Englischsprachige Lehrveranstaltungen

1. Semesterhälfte (in der 2. Semesterhälfte findet Public International Law III statt)
Anmeldeverfahren im Nebenfach Völkerrecht zur begleitenden AG über StudIP: https://studip.uni-giessen.de/dispatch.php/course/details?sem_id=fec1ce7178c3d4ff9702ba31be7a817d&again=yes

The last 30 years have seen an unprecedented rise of constitutionalism in the world. Part of this development has been the expansion of constitutional review, i.e. the power given to courts to strike down (parliamentary) laws if they violate the constitution. Though constitutional review often seems natural to us today and a necessity in any Rechtsstaat, it is in reality a rather new thing and not a self-evident power of courts at all. This course provides an overview of the rise of and development of constitutional courts and constitutional review in a range of different legal systems, starting with the United States where constitutional review is until today fairly contested and the Supreme Court is undergoing a major legitimacy crisis at the moment. We try to understand the development of US constitutionalism from a historical perspective, encountering landmark decisions like Dred Scott, Lochner, Brown v. Board of Education, Roe v. Wade and others. Secondly we move to Germany but with a focus not on doctrine (Dogmatik) but on the evolution of constitutional review here and the role of the German Constitutional Court over the last decades. Finally, we turn to South Africa as an example for a more recent constitution which has borrowed from the German and whose constitutionalism shares with the German the need for overcoming an evil past. South Africa is also one of the internationally most admired examples of constitutionalism to date, with an active constitutional court with a comparatively progressive jurisprudence.

The class pursues 3 objectives: 1. to give German students the opportunity to see German constitutionalism in comparison to other countries and offer them new perspectives on the world outside Germany, 2. to help practice your English by engaging in conversations in class and 3. to offer Erasmus and other visiting students an introduction to German constitutionalism from a broader comparative perspective.

2. Semesterhälfte (in der 1. Semesterhälfte findet Public International Law III statt)

Fremdsprachige Lehrveranstaltung

Inhalte der Veranstaltung: General Introduction, Legal Profession, Structure and Jurisdiction of the Civil and Criminal Courts, Sources of Law, Doctrine of Precedent, Statutory Interpretation, the law of Contract, the law of Tort, Constitutional law, Criminal Law, Land Law, the law of Equity.

Leistungsnachweise: Am Ende der Veranstaltung wird die Möglichkeit gegeben, einen besonderen Leistungsnachweis i.S.d. § 9 Abs. 1 Nr. 2 lit. e) JAG in Form einer Präsenz- oder take home Klausur zu erbringen. Für die Teilnahme an dieser Leistungskontrolle ist die Anmeldung über Stud.IP zur Veranstaltung notwendig.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

The course Advanced Econometrics introduces to current econometric methods. Lecture and exercise classes will be held in English.
The content of the course will be presented at intermediate to advanced formal level and will provide a good methodological base both for applied work and more specific econometric methods. Students will learn about potential and limitations of several methods. Applications will focus mainly, but not exclusively, on examples from microeconomics including cross-sectional and panel analyses as well as on the specific methods for modelling discrete and limited dependent variables. The lecture will also provide references to current literature in applied econometrics and econometrics.
It is assumed that participants possess some basic knowledge of statistical concepts, in particular regarding estimation and testing.
The course will be followed in the summer term by one which adds content on time series econometrics and computer based methods and has a stronger focus on application of these econometric methods.
The course will take place in presence.

Der Kurs Advanced Econometrics bietet eine Einführung in die aktuellen ökonometrischen Methoden. Die Vorlesung und Übung werden auf Englisch gehalten, um auch internationalen Studierenden die Teilnahme zu ermöglichen.

Die Inhalte werden auf einem mittleren bis fortgeschrittenem formalen Niveau präsentiert und bieten eine solide methodische Grundlage für die angewandte Wirtschaftsforschung als auch für speziellere Methoden. Die Studierenden lernen die Möglichkeiten der verschiedenen Methoden, aber auch deren Grenzen kennen. Im Hinblick auf die Anwendungsgebiete konzentriert sich dieser Kurs auf die Mikroökonomie, z.B. auf die Modellierung von Querschnitts- und Paneldaten einschließlich der Fälle von diskreten und begrenzt abhängigen Variablen. Im Kurs werden die Studierenden auch in Berührung mit aktueller Literatur der angewandten Ökonomie und Ökonometrie kommen.

Es wird vorausgesetzt, dass die Teilnehmenden über Grundkenntnisse der Statistik, vor allem im Bereich Schätzen und Testen verfügen.

Im Anschluss an diesen Kurs können Studierende das Modul Zeitreihenökonometrie und computergestützte Verfahren besuchen, das sich auf die praxisorientierte ökonometrische Modellierung von Zeitreihen konzentriert.

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

The course Advanced Econometrics introduces to current econometric methods. Lecture and exercise classes will be held in English.
The content of the course will be presented at intermediate to advanced formal level and will provide a good methodological base both for applied work and more specific econometric methods. Students will learn about potential and limitations of several methods. Applications will focus mainly, but not exclusively, on examples from microeconomics including cross-sectional and panel analyses as well as on the specific methods for modelling discrete and limited dependent variables. The lecture will also provide references to current literature in applied econometrics and econometrics.
It is assumed that participants possess some basic knowledge of statistical concepts, in particular regarding estimation and testing.
The course will be followed in the summer term by one which adds content on time series econometrics and computer based methods and has a stronger focus on application of these econometric methods.
The course will take place in presence.

Der Kurs Advanced Econometrics bietet eine Einführung in die aktuellen ökonometrischen Methoden. Die Vorlesung und Übung werden auf Englisch gehalten, um auch internationalen Studierenden die Teilnahme zu ermöglichen.

Die Inhalte werden auf einem mittleren bis fortgeschrittenem formalen Niveau präsentiert und bieten eine solide methodische Grundlage für die angewandte Wirtschaftsforschung als auch für speziellere Methoden. Die Studierenden lernen die Möglichkeiten der verschiedenen Methoden, aber auch deren Grenzen kennen. Im Hinblick auf die Anwendungsgebiete konzentriert sich dieser Kurs auf die Mikroökonomie, z.B. auf die Modellierung von Querschnitts- und Paneldaten einschließlich der Fälle von diskreten und begrenzt abhängigen Variablen. Im Kurs werden die Studierenden auch in Berührung mit aktueller Literatur der angewandten Ökonomie und Ökonometrie kommen.

Es wird vorausgesetzt, dass die Teilnehmenden über Grundkenntnisse der Statistik, vor allem im Bereich Schätzen und Testen verfügen.

Im Anschluss an diesen Kurs können Studierende das Modul Zeitreihenökonometrie und computergestützte Verfahren besuchen, das sich auf die praxisorientierte ökonometrische Modellierung von Zeitreihen konzentriert.

Die Veranstaltung findet in Präsenz statt.

Link zu JLUMaps:
https://www.uni-giessen.de/JLUmaps/?id=167813&lang=de

Diese Veranstaltung ist zulassungsbeschränkt mit einer maximalen Teilnehmerzahl von 20 Personen.
Die Teilnehmerauswahl erfolgt jeweils im vorausgegangenen Juli über schriftliche Bewerbungen.

