Seminarinternes Vorlesungsverzeichnis & Modulhandbuch M.Ed.-Studiengang im Fach Englisch Sommersemester 2019 - ENGLISCHES SEMINAR RUHR-UNIVERSITÄT ...
←
→
Transkription von Seiteninhalten
Wenn Ihr Browser die Seite nicht korrekt rendert, bitte, lesen Sie den Inhalt der Seite unten
ENGLISCHES SEMINAR RUHR-UNIVERSITÄT BOCHUM Seminarinternes Vorlesungsverzeichnis & Modulhandbuch M.Ed.-Studiengang im Fach Englisch Sommersemester 2019
Inhalt
Zum Studium des M.Ed. im Fach Englisch ............................................................................................... 2
Zulassungsbedingungen ............................................................................................................................ 2
Belegung von Veranstaltungen ............................................................................................................... 3
Modulprüfungen und Masterarbeit ......................................................................................................... 3
Möglicher Studienverlauf........................................................................................................................... 4
Anmeldung zu den Lehrveranstaltungen per eCampus ...................................................................... 4
Studienberatung und Service........................................................................................................................ 5
Studienfachberatung ................................................................................................................................... 5
Servicezimmer............................................................................................................................................... 5
Auslandsberatung ........................................................................................................................................ 6
M.Ed.-Prüfungsberechtigte im Sommersemester 2019...................................................................... 6
Sprechstunden im Sommersemester 2019............................................................................................. 7
Lehrveranstaltungen ....................................................................................................................................... 8
Fachwissenschaftliches Modul................................................................................................................ 8
Modul Fremdsprachenausbildung ....................................................................................................... 25
Modul Fremdsprachendidaktik I: Grundlagen .................................................................................. 29
Modul Fremdsprachendidaktik II: Praxis und Vertiefung.............................................................. 32
1Zum Studium des M.Ed. im Fach Englisch
Das M.Ed.-Studium im Fach Englisch besteht aus einem Fachwissenschaftlichen Modul, ei-
nem Modul Fremdsprachenausbildung und zwei Fremdsprachendidaktischen Modulen. Das
Fachwissenschaftliche Modul umfasst drei Lehrveranstaltungen – zwei Übungen und eine
Vorlesung –, die schulrelevante fachwissenschaftliche Kenntnisse und Methoden in den Be-
reichen Linguistik, Literatur- und Kulturwissenschaften vermitteln. Das Modul Fremdspra-
chenausbildung besteht aus zwei Übungen, die die Sprachkompetenz in den schulischen Ver-
wendungsbereichen festigen und erweitern. Hierzu werden drei Veranstaltungstypen ange-
boten, von denen einer (Kommunikation) obligatorisch ist, und aus den anderen beiden
(Grammatik oder Übersetzung) einer auszuwählen ist. Das Modul Fremdsprachendidaktik I:
Grundlagen besteht aus einem Einführungsseminar in die Textdidaktik und einem Einfüh-
rungsseminar in die Sprachdidaktik. In der Einführungsveranstaltung Grundlagen der Text-
didaktik werden u.a. behandelt die adressatenspezifische Vermittlung englischsprachiger
Texte für Schüler verschiedener Alters- und Kompetenzstufen, für den Fremdsprachenun-
terricht zentrale literatur- und textdidaktische Konzepte, fachdidaktische Erschließungs-
und Vermittlungsverfahren in Bezug auf den Umgang mit Texten verschiedener Provenienz
(einschließlich audiovisueller Dokumente) sowie die handlungsorientierte Auseinanderset-
zung mit Prozessen des Hör-, Hörseh- und Leseverstehens und ihrer unterrichtlichen Um-
setzung. In der Einführungsveranstaltung Grundlagen der Sprachdidaktik lernen die Studie-
renden die zentralen wissenschaftlichen Theorien zum Erwerb bzw. gesteuerten Lernen und
Lehren von Fremdsprachen kennen, die in der Fremdsprachendidaktik und zentralen Nach-
bardisziplinen diskutiert werden. Das Modul Fremdsprachendidaktik II: Praxis und Vertiefung
besteht aus einem Begleitseminar zum Praxissemester und einem anschließenden Vertie-
fungsseminar. Im Begleitseminar zum Praxissemester reflektieren Studierende u.a. ihre ei-
gene Berufseignung aus fachspezifischer Perspektive und entwickeln ein eigenes professio-
nelles Selbstkonzept. Im Vertiefungsseminar konsolidieren und vertiefen Studierende ihre im
Grundlagenmodul und der Phase des Praxissemesters gewonnenen Erkenntnisse exempla-
risch auf einem fachdidaktischen Spezialgebiet ihrer Wahl, um somit theoriegeleitet ihre Er-
fahrungen aus dem Praxissemester weiter zur reflektieren und zu vertiefen.
