Fachbereich 05: Sprache, Literatur, Kultur - Anglistik - Bachelor of Arts (Studienbeginn bis Wintersemester 2019/20)

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our EFL learners; it provides them with crucial aspects of language acquisition, intercultural learning competence and the ability to change perspectives, critical thinking and creativity, as well as communicative competence in general. In this course, students will examine the potential of various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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


Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our EFL learners; it provides them with crucial aspects of language acquisition, intercultural learning competence and the ability to change perspectives, critical thinking and creativity, as well as communicative competence in general. In this course, students will examine the potential of various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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


Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our EFL learners; it provides them with crucial aspects of language acquisition, intercultural learning competence and the ability to change perspectives, critical thinking and creativity, as well as communicative competence in general. In this course, students will examine the potential of various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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


Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

Literature – defined in a broad way – can foster several competencies of our EFL learners; it provides them with crucial aspects of language acquisition, intercultural learning competence and the ability to change perspectives, critical thinking and creativity, as well as communicative competence in general. In this course, students will examine the potential of various types of literature for the EFLC in grade 5 - 10, gain knowledge about the use of literature in different contexts and conclusively create concrete motivating learning arrangements.
Prerequisites: Successful completion of module TEFL I.
Required reading: Reading material will be provided via StudIP
Credit: Graded (non-modularised and modularised): regular attendance and active participation in class, creation of a learning arrangement, reflection, feedback and a written term paper due 15 March 2027. Registration: Flex-Now.


Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

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


Prerequisites:
Successful completion of Module TEFL I.

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

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

Exam period:
Term paper must be handed in until 15th March 2027.

Registration: Flex-Now

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

Prerequisites:
Successful completion of Module TEFL I.

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

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

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

Registration: FlexNow

Welcome! This lecture focuses on important paradigm shifts in the literature of the twentieth and twenty-first centuries. More specifically, we will look at the development from modernism to postmodernism and from there to post-postmodernism. In other words, we will start out with novels that were written after WWI (such as Virginia Woolf’s Mrs Dalloway [1925]) in which the representation of consciousness or character interiority (i.e., thoughts, feelings, and emotions) figures prominently. We will then move on to the playful and self-reflexive (or metafictional) texts that were written (roughly speaking) after the 1960s (such as the rewrites of traditional fairy tales in Angela Carter’s The Bloody Chamber [1979]). Finally, we will discuss literary writings of the twenty-first century (such as Jennifer Egan’s A Visit from the Goon Squad [2010]) that involve a new kind of sincerity, the return of the real, and a renewed interest in ethical questions. Some theoreticians refer to such (contemporary) novels in terms of ‘post-postmodernism’; others prefer to use terms such as ‘metamodernism,’ ‘cosmodernism,’ or ‘digimodernism’ to describe this kind of writing. Generally speaking, this lecture seeks to introduce students to theories of modernism, postmodernism, and post-postmodernism as well as types of modernist, postmodernist, and post-postmodernist narratives. On the one hand, we will discuss definitions and theoretical approaches, and, on the other hand, we will look at representative examples.

Welcome! This lecture focuses on important paradigm shifts in the literature of the twentieth and twenty-first centuries. More specifically, we will look at the development from modernism to postmodernism and from there to post-postmodernism. In other words, we will start out with novels that were written after WWI (such as Virginia Woolf’s Mrs Dalloway [1925]) in which the representation of consciousness or character interiority (i.e., thoughts, feelings, and emotions) figures prominently. We will then move on to the playful and self-reflexive (or metafictional) texts that were written (roughly speaking) after the 1960s (such as the rewrites of traditional fairy tales in Angela Carter’s The Bloody Chamber [1979]). Finally, we will discuss literary writings of the twenty-first century (such as Jennifer Egan’s A Visit from the Goon Squad [2010]) that involve a new kind of sincerity, the return of the real, and a renewed interest in ethical questions. Some theoreticians refer to such (contemporary) novels in terms of ‘post-postmodernism’; others prefer to use terms such as ‘metamodernism,’ ‘cosmodernism,’ or ‘digimodernism’ to describe this kind of writing. Generally speaking, this lecture seeks to introduce students to theories of modernism, postmodernism, and post-postmodernism as well as types of modernist, postmodernist, and post-postmodernist narratives. On the one hand, we will discuss definitions and theoretical approaches, and, on the other hand, we will look at representative examples.

Welcome! This lecture focuses on important paradigm shifts in the literature of the twentieth and twenty-first centuries. More specifically, we will look at the development from modernism to postmodernism and from there to post-postmodernism. In other words, we will start out with novels that were written after WWI (such as Virginia Woolf’s Mrs Dalloway [1925]) in which the representation of consciousness or character interiority (i.e., thoughts, feelings, and emotions) figures prominently. We will then move on to the playful and self-reflexive (or metafictional) texts that were written (roughly speaking) after the 1960s (such as the rewrites of traditional fairy tales in Angela Carter’s The Bloody Chamber [1979]). Finally, we will discuss literary writings of the twenty-first century (such as Jennifer Egan’s A Visit from the Goon Squad [2010]) that involve a new kind of sincerity, the return of the real, and a renewed interest in ethical questions. Some theoreticians refer to such (contemporary) novels in terms of ‘post-postmodernism’; others prefer to use terms such as ‘metamodernism,’ ‘cosmodernism,’ or ‘digimodernism’ to describe this kind of writing. Generally speaking, this lecture seeks to introduce students to theories of modernism, postmodernism, and post-postmodernism as well as types of modernist, postmodernist, and post-postmodernist narratives. On the one hand, we will discuss definitions and theoretical approaches, and, on the other hand, we will look at representative examples.

Welcome! This lecture focuses on important paradigm shifts in the literature of the twentieth and twenty-first centuries. More specifically, we will look at the development from modernism to postmodernism and from there to post-postmodernism. In other words, we will start out with novels that were written after WWI (such as Virginia Woolf’s Mrs Dalloway [1925]) in which the representation of consciousness or character interiority (i.e., thoughts, feelings, and emotions) figures prominently. We will then move on to the playful and self-reflexive (or metafictional) texts that were written (roughly speaking) after the 1960s (such as the rewrites of traditional fairy tales in Angela Carter’s The Bloody Chamber [1979]). Finally, we will discuss literary writings of the twenty-first century (such as Jennifer Egan’s A Visit from the Goon Squad [2010]) that involve a new kind of sincerity, the return of the real, and a renewed interest in ethical questions. Some theoreticians refer to such (contemporary) novels in terms of ‘post-postmodernism’; others prefer to use terms such as ‘metamodernism,’ ‘cosmodernism,’ or ‘digimodernism’ to describe this kind of writing. Generally speaking, this lecture seeks to introduce students to theories of modernism, postmodernism, and post-postmodernism as well as types of modernist, postmodernist, and post-postmodernist narratives. On the one hand, we will discuss definitions and theoretical approaches, and, on the other hand, we will look at representative examples.