In dieser Veranstaltung werden erfolgskritische Aspekte des modernen Marketing- und Vertriebsmanagements vertieft. Die Veranstaltung setzt sich aus den folgenden beiden Teil-Veranstaltungen "Marketing und Vertrieb in einer digitalen Welt" und "Verhandeln und Verkaufen" zusammen.
Der Übungsteil der Veranstaltung bezieht sich auf den Teil "Verhandeln und Verkaufen".
Effektives Verhandeln und das „Verkaufen“ der eigenen Ideen ist eine Kernkompetenz erfolgreicher Manager. Die Veranstaltung vermittelt die erforderlichen Kenntnisse und Fähigkeiten für eine effektive Verhandlungsführung. Die Vermittlung aktueller Theorien, Konzepte und Methoden zum Verhandeln und Verkaufen werden durch Übungseinheiten und Rollenspiele unterstützt. Auf diese Weise werden Verkaufs - und Verhandlungskompetenzen erworben, die in der späteren Berufspraxis flexibel an unterschiedliche Verhandlungssituationen angepasst werden können.

Diese Veranstaltung ist zulassungsbeschränkt mit einer maximalen Teilnehmerzahl von 20 Personen.
Ein Platz in der Veranstaltung kann nicht garantiert werden.

In dieser Veranstaltung werden erfolgskritische Aspekte des modernen Marketing- und Vertriebsmanagements vertieft.
In dieser Veranstaltung werden erfolgskritische Aspekte des modernen Marketing- und Vertriebsmanagements vertieft. Die Veranstaltung setzt sich aus den folgenden beiden Teil-Veranstaltungen "Marketing und Vertrieb in einer digitalen Welt" und "Verhandeln und Verkaufen" zusammen.
Der Vorlesungsteil der Veranstaltung bezieht sich auf dern Teilaspekt "Marketing und Vertrieb in einer digitalen Welt".
Die Digitalisierung bietet Unternehmen völlig neue Chancen, aber auch vielfältige Bedrohungen. Ziel dieser Veranstaltung ist ein vertieftes Verständnis der Möglichkeiten der Digitalisierung für eine effektive marktorientierte Unternehmensführung. Dazu wird aus einer Marketing- und Vertriebsperspektive behandelt, wie Unternehmen die Digitalisierung für ihren Marktauftritt (z.B. innovative Produkte und Dienstleistungen) sowie ihre externen und internen Prozesse (z.B. Wertschöpfungsnetzwerke, Kollaboration) nutzen können.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur



The course gives and overview of various fields of modern macroeconomics. We extensively use the intertemporal model of consumption smoothing, which we extend to include capital and an endogenous labor supply decision. The implications of the resulting Real Business Cycle model will be contrasted with empirically observed stylized facts. Finally, nominal rigidities and monopolistic competition are introduced to study the role of monetary policy. The course also addresses the intersection of macroeconomics and finance, i.e. asset pricing, financial frictions and financial instability.

Struktur: Vorlesung mit integrierter Übung
Turnus: Wintersemester
Credits: 6 CP
Modulcode: 02-BWL:MSc-F-B6-1
Sprache: Englisch
Prüfungsform: Term Paper oder Klausur
Typ: Präsenzveranstaltung

Beschreibung:
Ziel der Vorlesung ist es, die Studierenden mit der Anwendung finanzwirtschaftlicher Analysemethoden vertraut zu machen. Im Mittelpunkt stehen die wesentlichen Entscheidungen des Finanzvorstands eines Unternehmens wie Investitions- und Finanzierungswahl oder Ausschüttungsentscheidungen. Anhand unterschiedlicher Fallbeispiele sowie aktueller Unternehmensereignisse sollen die Studierenden unmittelbar in die Lage versetzt werden, relevante Entscheidungssituationen zu erfassen, mögliche Lösungsansätze zu analysieren um so die Finanzierungsstrategie eines Unternehmens nachzuvollziehen. Die Vorlesung schließt mit einer Unternehmens-Bewertung und einer Analyse möglicher Optimierungspotentiale. Im Rahmen einer integrierten Übung werden alle Vorlesungselemente an ausgewählten Unternehmen diskutiert. Dabei werden sowohl kapitalmarkt-notierte wie private Unternehmen aus unterschiedlichen Ländern und Industrien betrachtet.

Die Vorlesung wird ergänzt durch das Kolloquium Data Processing in Finance & Accounting. Dieses bietet eine anwendungsorientierte Einführung in die Arbeit mit den am Fachbereich verfügbaren Datenbanken. Neben dem direkten Bezug zur Vorlesung Applied Corporate Finance wird damit auch eine Vorbereitung für das empirische Arbeiten in einer Master-Thesis gegeben. Bitte beachten Sie, dass ab dem Wintersemester 2021/22 das Kolloquium Data Processing in Form eines Projektmoduls stattfindet.

Format: Tutorial
Offered: Winter semester, summer semester
Credits: 6 CP
Teaching language: English
Asssessment: Oral examination, written examination
Equivalence: Advanced Management Communication: Business Ethics (02-Q:MSc-Englisch-1)

This seminar is targeted at advanced students who have an interest in learning about the ethical dimensions of business decisions. Using classic case studies, various moral dilemmas and extensive reading assignments, the course will challenge students to develop a more critical and thoughtful perspective on corporate and managerial decision-making. Participants will also practice how to use central ethical principles and analytical techniques in business decisions. Grading is based on an oral examination (40%) and a final written examination (60%).

This course will be taught in person.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: 1. Hausarbeit (Businessplan: 15-20 Seiten als Gruppenarbeit), mündliche Prüfung (Pitch Präsentation), 2. Hausarbeit (Ideenpapier: 1 Seite)
Die Veranstaltung findet in Präsenz statt.

Structure: Lecture + exercise
Frequency: Winter semester
Credits: 6 CP
Language: English
Type of examination: 1st term paper (business plan: 15-20 pages as group work), oral examination (pitch presentation), 2nd term paper (idea paper: 1 page)


Creativity and Entrepreneurship introduces students to the more practical elements of innovation and entrepreneurship. In this class, you will design your own product or service and ideally have an early stage start-up by the end of the term. You will also reach out to potential customers and provide a pitch presentation in front of an expert jury by the end of the semester. Please note that developing your business idea is a team effort, lots of fun and quite a thrill but also requires a lot of dedication, commitment and effort from you and your team members. Teamwork on the projects will be carried out by groups of four persons minimum to six persons maximum.

This course will help students to develop a capacity for understanding different elements of creativity and entrepreneurship and to formulate a business plan. A particular focus will be placed on analytical tools and decision making. Students are asked to write a business plan within their team for a start-up by defining a business idea and developing it further into a business.



This course focuses on:

…encouraging students to investigate and to experience creative processes involved in generating and assessing entrepreneurial ideas.
…preparing students to implement innovative ideas in the marketplace.
…encouraging students to develop their own start-up including a business plan (15-20 pages) and a pitch presentation.