Zulassungsbedingungen
Das Fach-Studium Englisch im Master of Education ist örtlich zulassungsbeschränkt (NC).
M.Ed.-Veranstaltungen dürfen erst nach offizieller Zulassung durch die Zulassungsstelle der
RUB besucht werden. Das obligatorische Beratungsgespräch erfolgt im Fach Englisch durch
die Studienfachberaterin (in der Regel als Gruppenberatung, bitte auf Aushänge achten) oder
– in Ausnahmefällen – durch die im M.Ed. Prüfungsberechtigten. Hierüber wird eine Beschei-
nigung ausgestellt. Der für den M.Ed.-Abschluss obligatorische Auslandsaufenthalt (nach
2LABG 2009), der durch einen nicht-kreditierten separaten Eintrag in eCampus vermerkt wer-
den muss, ist nach Aufnahme des Studiums bei der Auslandsberatung des Englischen Semi-
nars nachzuweisen.
Belegung von Veranstaltungen
Im Modul Fremdsprachenausbildung ist der Besuch eines Communication-Kurses obligato-
risch. Die andere Veranstaltung kann nach Wahl der Studierenden Grammar oder Transla-
tion sein. Die Teilnahme am Modul Fremdsprachendidaktik II sowie die Teilnahme am Pra-
xissemester setzen die erfolgreiche Teilnahme am Modul Fremdsprachendidaktik I voraus.
Innerhalb des Moduls Fremdsprachendidaktik II muss das Vertiefungsseminar nach dem Be-
gleitseminar belegt werden.
Im fachwissenschaftlichen Modul können neben speziell als Übungen konzipierten Lehrver-
anstaltungen auch sämtliche M.Ed.-Seminare als Übungen belegt werden. Der Besuch er-
folgt in diesem Falle nach Rücksprache mit den Lehrenden mit der geringeren Kreditpunkt-
zahl von 3 CP bei entsprechend verminderten Leistungsanforderungen.
Modulprüfungen und Masterarbeit
Im M.Ed. Englisch sind die folgenden Leistungen als Modulprüfungen zu erbringen: Mündli-
che Prüfung im Umfang von 40 Minuten im Fachwissenschaftlichen Modul (=25% der Fach-
note) (diese Prüfung umfasst i.d.R. zwei mit dem/der/den PrüferInnen abzusprechende The-
mengebiete; sie kann von einem/einer PrüferIn in Gegenwart einer zweiten prüfungsberech-
tigten Person oder aber von zwei PrüferInnen, die jeweils eines der beiden Gebiete prüfen,
abgenommen werden. Bitte sprechen Sie mögliche PrüferInnen rechtzeitig an und informie-
ren Sie sich über die Details); Modulprüfung im Modul Fremdsprachenausbildung, schriftlich
oder mündlich je nach gewählter Teilveranstaltung (=25% der Fachnote); Schriftliche Prü-
fung (Klausur) im Modul Fremdsprachendidaktik I: Grundlagen (=25% der Fachnote); Schrift-
liche Prüfung (Seminararbeit) im Modul Fremdsprachendidaktik II: Praxis und Vertiefung
(=25% der Fachnote). Wollen Studierende ihre Master-Arbeit im Fach Englisch schreiben,
kann diese in englischer oder deutscher Sprache abgefasst werden. Sie kann nicht als Grup-
penarbeit angefertigt werden. Die Anmeldung zur Master-Arbeit ist möglich, sobald 15 CP
im Fachstudium und das Praxissemester absolviert worden sind.
3Möglicher Studienverlauf
Empfehlungen für Studierende an der Ruhr-Universität Bochum
M.Ed. Englisch
Jahr Semester Veranstaltungen
1. 1. Modul FW Teil 1: Vorlesung
Modul FW Teil 2: Übung
Modul FA Teil 1: Communication
Modul FD I Teil 1: Seminar: Grundlagen der Sprachdidaktik
2. Modul FW Teil 3: Übung
Modul FA Teil 2: Grammar oder Translation
Modul FD I Teil 2: Seminar: Grundlagen der Textdidaktik
2. 3. Praxissemester
Modul FD II Teil 1: Begleitseminar zum Praxissemester
4. Modul FW Modulabschlussprüfung
Modul FD II Teil 2: Vertiefungsseminar
[ggf. 3-monatige M.Ed.-Arbeit]
Anmeldung zu den Lehrveranstaltungen per e-
Campus
Alle Lehrveranstaltungen des Englischen Seminars beginnen in der 2. Semesterwoche,
d.h. in der Woche ab dem 08. April 2019. Bitte betrachten Sie alle anderslautenden Ankün-
digungen als überholt. Die erste Semesterwoche ist für die Durchführung und Korrektur von
Nachprüfungen sowie für die Studienberatung vorgesehen.
