violence, injustice, and displacement. This seminar explores how such narratives can be used as valuable resources in peace education, human rights education, and global citizenship education within the EFLC.
Drawing upon a diverse range of texts and visual media – from personal memoirs to novels, poetry, and film – students will critically examine representations of war and its aftermath across different historical and cultural contexts. Particular attention will be paid to how these narratives articulate the lived experiences of trauma, loss, resilience, and resistance. By connecting literary and media analysis with classroom practice, students will develop strategies for using such texts to foster empathy and support peacebuilding, ultimately contributing to the education of globally conscious, critically minded, and socially responsible language learners.
This seminar requires a high level of commitment to extensive and close reading.

Prerequisites
Teacher Education Programme: Successful completion of module TEFL I.

Required Reading
A comprehensive course bibliography will be provided via Ilias.

Credit
Ungraded: regular attendance, active participation, and familiarity with the recommended literature
Graded: in addition to the above, submission of a term paper

Exam Period
Term paper submission deadline: 15 September 2026

Registration
Flexnow

“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

“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

This course will trace the evolution of animal characters in British children’s literature from Victorian times to the present. Through close reading and comparative analysis we will discuss how animals function as mirrors and agents of empathy, social critique, and environmental stewardship, and how their portrayals shift in response to changing child‑audiences and cultural anxieties.

This seminar examines the ways contemporary African American literature represents cultural memory, linguistic diversity, and experiences of epistemic injustice in connection with the legacy of the US Civil Rights Movement. We will investigate how authors across generations have used literary expression to comment on African American life in both historical and present-day contexts, tracing continuities between past struggles for justice and contemporary forms of activism.

Our discussions will engage with texts by writers such as Maya Angelou, John Lewis, and Jacqueline Woodson, whose works reflect evolving perspectives within African American communities and highlight the multifaceted narratives that shape the ongoing fight for civil rights. Drawing on approaches from cultural studies, memory studies, and theories of race and social justice, we will analyze how literature functions both as testimony and as a vehicle for collective remembrance.

Regular course attendance and active in-class participation are expected.

This course examines the enduring legacy of Bram Stoker’s Dracula through the lenses of both literature and cinema, tracing its transformation from a 19th‑century novel to a contemporary cultural icon. We will interrogate themes of identity, sexuality, bigraphy and historythat recur across both mediums, as well as the evolving moral and cultural anxieties (and hopes) they have evoked.

This seminar will look at the cultural history of the twentieth century as seen through poetry. We will think about how history is written and what a literary genre like poetry can contribute to historiography. We will use Michael Hulse and Simon Rae’s Anthology The Twentieth Century in Poetry (Pegasus 2011) as the basis of our discussion.

Art der Leistungskontrolle und erlaubte Hilfsmittel
regular attendance (max. two absences), in-class and preparatory participation (Stud. IP assignments), group presentation, research proposal, term paper/a written examination.
You are not allowed to use any AI tools for any task of the course (whether it is graded or not).

In this class, students are introduced to key poets and poetic forms of modernism. Engaging in close readings and interrogating the aesthetic theory and poetics of modernism, we will trace such trends as sprung rhythm, imagism, symbolism, tradition and modernity etc. A reader with texts will be provided through StudIP at the beginning of term.

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)

This course will be taught in cooperation with Bonn University and there will be a joint component on the weekend of June 26th/27th, 2026, where students take part in an intensive weekend session / student conference to be held in Bonn. Workload will be compensated but anyone taking part in this course should be prepared to possibly speak at the conference and take part in the conference in Bonn.

We will focus on ways in which Shakespeare engages with and reinvents dramatic genre and discuss how genre theory has become relevant to the study of Shakespearean drama and theatre. Students are asked to buy and read The Merchant of Venice and The Tempest (Arden edition recommended), a supplementary selection of texts and the syllabus will be made available through StudIP at the beginning of term.

This course will trace the evolution of animal characters in British children’s literature from Victorian times to the present. Through close reading and comparative analysis we will discuss how animals function as mirrors and agents of empathy, social critique, and environmental stewardship, and how their portrayals shift in response to changing child‑audiences and cultural anxieties.

This seminar examines the ways contemporary African American literature represents cultural memory, linguistic diversity, and experiences of epistemic injustice in connection with the legacy of the US Civil Rights Movement. We will investigate how authors across generations have used literary expression to comment on African American life in both historical and present-day contexts, tracing continuities between past struggles for justice and contemporary forms of activism.

Our discussions will engage with texts by writers such as Maya Angelou, John Lewis, and Jacqueline Woodson, whose works reflect evolving perspectives within African American communities and highlight the multifaceted narratives that shape the ongoing fight for civil rights. Drawing on approaches from cultural studies, memory studies, and theories of race and social justice, we will analyze how literature functions both as testimony and as a vehicle for collective remembrance.