Creativity and Entrepreneurship is designed for students who are interested in the comprehensive questions start-ups face today when preparing for the early stage of the start-up.

By the end of this course students will have:

…explored and developed their own entrepreneurial creativity.
…invented and presented a new idea or concept that solves a problem that they have discovered with their team; doing so, they discover latent customer demand / a pain point by reaching out to real customers early.
…experienced and applied a creative problem solving process.
…developed skills and abilities that can be applied to improve their effectiveness in founding a business, their studies and in life outside the curriculum.
…developed a business plan for a concrete start-up project and a pitch presentation.

As this course is based on group work, each student who is interested in participating in this course, needs to apply formally to this course. (Information will be provided in due course.)

Teilnehmerbeschränkt (30 TN)
Die Teilnehmerauswahl erfolgt Ende September. Zur Bewerbung senden Sie bitte eine Motivationsschreiben sowie Ihren Lebensauf bis zum 15. September an: alexander.haas@wirschaft.uni-giessen.de

Struktur: Übung
Turnus: Wintersemester

Credits: 6 CP
Sprache: Englisch
Inhalte:
· Grundlagen der Unternehmerischen Denken und Handelns in verschiedenen Kontexten
· Fähigkeiten zum Unternehmertum
· Kreativitätstheorien und-techniken
· Pitchen
· Grundlagen zu Erkenntnissen des eigenen Unternehmerischen Denken und Handelns und Entscheidungsfindung innerhalb verschiedener unternehmerischer Kontexte
Fokussierung auf bestimmte Fragestellungen innerhalb und entlang des Unternehmerischen Denken und Handelns
Die Veranstaltung findet in Präsenz statt

Struktur: Vorlesung
Turnus: Wintersemester
Prüfungsform: Klausur
Credits: 6 CP
Sprache: Englisch
Inhalte:
· Grundlagen der Unternehmerischen Denken und Handelns in verschiedenen Kontexten
· Fähigkeiten zum Unternehmertum
· Kreativitätstheorien und-techniken
· Pitchen
· Grundlagen zu Erkenntnissen des eigenen Unternehmerischen Denken und Handelns und Entscheidungsfindung innerhalb verschiedener unternehmerischer Kontexte
Fokussierung auf bestimmte Fragestellungen innerhalb und entlang des Unternehmerischen Denken und Handelns
Die Veranstaltung findet in Präsenz statt

Structure: Lecture + Tutorial
Rhythm: Winter semester
Credits: 6 CP
Course description: 02-VWL:MSc-V1-2
Language: English
Required work: Final exam (85%) + Assignments (10%) + Participation (5%)
Lecturers: Univ.-Prof. Dr. Georg Götz
Possible Major: Economics, Management

The recordings of the lecture from the past WS 20/21 can be found on the chairs Youtube channel Economics2Go; in the playlist Industrial Organization.

Course description:
This course extends the basic concepts of Industrial Organization and presents advanced methods and topics. The focus is on business strategies such as price discrimination and product differentiation and on strategic interaction in oligopoly. Students will learn about the importance of the research and development activities of firms and how they are influenced by public policy in general and by the patent system in particular. The course models and evaluates business behavior from both a public policy and a managerial perspective.

Literature:
Pepall, Richard, and Norman: Industrial Organization: Contemporary theory and practice, South Western, 3rd edition. 2005 (or Industrial Organization: Contemporary theory and practice, Wiley, 4th edition. 2008).
Pepall/Richards/Norman: Contemporary Industrial Organization: A Quantitative Approach, resp. We recommend that you buy the more advanced "Quantitative Approach" text book.
D.W. Carlton and J.M. Perloff: Modern Industrial Organization, Pearson, 4th edition 2005.
Luis Cabral: Introduction to Industrial Organization, MIT Press, 2000.
Tirole, J., The Theory of Industrial Organization. MIT-Press, 1988.
Industrial Organization - Markets and Strategies by Paul Belleflamme and Martin Peitz, Cambridge University Press 2010.
Helmut Bester: Theorie der Industrieökonomik, third edition, Springer, Berlin 2004.

Structure: Lecture + Tutorial
Rhythm: Winter semester
Credits: 6 CP
Course description: 02-VWL:MSc-V1-2
Language: English
Required work: Final exam (85%) + Assignments (10%) + Participation (5%)
Lecturers: Univ.-Prof. Dr. Georg Götz
Possible Major: Economics, Management

The recordings of the lecture from the past WS 20/21 can be found on the chairs Youtube channel Economics2Go; in the playlist Industrial Organization.

Course description:
This course extends the basic concepts of Industrial Organization and presents advanced methods and topics. The focus is on business strategies such as price discrimination and product differentiation and on strategic interaction in oligopoly. Students will learn about the importance of the research and development activities of firms and how they are influenced by public policy in general and by the patent system in particular. The course models and evaluates business behavior from both a public policy and a managerial perspective.

Literature:
Pepall, Richard, and Norman: Industrial Organization: Contemporary theory and practice, South Western, 3rd edition. 2005 (or Industrial Organization: Contemporary theory and practice, Wiley, 4th edition. 2008).
Pepall/Richards/Norman: Contemporary Industrial Organization: A Quantitative Approach, resp. We recommend that you buy the more advanced "Quantitative Approach" text book.
D.W. Carlton and J.M. Perloff: Modern Industrial Organization, Pearson, 4th edition 2005.
Luis Cabral: Introduction to Industrial Organization, MIT Press, 2000.
Tirole, J., The Theory of Industrial Organization. MIT-Press, 1988.
Industrial Organization - Markets and Strategies by Paul Belleflamme and Martin Peitz, Cambridge University Press 2010.
Helmut Bester: Theorie der Industrieökonomik, third edition, Springer, Berlin 2004.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Die Modulinhalte umfassen unter anderem Aspekte aus folgenden Gebieten der Außenhandelstheorie und -politik:
• Erklärung von Handelsstrukturen
• Effizienz- und Verteilungswirkungen von Handel und Globalisierung
• Instrumente der Handelspolitik und deren Wirkungen
• Handelspolitik der Entwicklungsländer

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Inhalte:
• Grundlagen der Personalführung
• Klassische Theorien der Personalführung (z.B. Führungsrollen und Verhalten von Managern, Eigenschaftsansatz, Führungsstiltheorien, situative Theorien)
• Moderne Theorien der Personalführung (z.B. charismatische und transformationale Führung, dyadische Führungstheorien, destruktive Führung, informelle Führung; Führungsethik/ethische Führung)
• Empirische Erkenntnisse der Führungsforschung

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Inhalte:
• Grundlagen der Personalführung
• Klassische Theorien der Personalführung (z.B. Führungsrollen und Verhalten von Managern, Eigenschaftsansatz, Führungsstiltheorien, situative Theorien)
• Moderne Theorien der Personalführung (z.B. charismatische und transformationale Führung, dyadische Führungstheorien, destruktive Führung, informelle Führung; Führungsethik/ethische Führung)
• Empirische Erkenntnisse der Führungsforschung

Die Veranstaltung findet in Präsenz statt.