Die Anmeldungen für die Veranstaltungen der Mastermodule können in der Zeit
vom 11. März 2019, 10.00 Uhr, bis 27. März 2019, 18.00 Uhr
vorgenommen werden. Wegen des Verteilverfahrens kommt es nicht darauf an, gleich am
Starttag alle Anmeldungen durchzuführen. Nach Abschluss der Anmeldungen wird das Ver-
teilverfahren generiert, das dann zu den vorläufigen Teilnehmerlisten führt. Sollten sich nach
dem Abschluss des Verteilverfahrens auf der Basis der von Ihnen vorgegebenen Priorisie-
rung Terminkonflikte mit Veranstaltungen des 2. Faches oder der Erziehungswissenschaft
4ergeben, wenden Sie sich bitte an die Dozenten oder Dozentinnen der betroffenen Lehrver-
anstaltung. Bitte bachten Sie die von den VeranstaltungsleiterInnen definierten Teilnahme-
bedingungen. In den allermeisten Fällen reicht eine bloße Anmeldung in eCampus nicht aus,
um den Teilnahmestatus zu behalten, sondern ist es erforderlich, in den ersten zwei Sitzun-
gen der Veranstaltung persönlich zu erscheinen.
Bitte beachten Sie auch, dass es zwischen dem Druck des Vorlesungsverzeichnisses und
dem Beginn der Veranstaltung vereinzelt zu Raumänderungen kommen kann. Überprüfen
Sie also ggf. die Raumangabe in eCampus kurz vor der ersten Sitzung.
Studienberatung und Service
Studienfachberatung
Im Sommersemester 2019 bietet unsere Studienfachberaterin Frau PD Dr. Monika Müller an
zwei Tagen in der Woche Sprechstunden an, in denen offene Fragen geklärt, Informationen
eingeholt oder Probleme besprochen werden können.
Sprechzeiten:
montags 9.30-12.00 Uhr GB 5/141
mittwochs 9.30-12.30 Uhr GB 5/141
und nach Vereinbarung.
E-Mail: fachberatungenglisch@rub.de
Servicezimmer
Auch das Servicezimmer hat an mindestens zwei Tagen der Woche geöffnet und leistet Hil-
festellung bei Fragen zum Studienverlauf und zur Notenabbildung in eCampus. Außerdem
werden dort Leistungs- und Bafög-Bescheinigungen ausgestellt und die Formblätter zur Prü-
fungsanmeldung bearbeitet.
Öffnungszeiten des Servicezimmers im Sommersemester 2019:
An mindestens zwei Tagen in der Woche. Die genauen Sprechzeiten an der Dienstzimmertür
GB 6/57 bekannt gegeben.
E-Mail: es-servicezimmer@rub.de
5Auslandsberatung
Sollten Sie Fragen rund um die vom LABG 2009 geforderte dreimonatige Auslandsaufent-
haltszeit für M.Ed.-Studierende haben, kann Ihnen die an das Servicezimmer angegliederte
Auslandsberatung Hilfestellung bieten. Im Verlaufe Ihres M.Ed.-Studiums müssen Sie die
Auslandsberatung aufsuchen, um sich dort für die von Ihnen für das LABG 2009 erbrachten
Auslandszeiten eine Bestätigung in eCampus eintragen zu lassen.
Öffnungszeiten der Auslandsberatung im Sommersemester 2019:
An mindestens zwei Tagen in der Woche. Die genauen Sprechzeiten werden an der Dienst-
zimmertür GB 6/57 bekannt gegeben.