Regular course attendance and active in-class participation are expected.

This course examines the enduring legacy of Bram Stoker’s Dracula through the lenses of both literature and cinema, tracing its transformation from a 19th‑century novel to a contemporary cultural icon. We will interrogate themes of identity, sexuality, bigraphy and historythat recur across both mediums, as well as the evolving moral and cultural anxieties (and hopes) they have evoked.

This seminar will look at the cultural history of the twentieth century as seen through poetry. We will think about how history is written and what a literary genre like poetry can contribute to historiography. We will use Michael Hulse and Simon Rae’s Anthology The Twentieth Century in Poetry (Pegasus 2011) as the basis of our discussion.

Art der Leistungskontrolle und erlaubte Hilfsmittel
regular attendance (max. two absences), in-class and preparatory participation (Stud. IP assignments), group presentation, research proposal, term paper/a written examination.
You are not allowed to use any AI tools for any task of the course (whether it is graded or not).

In this class, students are introduced to key poets and poetic forms of modernism. Engaging in close readings and interrogating the aesthetic theory and poetics of modernism, we will trace such trends as sprung rhythm, imagism, symbolism, tradition and modernity etc. A reader with texts will be provided through StudIP at the beginning of term.

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)

This course will be taught in cooperation with Bonn University and there will be a joint component on the weekend of June 26th/27th, 2026, where students take part in an intensive weekend session / student conference to be held in Bonn. Workload will be compensated but anyone taking part in this course should be prepared to possibly speak at the conference and take part in the conference in Bonn.

We will focus on ways in which Shakespeare engages with and reinvents dramatic genre and discuss how genre theory has become relevant to the study of Shakespearean drama and theatre. Students are asked to buy and read The Merchant of Venice and The Tempest (Arden edition recommended), a supplementary selection of texts and the syllabus will be made available through StudIP at the beginning of term.

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, and non-finite constructions—this course is designed to help students solidify and extend their understanding of core areas of English grammar as they transition from the upper-intermediate level to the lower-advanced level (B2 to C1). This transition not only requires a firm grasp of essential structures—those already covered in school but often forgotten or never fully mastered—but also the acquisition of finer grammatical points necessary for achieving 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, and non-finite constructions—this course is designed to help students solidify and extend their understanding of core areas of English grammar as they transition from the upper-intermediate level to the lower-advanced level (B2 to C1). This transition not only requires a firm grasp of essential structures—those already covered in school but often forgotten or never fully mastered—but also the acquisition of finer grammatical points necessary for achieving advanced language competence.

Focusing on the grammar of the English verb phrase—tense and aspect, modality, and non-finite constructions—this course is designed to help students solidify and extend their understanding of core areas of English grammar as they transition from the upper-intermediate level to the lower-advanced level (B2 to C1). This transition not only requires a firm grasp of essential structures—those already covered in school but often forgotten or never fully mastered—but also the acquisition of finer grammatical points necessary for achieving advanced language competence.

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: 14.07.2026

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: 16.07.2026

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

War and trauma have profoundly shaped – and continue to shape – human history and experience. From early conflicts and the world wars of the twentieth century to contemporary and even imagined future conflicts, literature repeatedly returns to questions of violence, injustice, and displacement. This seminar explores how such narratives can be used as valuable resources in peace education, human rights education, and global citizenship education within the EFLC.
Drawing upon a diverse range of texts and visual media – from personal memoirs to novels, poetry, and film – students will critically examine representations of war and its aftermath across different historical and cultural contexts. Particular attention will be paid to how these narratives articulate the lived experiences of trauma, loss, resilience, and resistance. By connecting literary and media analysis with classroom practice, students will develop strategies for using such texts to foster empathy and support peacebuilding, ultimately contributing to the education of globally conscious, critically minded, and socially responsible language learners.
This seminar requires a high level of commitment to extensive and close reading.

Prerequisites
Teacher Education Programme: Successful completion of module TEFL I.

Required Reading
A comprehensive course bibliography will be provided via Ilias.

Credit
Ungraded: regular attendance, active participation, and familiarity with the recommended literature
Graded: in addition to the above, submission of a term paper

Exam Period
Term paper submission deadline: 15 September 2026

Registration
Flexnow

“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

“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 course ‚Understanding the EFL classroom‘ provides the students with recent classroom-centered research methods and the ways of using them in EFLC in order to understand teaching and learning processes in a deeper way. By introducing different research scenarios in the fields of teaching literary, cultural, language and media competencies, it points out the practical and professional value of research to language teachers. Throughout the course, the students will create their own research project, collect data during their internship and present the results as part of their portfolio.

Credits: regular attendance and active participation in block sessions; creation, presentation and written documentation of research project