Die Übung zur „Marketing“ Vorlesung findet unter anderem in Form von freier Aufgabenbearbeitung statt. Hierbei erfolgt eine Vertiefung der vorgestellten Inhalte. Übungsfragen helfen zudem, beim Selbststudium die Inhalte weiter zu vertiefen.
Es werden feste Übungstermine angeboten, bei denen die Aufgaben besprochen und die Lösungen vorgestellt werden.

In dieser Veranstaltung wird ein erster Einblick in das Marketing gegeben. Die Marketingidee, in deren Zentrum die Kundenorientierung und die bestmögliche Befriedigung von Wünschen und Bedürfnissen der Kunden stehen, wird ebenso erläutert wie grundlegende marketingtheoretische Ansätze und die Einbindung des Marketings in die Unternehmung. Zunächst erfolgt eine Sensibilisierung für das Marketing. Anschließend wird ein Verständnis für Kunden, die im Zentrum des Marketings stehen, entwickelt. Es folgt ein Überblick darüber, wie man Märkte gezielt analysieren kann. Anschließend wird das Vorgehen zur Planung von Zielen und Strategien erläutert. Ein Schwerpunkt der Vorlesung bildet die Maßnahmengestaltung im Rahmen des Marketing-Mix der Unternehmung. Die Basis dafür bilden die festzulegenden Markenoptionen, die die Grundlage zur Ausgestaltung der Produktpolitik, der Kommunikationspolitik, der Preispolitik und der Distributionspolitik dienen. Diese werden ebenfalls detailliert dargelegt. Die Vorlesung schließt mit der Kontrolle von Zielen, Strategien und Maßnahmen und der Verankerung des Marketings im Unternehmen.

Die Vorlesungen werden auf Englisch gehalten. Ergänzend stehen Aufzeichnungen der deutschsprachigen Vorlesung des letzten Wintersemesters zur Verfügung.

Die Übung baut auf den Inhalten der Vorlesung auf. Der in der Vorlesung vorgestellte Lernstoff wird anhand von Fallstudien aus der Praxis vertieft und angewendet. Übungsfragen helfen zudem, beim Selbststudium die Inhalte weiter zu vertiefen.

Products and innovations are becoming increasingly important for both the short and long-term competitiveness of companies. In addition to the basics and strategic aspects of product management, this module provides students with an insight into the product management process of companies as well as the necessary tools to support the individual process phases. This module also covers aspects of product management organisation and its successful implementation.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur und Vortrag

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Präsentation + Hausarbeit

Die maximale Anzahl der Teilnehmer ist auf 24 begrenzt. Details zum Bewerbungsprozess finden Sie auf der Website der Professur.

Die Hauptziele dieses Kurses sind:
* Grundlegenden Konzepte von Text Mining und seine Bedeutung für wirtschaftliche Anwendungen zu verstehen
* Einen Überblick über verschiedene Methoden, Algorithmen und Software-Tools zur Extraktion von Information & Wissen aus unstrukturierten Textdaten zu erlangen
* Die Fähigkeit zur Implementierung von Text-Mining-Anwendungen in R zu erlernen

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Präsentation + Hausarbeit

Die maximale Anzahl der Teilnehmer ist auf 24 begrenzt. Details zum Bewerbungsprozess finden Sie auf der Website der Professur.

Die Hauptziele dieses Kurses sind:
* Grundlegenden Konzepte von Text Mining und seine Bedeutung für wirtschaftliche Anwendungen zu verstehen
* Einen Überblick über verschiedene Methoden, Algorithmen und Software-Tools zur Extraktion von Information & Wissen aus unstrukturierten Textdaten zu erlangen
* Die Fähigkeit zur Implementierung von Text-Mining-Anwendungen in R zu erlernen

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung + Übung
Turnus: Wintersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Das Modul Theory of International Trade zählt zu den Wahlmodulen der Master of Science-Schwerpunkte Economics of Global Risk und Economics. Es wird empfohlen das Modul Internationale Wirtschaftsbeziehungen bereits belegt zu haben.

Die Modulinhalte umfassen unter anderem Aspekte aus folgenden Gebieten der Außenhandelstheorie und -politik:

-Verallgemeinerungen der neoklassischen Außenhandelstheorie
-Handel in Zwischenprodukten und Fragmentierung der Produktion
-Weltmarktintegration und Auswirkungen an Arbeitsmärkten
-Globalisierung und Wirtschaftswachstum

Die Veranstaltung findet in Präsenz statt.

Struktur: Vorlesung mit integrierter Übung
Turnus: Sommersemester
Credits: 6 CP
Sprache: Englisch
Prüfungsform: Klausur

Inhalte:
• Determinanten wirtschaftlicher Entwicklung
• Charakteristik und Funktionsweise der Marktwirtschaft und Zentralplanwirtschaft
• Probleme von Zentralplanwirtschaften
• Elemente einer Transformation von Wirtschaftsordnungen
• Integration von Wirtschaftsräumen, Formen und Institutionen (WTO, EU)
• Einzel- und gesamtwirtschaftliche Wirkungen der Integration von Wirtschaftsräumen

The central question of the seminar is: Who owns the city? The seminar wants to deal with property relations of housing in the city (and in the countryside) and to explore the social, economic, political as well as ecological conditions of appropriate housing. After a brief introduction to classical property texts (by Locke, Marx, etc.), more recent texts on housing will be discussed along the following lines: Housing and the role of economics, financial markets and housing; the human right to housing; alternative housing.
There will also be a presentation by architects Antje Buchholz and Jürgen Patzak-Poor (of BARarchitekten) on housing projects in Berlin. And we will stream and discuss with you an interesting film: Push. For the basic right to housing.

COURSE DESCRIPTION
This proseminar provides an introduction to the political and social system of the Federal Republic of Germany. It addresses both JLU’s first-semester BA Social Sciences and Political Science minor subject (Nebenfach) students as well as international students (e.g. ERASMUS+ or other exchange programmes) who wish to learn more about politics and society in Germany. Together, we want to enable a reflective, comparative perspective on Germany today. The weekly seminar sessions cover the fundamental rights of the German constitution, the main political institutions and parties, the German welfare regime and the family conceptions underpinning it, the market economy model predominant in Germany as well as trending topics such as rising inequalities, rising populism and extremism and the climate crisis. Whenever possible, day-to-day politics serve to illustrate the theoretical arguments and models.

REQUIREMENTS (Studienleistung)
All participants of the proseminar are expected to actively participate in the discussions and to read short introductory texts before each seminar session. All mandatory readings as well as the slides used in the sessions will be provided via Stud.IP. The course is designed as a weekly, analogous face-to-face seminar on site in the university’s facilities. Students need to take part in at least 51% of the sessions.

REQUIREMENTS (Prüfungsleistung)
German-speaking BA Social Sciences students studying under the current Study Regulation (since winter semester 2018/19) take an end-of-module exam (Modulabschlussprüfung) in the form of a written exam in the corresponding lecture delivered by Prof. Dr. Dorothée de Nève. To successfully pass the module, these BA Social Sciences students also need to submit a scientific Seminar Report (Seminarbericht, in English; 5 pages, not graded) in the proseminar.
International Exchange Programme students are either assessed on the basis of a scientific Seminar Report (2 ECTS; 5 pages, not graded) or a Coursework (4 ECTS; 10 pages, graded), depending on their Learning Agreement.
Political Science minor subject (Nebenfach) students are assessed on the basis of a scientific coursework (Hausarbeit: in English, 10 pages, graded).