Berater: Simon Klasen
E-Mail: es-auslandsaufenthalt@rub.de
M.Ed.-Prüfungsberechtigte im
Sommersemester 2019
Dr. habil. Sebastian Berg Prof. Dr. Kornelia Freitag Prof. Dr. Luuk Houwen
PD Dr. Uwe Klawitter Prof. Dr. Christiane Meierkord PD Dr. Monika Müller
Prof. Dr. Burkhard Niederhoff Prof. Dr. Anette Pankratz Dr. habil. Martina Pfeiler
Prof. Dr. Markus Ritter Jun.-Prof. Dr. Heike Steinhoff Jun.-Prof. Dr. Cornelia
Wächter
Prof. Dr. Roland Weidle
6Sprechstunden im Sommersemester 2019
Name Tag Uhrzeit Raum
Bachem mo 12.00-13.00 GB 6/156
Berg di 11.00-12.00 GB 6/160
Bladeck di 14.00-15.00 GB 5/139
Dow mi 14.00-15.00 GB 6/155
Freitag Nach Rücksprache mit Frau Sicking. GB 5/133
Bitte melden Sie sich bei hildegard.sicking@rub.de
oder telefonisch unter 0234-32 28051.
Hermann mo 12.00-13.00 GB 6/154
Houwen mi 11.00-12.00 FNO 02/85
Bitte melden Sie sich bei ellen.thomae@rub.de an.
Juskan Bitte vereinbaren Sie einen individuellen Termin auf: GB 6/155
martenjuskan.de/contact.html
Kaul di 12.00-13.00 GB 6/154
Klawitter mo 11.30-12.30 GB 5/136
Lienen mi 14.00-15.00 GB 2/54
Linne di 15.00-16.00 GB 5/29
McCann mi 11.00-12.00 FNO 02/79
Meierkord mo 14.30-15.30 N-Süd,
weitere Termine nach Vereinbarung Büro N-12
Bitte melden Sie sich bei martina.dornieden@rub.de.
an
Minow do 14.00-15.00 GB 5/136
Müller, M. mo 9.30-12.00 GB 5/141
mi 9.30-12.30
Müller, T. di 16.00-17.00 GB 5/135
do 16.00-17.00
Niederhoff di 16.00-17.30 GB 5/131
Ottlinger di 10.00-11.00 GB 5/137
Pankratz mi 11.00-13.00 GB 5/34
weitere Termine nach Vereinbarung
Bitte melden Sie sich bei ute.pipke@rub.de an.
Pfeiler do 14.30-16.30 GB 5/134
Pitetti mi 8.00-10.00 GB 5/138
Bitte vereinbaren Sie vorher einen Termin.
Ritter mi 11.00-12.00 GB 5/32
Bitte melden Sie sich bei ute.pipke@rub.de an.
Schreyer mo 13.00-14.00 GB 5/29
Smith di 14.00-15.00 GB 6/156
Strubel-Burgdorf di 12.00-13.00 GB 5/138
van Ackern n.V. (bitte per Mail unter Isabelle.vanAckern@rub.de
anmelden)
Viol mi 11.00-13.00 GB 6/58
Wächter mi 11.00-12.00 GB 6/160
Weidle di 15.00-17.00 N-Süd,
Bitte melden Sie sich bei annette.pieper@rub.de o- Büro 03
der telefonisch unter 0234-32 28943 an.
Wilson mo 12.00-13.00 GB 6/157
Weitere Termine nach Absprache
Zucker di 11.00-12.00 GB 5/137
7Lehrveranstaltungen
Fachwissenschaftliches Modul
Modulkürzel: Workload: Studienphase: Turnus: Dauer:
FW 10 CP (300 h) flexibel, empfoh- semesterweise 1-2 Semester
len Studienbeginn
Lehrveranstaltungen (Modulteile): Kontaktzeit: Selbststudium: Gruppengröße:
I. Vorlesung 30 h 210 h 50-150
II. Übung 30 h 20-40
III. Übung 30 h 20-40
Lernergebnisse: Die Studierenden verfügen über vertiefte Kenntnisse in ausgewählten
schulrelevanten Gebieten der Linguistik, Literatur- und Kulturwissenschaften bzw. in zusam-
menhängenden Bereichen dieser Disziplinen (z.B. Shakespeares Dramen und Shakespeares
Sprache); kennen ausgewählte Theorien und Methoden und können diese selbstständig und
kritisch auf neue Themen anwenden, sie für Problemlösungen nutzen und ihre fachliche Be-
deutung und Reichweite einschätzen; können fachwissenschaftliche Fragestellungen zu
schulrelevanten Themen entwickeln und bearbeiten; sie können sich in neue für das Unter-
richtsfach relevante Phänomene und Entwicklungen selbständig einarbeiten; haben ihre Dar-
stellungs- und Reflexionsfähigkeit professionalisiert und verfügen über die Fähigkeit, unter-
richtsrelevante Themen fachwissenschaftlich begründet zu beurteilen; erhalten Anregungen
für die Durchführung von fachwissenschaftlich motivierten Unterrichtsprojekten (z.B. Eng-
lisch als internationale Lingua franca).
Inhalte: Das Fachwissenschaftliche Modul besteht aus Lehrveranstaltungen, die aufbauend
auf dem B.A.-Studium für das Unterrichtsfach Englisch schulrelevantes fachwissenschaftli-
ches Wissen und ebensolche Beschreibungsverfahren in den Bereichen Literatur- und Kul-
turwissenschaften oder Linguistik vermitteln. Das Modul besteht in der Regel aus Lehrveran-
staltungen zu einem der beiden Bereiche. Studierende können aber eine der Veranstaltungen
durch ein Angebot aus dem anderen Bereich ersetzen, wenn ihnen dies im Hinblick auf ihre
spätere Unterrichtspraxis sinnvoll erscheint (z.B. Der Englische Roman in Indien und Indian
English). In der Literatur-/Kulturwissenschaft werden dabei mögliche Schwerpunkte auf Phä-
nomene des Transnationalismus, Postkolonialen, der Performativität und Literaturtheorie ge-
legt. In der Linguistik stehen Strukturen der englischen Sprache, Mehrsprachigkeit, und Englisch
als internationale Sprache (Varietäten und Lingua-franca-Gebrauch) im Zentrum. Die verschie-
denen Inhalts- und Problemfelder werden mit übergreifenden literatur-, kultur- und sprachwis-
senschaftlichen Erkenntnisweisen, Theorien, Methoden etc. verbunden.
Besondere Lehrformen: Neben Vorlesung und Lehrvortrag, Gruppenarbeit, Gruppen- und
Plenumsdiskussion und (kreative) Projektarbeiten; zusätzlich E-Learning-Elemente
Prüfungen: Die Modulprüfung in mündlicher Form (40 Minuten) überprüft alle in den Teilver-
anstaltungen erworbenen Kompetenzen. Sie wird von einem/einer oder zwei PrüferInnen in
8angemessenem Umfang auf Englisch abgenommen. Die erfolgreiche Teilnahme an den drei
Veranstaltungen des Moduls ist Voraussetzung für die Anmeldung zur Modulprüfung.
Voraussetzungen für die Vergabe von Kreditpunkten: Erfolgreicher Abschluss der Veranstal-
tungen durch Erbringung der von den VeranstaltungsleiterInnen definierten obligatorischen
Studienleistungen (wie z.B. kurze schriftliche Assignments, Präsentationen, Tests); erfolgrei-
che Modulprüfung
Stellenwert der Note für die Fachnote: Die Modulnote geht zu 25% in die Fachnote für das
Fach Englisch ein.
Modulbeauftragte: die in dem Modul lehrenden HochschullehrerInnen
Vorlesungen
050 612
Discourse and Conversation Analysis, 3 CP
2 st. mo 12-14 HGB 10 Meierkord
This series of lectures concerns itself with linguistic structures beyond the sentence, i.e. with
the analysis of spoken conversation and written texts. It will introduce students to the most
influential schools that have dealt with discourse and conversation up to now. We will dis-
cuss approaches from more structural branches of linguistics as well as from sociolinguis-
tics and corpus linguistics. Besides purely linguistic concepts and methods, this will also in-
clude early reasoning and research from the fields of philosophy, anthropology, and sociol-
ogy.
Assessment/requirements: written end-of-term test and independent reading of approxi-
mately 30 pages on one of the lecture topics.
050 624
Theory of Drama, 3 CP
2 st. do 8.30-10 HGB10 Niederhoff
How can we distinguish drama from narrative? What exactly is the exposition? What are the
“three unities”? How does a scene differ from an act? Are dramatic plots like knots (Aristotle)
or like pyramids (Gustav Freytag)? How does dramatic irony differ from other kinds of irony?
In answering questions such as these, the lecture pursues a double aim: (1) to provide stu-
dents with a good grasp of the relevant terms; (2) to show that these terms are useful in the
analysis of plays and in the description of historical developments. The following plays will
be dealt with in some detail: W. Shakespeare, The Merchant of Venice; Bernard Shaw, Saint
Joan; Thornton Wilder, Our Town; Terence Rattigan, The Browning Version. Students who
9wish to prepare for the lecture should get started on The Merchant of Venice. Students inter-
ested in theory should read Aristotle’s Poetics or Manfred Pfister’s Das Drama. Master stu-
dents may consider taking the related seminar “Shakespeare, Beckett, Stoppard: An Inter-
textual Triangle”, but of course this is not a must.