This course discusses memory as a cultural practice from a postmigration perspective with a particular focus on young generations in Germany, with a migration history from Turkey. Drawing upon the definition of cultural memory as “the interplay of present and past in socio-cultural contexts” (Erll 2010), the course aims to open a space for a collective scrutinization of how younger generations deal with their migration history in relation to their current experiences in society through different media, spaces and forms of cultural practices such as online archival projects, films, biographies, music etc. The course will provide an introductory theoretical discussion of concepts such as cultural memory, collective memory, acts of memory as well as postmigration as a new perspective in analyzing the current complexities of immigration societies. Examples such as collective memory projects, autosociobiographical texts and documentaries will be used as course materials for a deeper exploration of configurations of cultural memory in postmigrant settings.

The course is devoted to the so-called Crusader Art in the Eastern Mediterranean. Since the First Crusade called for by Pope Urban II in 1095, relations between Central Europe and the Eastern Mediterranean intensified, but became violent and colonialist. Primarily with the aim of regaining the holy sites of Christianity after the Islamic conquest, but also to acquire land and wealth, the Crusades became a symbol of Christian aggression. After Jerusalem was conquered in 1099, numerous other cities on the Mediterranean coasts were taken over. The pattern of political power changed considerably: Crusader states were established in Greece and the islands of Crete, Rhodes, Cyprus etc., and even the capital of the Byzantine Empire, Constantinople, fell to the Crusaders in 1204, who established a so-called Latin Empire (1204-1261). This period also saw the emergence of the orders of knights (Knights of Malta, Knights of St. John), around which numerous legends have grown, woven into modern fiction (e.g., the Knights Templar). The same goes for famous persons of the Crusades, such as Richard the Lionhart and Sultan Saladin.
Under Latin rulers, nobility and bishops, Western-influenced art was created, including Gothic cathedrals and conversions of older churches (e.g. the Church of the Holy Sepulchre in Jerusalem), sculptures, fortresses and mobile art, such as manuscripts, goldsmiths' works, etc. The art of the Crusader period often takes inspiration from Islamic and Christian aesthetics in a complex entanglement and points to the different religious affiliations of the artists, craftsmen and patrons, who also had works of art made especially for export to their homeland. The term Crusader Art is debated, especially with regard to the clearly European colonialist narrative that it expresses, which will be discussed in the course.
The course will take place online via Zoom and will have the character of a lecture series, but will also include phases of active student teamwork, as well as text and source readings.

Introduction:
https://smarthistory.org/reframing-art-history/material-culture-of-the-crusades/
Further Reading:
Boehm, Barbara Drake, und Melanie Holcomb, eds 2016. Jerusalem 1000-1400: every people under heaven. Book. New York: Metropolitan Museum of Art.
Evans, Helen C., Hrsg. 1997. The glory of Byzantium: art and culture of the Middle Byzantine Era A.D. 843 - 1261; [in conjunction with the exhibition The Glory of Byzantium, held at the Metropolitan Museum of Art, New York, from March 11 through July 6, 1997]. Book. New York, NY: Abrams, esp. pp. 389-401. (available free for download: https://www.metmuseum.org/met-publications/the-glory-of-byzantium-art-and-culture-of-the-middle-byzantine-era-ad-843-1261).
Folda, Jaroslav. 2008. Crusader art: the art of the crusaders in the Holy Land, 1099 - 1291. Book. 1. publ. Aldershot [u.a.]: Lund Humphries. (borrow online from archive.org: https://archive.org/details/artofcrusadersin0000fold/page/n1/mode/2up)
Folda, Jaroslav. 2005. Crusader art in the Holy Land: from the Third Crusade to the fall of Acre, 1187-1291. Book. Cambridge [u.a.]: Cambridge Univ. Press. (https://archive.org/details/folda-crusader-art-in-the-holy-land-1187-1291).

Die bipolare Weltordnung des Kalten Krieges entstand als Folge des Zweiten Weltkrieges und teilte die Welt ideologisch in „West“ und „Ost“. Die Staaten, vornehmlich im postkolonialen Asien und Afrika, die sich in der Blockfreien-Bewegung zusammenschlossen, versuchten, sich den ideologischen Sphären sowohl der USA als auch der UdSSR – und damit neuen Abhängigkeiten – zu entziehen. Jugoslawien war das einzige europäische Land dieser Bewegung.
Das Ziel des Hauptseminars ist es, die Ost-West-Konfrontation zu verstehen und gleichzeitig im Nachdenken über den Kalten Krieg über sie hinaus zu gelangen. Die Blockfreien-Bewegung stand für Dekolonisation, Streben nach wirtschaftlicher Unabhängigkeit und Modernisierung (seltener Demokratisierung). Ihre Visionen und Forderungen platzierte sie – manchmal erfolgreich – bei den Vereinten Nationen.
Wir werden uns mit Text- und Bildquellen der Bewegung beschäftigen und Fragen wie die folgenden diskutieren: Was war der Konflikt zwischen „West“ und „Ost“, und wie verband er sich mit jenem zwischen „Nord“ und „Süd“? Welche Zukunftsvisionen verfolgten die postkolonialen Gesellschaften Asiens und Afrikas? Warum war Jugoslawien ein prominenter Player der Bewegung? Wie agierten die blockfreien Staaten bei den Vereinten Nationen? Was war die New International Economic Order? Was bedeutet eigentlich „blockfrei“? Wir lernen Protagonisten der Bewegung kennen: Durch die politische Zusammenarbeit entstanden gesellschaftliche und wirtschaftliche Verflechtungen, die oft bis heute nachwirken.
Das Ende des Kalten Krieges veränderte die Blockfreien-Bewegung, die bis heute besteht und 120 Mitglieder hat. Die Frage, was „blockfrei“ oder „neutral“ bedeutet, ist eine andere geworden. Die Forderungen nach politischer und wirtschaftlicher Partizipation sind nach wie vor aktuell – aus der „Dritten Welt“ des Kalten Krieges ist der „Globale Süden“ geworden.

Das Seminar wird – je nach Bedarf – in deutscher und/oder englischer Sprache abgehalten. Forschungsliteratur und Quellen existieren überwiegend in englischer Sprache.
Die Teilnahme an der 1. Sitzung – am 25. Oktober = 2. Semesterwoche! – verpflichtend. Im Anschluss gibt es mehrere Blockseminar-Termine, bitte beachten.

Hörtipp zum Einstieg / Audio Recommendation:
Kalter Krieg: Die Gründung der Bewegung der Blockfreien Staaten (DLF Nova) https://www.deutschlandfunknova.de/beitrag/kalter-krieg-die-gruendung-der-bewegung-der-blockfreien

Lektüretipp / Reading Recommendation:
Odd Arne Westad: The Global Cold War. Third World Interventions and the Making of Our Times, Cambridge et al.: Cambridge University Press, 5th ed. 2019.
Deutsche Fassung: Der Kalte Krieg. Eine Weltgeschichte, Stuttgart: Klett-Cotta, 2019.