Required texts: see plays listed above; no particular editions are required.
Assessment/requirements: final written test.
050 625
Early Modern English Poetry: Genres, Modes and Themes, 3 CP
2 st. do 12-14 HGA 10 Weidle
The lecture will provide students with an overview of the main poetic genres of the English
Renaissance (1485-1660). The first sessions will sketch the cultural, historical and economic
background of the period, thereby preparing the ground for an engagement with poetic gen-
res such as the sonnet, the epic, the epyllion and the satire, to name but a few. In each lecture
we will also look at particular poems (or passages from them) in order to illustrate some of
the discussed features.
The lectures will be based on my publication Englische Literatur der Frühen Neuzeit: Eine
Einführung published in the series "Grundlagen der Anglistik und Amerikanistik" with Erich
Schmidt Verlag (Berlin, 2013). The Powerpoint presentations will be made available on Moo-
dle. For the primary texts, I recommend Greenblatt, Stephen et al. (eds.). The Norton Anthol-
ogy of English Literature. Vol 1. New York: Norton & Company, 2012.
Assessment/requirements: successful completion of test in last session.
050 646
US Literatures and Cultures: From the Civil War to WWII, 3 CP
2 st. mo 14-16 HGB 10 Pfeiler
This is the second part of a three-part lecture series that introduces important developments
of US-American literature as part and expression of US-American culture. Encompassing a
time-era of rapid social, cultural, economic, and technological change, this lecture focuses
on the established-literary periods Realism, Naturalism, and Modernism. It will read these
periods alongside other developments in US-literature and art, which were influenced, ex-
cluded, and/or devalued at the time. Shorts stories, poems, and excerpts from longer texts
such as by Henry James, Stephen Crane, Edith Warton, Charles W. Chesnutt, Gertrude Stein,
T.S. Eliot, Zora Neale Hurston, among others, will be supplied via Moodle.
10Assessment/requirements: weekly reading assignments, two written tests.
050 657
18th-Century Culture, 3 CP
2 st. di 14-16 HGB 10 Pankratz
In the eighteenth century official Britain went through a time of relative stability: most of the
monarchs were called George and the political system ran more or less smoothly along party
lines. In its successful wars, the country rose to a major European and world power. Britannia
“ruled the waves” and dominated overseas trade. Architecture and literature supported Au-
gustan splendour, symmetry and stability. At the end of the century, this stability was under-
mined: the take-off of the Industrial Revolution changed the lives of the people and the Rev-
olutions in North America and France challenged traditional ideas about politics and power.
Neo-classicist symmetry was superseded by Gothic irregularity, the sublime and Romantic
irrationality.
The lecture course aims at having a critical look at eighteenth-century Britain and the grand
narrative of Augustan stability. By dealing with political and religious developments, litera-
ture, music and fashion – not to mention beef and gin – it intends to present the students with
a multifaceted survey of eighteenth-century culture.
Assessment/requirements: participation in Moodle, written test at the end of the semester.
11Übungen
050 702
Indian English, 3 CP
Blockveranstaltung GABF 04/613 Meierkord
Obligatorische Vorbesprechung 04.04.19 10-12 Uhr; 10.05., 31.05., 05.07., jeweils 12-17:30
Uhr, sowie E-Learning im Umfang von 5 Stunden
English was transported to India when the British East India Company established a trading
post in 1600. Subsequently, the British reign in India led to an increasing use of English on
the subcontinent, and after India gained independence in 1947, English has continued to be
used as an official language until today. As a result of this history, a number of different
forms of English are in daily use in India today.
Usually, Indian English refers to a second language variety, spoken by mother tongue speak-
ers of Hindi, Tamil, Gujarati etc. But there are also a number of pidginised varieties of English
which are or have been spoken in India. In this seminar, we will analyse the particular char-
acteristics of Indian English (phonology, morphology, syntax, and the lexicon) and the socio-
linguistic status of English in India today. We will also discuss various methodological ap-
proaches to the description and analysis of Indian English, and we will compare Indian Eng-
lish with Black South African English in order to identify fatures that seem to characterise
all second language varieties of English. The course will conclude with a look at diasporic
varieties of Indian English, i.e. English as spoken by Indian immigrants in Britain, Kenya or
South Africa.
The relevant texts will be made available via Moodle.
Assessment/requirements: active participation (in class and online), oral in-class presenta-
tion or contributions to a blog, and a brief final test.