Seit dem Einmarsch und der Besetzung der türkischen Truppen des nördlichen Inselteils im Juli 1974 - und damit seit 50 Jahren - ist die Insel Zypern geteilt. Zwar berichteten Medien in Deutschland zum 50-jährigen Gedenken in kleineren Wortbeiträgen über die Geschichte der Teilung und die internationalen Dimensionen des Zypernkonflikts. Das Wissen über die Geschichte dieses Konflikts, der in der Literatur oft zu den „frozen conflicts“ gezählt wird, ist jedoch oft sehr begrenzt. In dieser Quellenübung schauen wir deswegen auf die wichtigsten Phasen, Entwicklungen, Ereignisse und vor allem auf Schlüsseldokumente, die uns Aufschluss über die Voraussetzungen, Entwicklungen und die ungelösten Fragen des Konflikts geben können. Die Teilnahme an der 1. Sitzung ist verpflichtend. Erste Einschätzungen zum Konflikt gibt es in diesem Podcast: https://www.br.de/mediathek/podcast/radiowissen/zypern-streit-um-eine-geteilte-insel/1800027

This course explores the lived experiences of individuals in Eastern Bloc countries during the Cold War era, with a primary focus on the citizens of the Soviet Union. It delves into the social, cultural, and economic aspects of life under socialist regimes, examining how ideology and collective economy shaped daily routines, work, leisure, and family life. Students will work with a variety of sources, including newspapers, personal narratives like diaries and memoirs, films, literature and objects of material life, to gain insights into the challenges and adaptations of ordinary people.
Key topics include material wealth, consumer culture, gender roles, housing, and the impact of political events on everyday activities. The course also addresses the role of propaganda, the education system, and the influence of Western culture. By comparing different primary sources from different periods, students will explore the diversity of experiences within the socialist bloc and the varying degrees of state control and personal freedom.
The course provides a nuanced understanding of the complexities and contradictions of socialist life, highlighting both the hardships and moments of resilience and creativity. Students will engage both with English academic texts and texts of primary sources in Russian, which they will learn to read and analyze by using instruments of machine translation. Through class discussions, readings, and work with multimedia platforms available online, students will develop a comprehensive understanding of everyday life under socialism.
This is an online-course, which takes place exclusively digitally via BigBlueButton software.

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

Does Taylor Swift use more terms of endearment in her lyrics than Justin Bieber? How do people in Sri Lanka address each other? Do women hedge their statements more often than men?

With a view to finding answers to these questions and understanding how speakers of English – as well as speakers of other languages – communicate with one another, the empirical analysis of authentic language data via linguistic corpora, i.e. text collections from song lyrics, face-to-face conversation or other textual resources, has become a generally accepted standard. In order to be in a position to devise empirical answers to some of the above questions and perspectives on English and its different varieties, several steps need to be taken and we will take them together in the course of this class.

The sequencing of a full-fledged corpus-linguistic analysis structures this class. We will familiarise ourselves with characteristics of linguistic corpora and techniques of corpus compilation and annotation. Subsequently, we will focus on how to extract data from linguistic corpora and how to add information we deem relevant for its analysis. In a last step, we will explore how different statistical approaches can help us profile central trends in our data to find answers to the questions we set out to tackle. To facilitate the individual steps, we will become acquainted with tools for corpus creation and annotation, software for corpus querying as well as for statistical analysis.

Exam date: 12 February 2025
Term paper deadline: 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 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 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.

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

The aim of Business English I is to familiarize students with various forms of communication in business settings, with an aim to hone students’ competence in effective, audience-oriented and professional English-language communication. In the course of the semester, students should manage to complete an oral and written portfolio, focusing on various communication goals and using various communicative approaches, registers, types, and channels/communication technologies (meetings, letters, memos, emails, etc.). Intercultural aspects of professional communication are also addressed in the course. In addition to the written, listening and oral tasks during this class, students complete a final written exam at the end of the semester in which they are given a set of assignments to apply the concepts learned during the semester.

Required reading: Texts will be made available on Stud.IP.

Prerequisites for attending: Successful completion of the module Introductory Language and Communication Course.

Credit: Active participation + written and oral portfolio + final exam (10 February 2025)

The aim of Business English I is to familiarize students with various forms of communication in business settings, with an aim to hone students’ competence in effective, audience-oriented and professional English-language communication. In the course of the semester, students should manage to complete an oral and written portfolio, focusing on various communication goals and using various communicative approaches, registers, types, and channels/communication technologies (meetings, letters, memos, emails, etc.). Intercultural aspects of professional communication are also addressed in the course. In addition to the written, listening and oral tasks during this class, students complete a final written exam at the end of the semester in which they are given a set of assignments to apply the concepts learned during the semester.

Required reading: Texts will be made available on Stud.IP.

Prerequisites for attending: Successful completion of the module Introductory Language and Communication Course.

Credit: Active participation + written and oral portfolio + final exam (10 February 2025)

The aim of Business English II is to familiarize students with the language of fundamental business concepts such as entrepreneurship, management, corporate culture, production, business strategy, marketing, finances and the relationship of businesses with their major stakeholders. On the basis of this newly acquired subject knowledge, students are to develop a business plan throughout the semester. In addition, students will manage to "pitch" their business proposals in a persuasive oral presentation. Students are also required to listen to their classmates' presentations and act as mock potential investors. As a final assessment at the end of the semester, students complete a written exam.

Reading: Texts will be made available on StudIP.
Credit: Active Participation + Business Plan + Business Pitch + Final Exam (11 February 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

This class is devoted to the study of conceptual metaphor, which is a foundational phenomenon in the field of cognitive lingusitics. We will place a special emphasis in this class on corpus-based approaches to studying metaphor, which go beyond the intuition-based approaches that characterized early metaphor studies. We will focus primarily on how linguistic metaphors, which we can gleen from corpus-based data, reflect conceptual metaphors in various case studies. Furthermore, we will also consider other modalities, such as visual metaphors.

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 an oral presentation, which may involve group activities and class discussions, or a written report.

Graded credit: A term paper

Term Paper Deadline: March 31, 2025

Postcolonial Englishes, i.e. those Englishes originating from colonial forces, are gaining in importance both in terms of their rapidly growing speaker numbers and sociopolitically. Consequently, they are included more and more often in (large-scale) empirical studies exploring all levels of the English language. In this class, we will first explore concepts related to Postcolonial Englishes before students will undertake an in-class project with lecturer feedback.

Reading: Reading material will be made available on Stud.IP [password will be distributed in first session].
Registration: FlexNow
Graded credit: Term Paper

Term Paper Deadline: 31 March 2025

IMPORTANT: PLEASE NOTE THAT THIS COURSE ONLY STARTS IN THE SECOND WEEK OF THE SEMESTER, I.E., ON 23 OCTOBER 2024.

English is arguable the most important language around the globe, spoken and used by billions of people. In some countries, it is the official language and speakers grow up with English as a native language. In others, it is taught as a second language in school and has an official status. There are also speakers for whom English is considered a foreign language and who use it to communicate with interlocutors who do not share their mother tongue. In these latter contexts, English is used as a lingua franca. The label World Englishes is a cover term for all these different uses. The plural of English indicates that there are different, so-called varieties of English, depending on the location, its speakers, and the speech situations. With the help of corpus linguistics, we can investigate such variation and identify existing patterns.

Corpus linguistics can be understood as a tool that is used in many areas of linguistics, such as variation studies, contrastive and comparative linguistics, translation studies, or applied linguistics.

In this seminar we will focus on global English and we will learn how World Englishes can be studied with the help of corpora, i.e., electronic collections of spoken and/or written language. The advantage of such an approach is that we can process large quantities of language use which we would otherwise, i.e., without corpus-linguistic methods, not be able to do.

First, this course introduces students to corpus-linguistic methods and provides an overview of theories and practices of analyzing World Englishes. Second, students will learn about tools and programs that facilitate the use of corpora and the analysis of corpus data (AntConc, Excel, R Studio). Third, students are expected to work independently on small corpus projects and to investigate different (grammatical) features in different English varieties, employing corpora, corpus methods, and statistics. In order to successfully follow this course, students should have prior knowledge of linguistics as well as an interest in statistical analyses.

Reading: The main resource will be the book Corpus linguistics for World Englishes. A guide for research, by C. Lange and S. Leuckert (2020). This book and all other reading materials 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, 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 12 February 2025; deadline for term paper submission: 15 March 2025.

The necessity for effective crisis communication is greater than ever. In this course, we will therefore focus on key elements of crisis communication and crisis management before, during and after a crisis. Students will learn how to use crisis communication to help prevent conflict from turning into a crisis, how to plan for potential crises and how to deal with crises after they have become public. The course will also explain the role of a crisis communication team and spokesperson and teach students how to write a crisis communication plan. Emphasis will be placed on practical application of crisis communications theory by using real-life case studies. Some of the case studies illustrate a successful response to a crisis, others highlight how strategic planning helped to turn a potential crisis into a non-issue and again other case studies highlight instances were communication practices failed to adequately respond to the crisis on hand. The participation in this course will help students to build analytical skills for dealing with crisis in their professional lives.

Please note: This is an in-person seminar. Students will be equipped with the necessary knowledge in the first few weeks of the semester. It is therefore imperative that students attend the seminar from the first session onwards to be able to apply their newly gained knowledge in the following weeks.

Credit: Exam in the last session (13 February 2025)

Registration: You can only attend this course if you are registered with FlexNow. Registration with Stud.IP is for additional class material only and does not suffice for registration.

Reading: All reading will be provided on Stud.IP. Access to Stud.IP will be provided in the first session.

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

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

Due to the large-scale global transformations of the 20th century, migration literature has become a vibrant genre over the last decades. In these novels, issues of transcultural identity and belonging feature prominently. In this course, we will take a closer look at the ways in which the idea of family informs processes of identity construction among the second generation in particular. We will examine how the novels explore changing roles and meanings of the diasporic family as well as intergenerational family relations in a migration setting, and ask what the specific challenges, problems, and possibilities are that arise in this context.
This course offers an introduction to some areas of postcolonial theory as well as to ‘fictions of migration’ and Black and Asian British literature. The prism of the family and family relations also means that we engage with family research, which is a particularly interdisciplinary field of study. We will read theoretical texts and studies from subjects such as sociology, psychology, communication studies and memory studies in order to establish a conceptual framework to investigate synchronic and diachronic family constellations and connections.
We will read three novels in this class, and discuss some further examples (you are welcome to also make suggestions). Please get your own copy of these novels before the beginning of the term:
Andrea Levy, Fruit of the Lemon (1999)
Zadie Smith, White Teeth (2000)
Bernardine Evaristo, Lara (1997/2009 – please get the later edition of the novel)
Further reading will be made available during the semester.

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.

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 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.

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.

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.

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.

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 seminar aims to provide students with the opportunity to explore the meaning of culture and communication in business and organisational contexts. Students will learn to understand intercultural communication processes, critically reflect on current models of culture and notions of group membership and identity, discuss generalizations and oversimplifications, improve self-awareness and communication in intercultural settings and develop skills in identifying analysing and solving intercultural communication challenges at work. Students will learn how intercultural awareness can benefit communication in workplace and organisational contexts.

Please note: This is an in-person seminar. Students will be equipped with the necessary knowledge in the first few weeks of the semester. It is therefore imperative that students attend the seminar from the first session onwards to be able to apply their newly gained knowledge in the following weeks.

Credit: Exam in the last session (13 February 2025)

Registration: You can only attend this course if you are registered with FlexNow. Registration with Stud.IP is for additional class material only and does not suffice for registration.

Reading: All reading will be provided on Stud.IP. Access to Stud.IP will be provided in the first session.

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

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 course is designed to introduce first-year students to the study of English and American literature. Among other things, we will deal with the analysis and interpretation of poetry, drama, prose texts, and film as well as theoretical approaches to literature. Furthermore, we will show you how to find secondary literature, how to quote literature, and how to compile a bibliography.

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 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

“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 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

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.

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

Paul Celan is one of the most prominent German poets of the second half of the 20th century. The seminar will use a hermeneutic "close reading" to Celan's fascinating and formally challenging writing and will additionally apply quantitative methods of digital "distant reading" to interprete Celan's poetry. Students will get trained in a mixed-method approach in the intersectional domain of linguistics and literary critics as one of the major approaches to culture and discourse related text analyses. The seminar will be held online in English language; students of JLU can take the course as part of the module "text and pragmatics".

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).

The space between Poland and the Baltic countries in the Northwest, Siberia in the Northeast, the Caucasus, Ukraine, and Bulgaria in the South has in recent history been impacted by empires (the Tsarist, the Prussian, the Hapsburg, and the Ottoman Empire). Most of the peoples residing there have been denied state sovereignty over centuries; the titular nations of the great empires imposed them their cultural patterns. Other than the overseas colonies this process has only rarely been described by historical scientists as colonialism.
This course is devoted less to the question whether it is justified to speak of an East, East-Central or South-East European „colonization,” but investigates, first, how the hegemonic cultures conceptualized the suppressed peoples as less civilized and thus in need of „colonization.” Secondly, we focus on the ways how foreign domination was perceived by the subjugated peoples as colonization.
Anglo-American Postcolonial Studies have made substantial propositions for describing not only the hetero-stereotypes deployed to the Orient (Said), but also the cultural strategies of the subordinated elites. The provocative main question goes as to how the theoretical concepts developed for the paradoxical strategies of identity building of Arabs and Black Africans (such as hybridity, in-betweenness, subalternity, mimicry, Black Signifying, self-Orientalization or agency) can become productive for describing the cultural processes of nation building in East, East-Central, and South-East Europe. During the course we will be exploring this question in mosaic-like form with regard to Bosnia, the Czech Republic, Poland, Russia, and Ukraine.

More participants are welcome; for registration please send an email to dirk.uffelmann@slavistik.uni-giessen.de

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.