050 703
Variation and Prescriptivism, 3 CP
2st. do 12-14 GABF 04/253 Meierkord
Prescriptivism aims at prescribing rules for ‘correct’ language use, e.g. “Don’t end sentences
with prepositions” or “Don’t pronounce the final t in trait”. By contrast, descriptivism studies
the rules which speech communities conventionally adhere to for successful communica-
tion, without any preconceived notions of correctness. In this seminar, we will discuss the
origins of both paradigms and challenge the validity of some prescriptive rules (covering
grammar, vocabulary, and pronunciation) by empirically investigating authentic data from
various varieties of English.
12Assessment/requirements: active participation (in class and online), oral in-class presenta-
tion or contributions to a blog, and a brief final test.
050 704
From Old English to Standard Englishes: Change and Development in the English Language,
3 CP
2 st. di 14-16 GB 02/160 Wilson
This course is an historical overview of the English language. We will look at the different
historical and social contexts in which the English language has developed and also study
the syntactic, phonological and lexical changes that occurred in the language in these con-
texts. We will explore a variety of texts produced in different time periods, making use of the
various English language corpora that currently exist. We will also look at more recent
changes in English, looking at changes taking place not only in British and American Eng-
lishes but also in Englishes around the world.
Assessment/requirements: a one-page corpus analysis tracking any change in English and
final quiz in the last week of class.
050 630
Love, Separation and Reunion: The Romances of the Matter of England, 3 CP
2 st. di 12-14 GBCF 04/714 Houwen
Romances derived from English legends distinguish themselves from other romances by
their English roots (folktales and legends) and the emphasis on English identity. Like many
other romances they often deal with such topics as love, separation and reunion, but we shall
also encounter Saracen pirates, lost rings recovered from fish, lost and regained heritages,
not to mention disguises, mysterious signs engraved upon the skin that emit light in the dark,
giants, outlaws and dragons. The romances under consideration are King Horn, Havelok,
Bevis of Hampton, Guy of Warwick, Gamelyn and Athelston.
This course introduces students to a very popular subgenre of Middle English romances. The
discussions will centre around research questions which you will need to prepare at home
and which will then be discussed in greater depth in small groups in class. The questions will
be designed in such a way as to build and/or improve research skills as well deepen
knowledge of medieval vernacular romances.
Active participation is a prerequisite for this course because in addition to the dissemination
of knowledge the course aims to provide a platform to practice academic ways of thinking
and argumentation, which also involves using language and logic appropriate to the subject
13at hand. Such forms of academic discourse can only be trained by participating in class dis-
cussions, (class) assignments and the like and require regular attendance. Some (basic)
knowledge of Middle English is another prerequisite.
Assessment/requirements: the course will be rounded off with an essay of 6-8 pages (excl.
title page and bibliography; no table of contents please).
050 631
Under the Greenwood Tree: Robin Hood and Outlaw Poetry, 3 CP
2 st. di 14-16 GBCF 04/714 Houwen
“Many men speak of Robin Hood who never drew his bow”. This old proverb gives some idea
of the widespread popularity of the Robin Hood legend. One could alter this proverb some-
what to say that “Many people speak of Robin Hood who have never read the texts (but did
see the movie!)” The Robin Hood legend has survived in numerous texts in a variety of genres.
The outlaw is first mentioned in late medieval chronicles and ballads and soon makes his
way into plays. Little John and the Sheriff of Nottingham are there virtually from the start,
but Will Scarlet and Maid Marian only start to play significant parts in the later (broadside)
ballads from the seventeenth century. All texts reflect their times and many serve specific
political or religious purposes as well. The course will examine the development of the RH
legend and show how in each incarnation the legend reflects not just the literary tradition
but also the concerns of the time. This course complements the one given in the previous
Winter Semester, which considered the Robin Hood tradition in film and expands on the texts
read then.
Active participation is a prerequisite for this course because in addition to the dissemination
of knowledge the course aims to provide a platform to practice academic ways of thinking
and argumentation which also involves using language and logic appropriate to the subject
at hand. Such forms of academic discourse can only be trained by participating in class dis-
cussions, (class) assignments and the like and require regular attendance.
Required texts: the relevant primary texts will be made available via Moodle. However, since
this procedure might involve a lot of printing and/or reading from the screen, you might want
to consider buying the printed edition: Knight, Stephen & Thomas Ohlgren (eds.). Robin Hood
and Other Outlaw Tales (TEAMS Middle English Texts Series). Kalamazoo, MI: Western Mich-
igan University, 1997.