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

Narratives fundamentally shape our lives – how we see ourselves, others, and the world. Not only do narratives help us make sense of past experience by giving them shape, they guide how we experience the present moment, and how we envision the future. In short, narrative structures inform our thinking and perception. In queer theory, however, the logic of narrative has caused a certain suspicion: narrative is seen as a normalising tool, a patriarchal instrument that defines and upholds traditional forms of masculinity and femininity. If narratives are inherently heteronormative, can there be such a thing as queer narrative?
In order to establish an understanding of this ‘antinarrative’ position in queer studies, we will take a closer look at what ‘narrative’ means, what it looks like in but also outside of literature, and how it functions as an interdisciplinary concept. We will examine the ways certain plot structures and character constellations convey heteronormative values, who is awarded a happy ending and who gets to tell the story. Perhaps the most interesting question, however, is whether narrative can be queered and what that can look like. Queer narratives can be expected to subvert conventional storylines and challenge traditional narrative forms, which makes them intriguing texts to read – and particularly fruitful subjects of analysis (which will give us ample opportunity to hone our reading skills!).
In this course, the queer critique of narrative will serve as a starting point to an introduction to narrative theory as well as queer theory and some of its key concepts. The concern with the normative aspects of narrative is not only relevant to a queer perspective, but can be extended to narrative’s functions in our society and culture more generally. Moreover, questions of queerness also frequently invite the engagement with other key concepts of cultural theory, such as postcolonialism and race. In particular, this course is interested in the varied and multifold potential of narratives for individuals and communities, as well as in the more specific potential of literature and other narrative media.
We will read two novels in this class, and discuss some further examples (you are welcome to also make suggestions). Please get your own copy of the two novels before the beginning of the term. Further reading will be made available during the semester.
Jackie Kay, Trumpet (1998)
Jordie Rosenberg, Confessions of the Fox (2018)
Content note: Kay’s Trumpet features deeply transphobic characters and their use of language. A confrontation with this can be avoided by reading only selected chapters of the novel. Please get in touch with me for more detailed instructions, if you want to make use of this option.

Empirical research into the English language frequently relies on the analysis of linguistic corpora. In corpus-linguistic work, three main areas of activity can be identified, i.e. text compilation to create a corpus, data extraction from the corpus and statistical analysis of the annotated corpus data.

In the course of this seminar, we will practise ways of completing these corpus-linguistic steps in the programming language R. As guidelines for how to implement these steps, we will mainly rely on the textbooks by Gries (2017) and Field et al. (2014).

Exam: 13 Feb 2025
Term paper: 15 Mar 2025

Field, A., J. Miles & Z. Field. 2014. Discovering Statistics Using R. Los Angeles, CA: Sage.
Gries, S.Th. 2017. Quantitative Corpus Linguistics with R: A Practical Introduction. New York: Routledge.

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

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.

NB! Der Zugang zur Veranstaltung is nun passwortgeschützt. Um das Passwort zu bekommen, bitte kontaktieren Sie mich über oleksandr.chertenko@slavistik.uni-giessen.de

Auch Jahrzehnte nach dem Untergang der Sowjetunion und des Warschauer Paktes bleibt die sowjetische Erziehung als institutionelles Phänomen wie auch als mentale Prägung ein wichtiges Thema in Selbst- und Fremdbeschreibungen einstiger sozialistischer Kinder. Wie konnte diese Prägung so lange überdauern? Wie sah das idealtypische sozialistische Kind aus? Wie beschrieben die sozialistischen Kinderliteraturen und -kulturen den Alltag und die Lebenswelt ihrer Rezipienten? Um diese Fragen zu beantworten, werden wir im Seminar anhand von Beispielen aus Literatur, Film (inkl. Zeichentrick) und Buchgestaltung aus Polen, Russland und der Ukraine die Entstehung des sozialistischen Kindes, seine „Verstaatlichung“ im Stalinismus, seine „Befreiung“ in den 1970er bis 80er Jahren sowie sein Fortleben in den postsowjetischen Kulturen bis heute analysieren.
Die Teilnahme am Seminar setzt fortgeschrittene Kenntnisse der deutschen und englischen Sprache voraus. Kenntnisse der jeweiligen slavischen Sprachen sind von Vorteil, aber keine Voraussetzung.

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.

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

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.

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

In this course, we will deal with a particularly exciting genre of Victorian literature, the sensation novel. In the 1860s, this quickly rising new genre caused more than just a stir in the literary scene. It came upon the Victorian literary landscape like an earthquake that shook and tumbled about its power structures, moralities and value system. Against this background, the genre of the sensation novel offers us a particularly interesting and insightful perspective into just that – Victorian society and the values at its core that kept the boundaries between class, gender, and race intact. In particular, we will look at the way these values shape the idea of femininity/masculinity and family as the social institutions that lie at the heart of Victorian society.
In this class, we will read a famous example of the Victorian sensation novel vis-à-vis a Neo- (or sometimes also called Retro-) Victorian novel that challenges the Victorian take on gender, sexuality, and morality. Comparing these two novels, we might be able to understand a bit better the allure of this genre, but also the danger that it emanated, which caused so many debates among Victorian critics. The course offers an introduction to the genre of the sensation novel, as well as a repetition of the most important tools and concepts of literary analysis, and will give you an opportunity to hone your narratological skills. It will also provide an introduction into feminist literary criticism and key concepts of gender studies.
We will read two novels in this class, and discuss some further examples (you are welcome to also make suggestions). Please get your own copy of these novels before the beginning of term.
Elizabeth Braddon, Lady Audley’s Secret (1865)
Sarah Waters, Fingersmith (2002)
Further reading will be made available during the semester.

The class is open to any student of JLU but since it is part of the English track of JLU’s MA program Interdisciplinary studies on Eastern Europe it will be held in English.
In the class we will be watching and discussing movies from different countries in East Central Europe that deal with the topic of the Shoa.
We will also read up on the analysis of movies and apply that new knowledge to our discussions of the films. The text book used for the introduction to film analysis will be Film Art. An Introduction (10th edition) by David Bordwell and Kristin Thompson. The university library has several copies available (https://hds.hebis.de/ubgi/Record/HEB335088945).
Here a list of some of the movies that we will be analyzing. The final choice of the movies will depend on the specific country interest of the participants:

In the first session I would like to discuss how films as an art form differ from other art forms as literature and theatre. What is the specific difference between thise art forms.
In the first session we will also discuss if we are going to watch the movies together or individually at home. The amount of awarded credits points allows us to watch and discuss about 8 or 9 movies. For each movie a list of questions should be prepared for the class. The questions function as a starting point for our discussions.

Language change accelerates and intensifies depending on extra-linguistic factors. This is all the more true for language situations in wartime. Regarding the interrelationship of language and war, the main seminar focus will be on language ideologies and related topics.
The introduction to the seminar will deal with questions of language and war as well as general considerations of language ideologies, including case studies. Subsequently, the focus will be on multifaceted aspects related to language ideologies: language legislation, linguistic landscape, and language attitudes. All topics combine theoretical approaches with practical analyses of case studies in the language situation in Ukraine.

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 – 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.