Assessment/requirements: the course will be rounded off with an essay of 6-8 pages (excl.
title page and bibliography; no table of contents please).
14050 632
King Arthur’s Death: The Stanzaic and Alliterative Morte d’Arthur, 3 CP
2 st. do 12–14 GAFO 04/425 Houwen
King Arthur has fascinated audiences throughout history and this fascination has been ex-
pressed in numerous literary works, paintings, music and movies. The sources of this fasci-
nation can be traced as far back as the early seventh century but in this course we shall
concentrate on three of the key texts which helped shape the later reception of King Arthur
in Britain and his position in the cultural myth of English national identity, both in the Renais-
sance and thereafter. The texts in question are Geoffrey of Monmouth’s Historia Regum Brit-
taniae (in the modern English translation by Lewis Thorpe), the Middle English Alliterative
Morte Arthure and the Stanzaic Morte Arthur. Our aim is to gain insight into early Arthurian
literature and some of the critical issues (literary and philological) involved.
Active participation is a prerequisite for this course because in addition to the dissemination
of knowledge the course aims to provide a platform to practice academic ways of thinking
and argumentation which also involves using language and logic appropriate to the subject
at hand. Such forms of academic discourse can only be trained by participating in class dis-
cussions, (class) assignments and the like and require regular attendance.
Required texts: Geoffrey of Monmouth, The History of the Kings of Britain, tr. Lewis Thorpe
(Penguin). All other texts will be made available via Moodle.
Assessment/requirements: the course will be rounded off with an essay of 6-8 pages (excl.
title page and bibliography; no table of contents please).
050 619
Wall of Sound: Polyvocality in Chaucer’s The Canterbury Tales, 3 CP
2 st. do 8-10 GA 8/37 McCann
Geoffrey Chaucer chose not just to write in the vernacular, but to take its tones and tenors
to a new poetic level. His writings showcase his great skills in poetic composition, and are
perhaps most notable for how they play with the idea of voice. His famous and unfinished
work, the Canterbury Tales, is dominated by thirty voices from all levels of medieval society:
from knights to merchants, physicians to prioresses – even talking chickens. Yet these dis-
parate voices of men and women, of holy folk, fools, and fowls, are all crafted and created by
one man: Chaucer. His work is thus an example of polyvocality, of a writer voicing the per-
spectives of the pious or the profligate, crafting a work which relies on the power of many
voices. Each tale in the text is an example of a voice that speaks to us, and indeed to the other
voices in that collection. Beyond a speech, beyond a dialogue, the Canterbury Tales offers up
15a veritable wall of sound – of prologues and tales, of interruptions and exclamations, of opin-
ions and suggestions. His work shows us how complex poetry can be in this period, and how
he can craft identity and subjectivity from simple words.
This course will take as its focus the Canterbury Tales. It will begin with a brief overview of
Chaucer’s life and career, and his initial poetry. After setting up this main frame, we shall
explore the narrative dynamics of his – arguable – most famous work. We shall focus on
several tales and prologues for most of the course, such as “The Merchant’s Tale” and the
“Wife of Bath’s Tale”. Attention will be paid to their language and form, and of course their
use of voice. Other tales will be covered as necessary, and we will explore thematic issues
relating to voice: gender, performance, subjectivity, and of course irony.
No prior knowledge of Middle English is needed. Participants will need to have a copy of the
Canterbury Tales itself: Mann, Jill (ed.). The Canterbury Tales (Penguin Classics) (Middle
English) Oxford: OUP, 2005.
Assessment/requirements: active participation; students will write an essay of 8-10 pages
at the end of the semester.
050 706
Reading Shakespeare’s Macbeth, 3 CP
2 st. di 16-18 GABF 04/613 Klawitter
In this class we will explore two closely connected thematic dimensions in Macbeth which
have found a great deal of critical attention: the political dimension, traditionally discussed
under such terms as kingship, regicide, tyranny, order and chaos but, more recently, also un-
der the terms power, authority and violence and the ethical dimension, usually examined un-
der such concepts as good and evil, agency, conscience, guilt and justice. In our discussions
we will concentrate on how these themes are developed in the tragedy and how this ties in
with contemporary debates. This means that we will pay meticulous attention to the signifi-
cance of character constellations, scenic arrangements, images, symbols and word patterns
and that we will draw on historical research to gauge the potential of the text / the staged
play for ideological intervention.
Participants should acquire the following paperback edition: The Arden Shakespeare, Mac-
beth, ed. by Sandra Clark and Pamela Mason (ISBN-13: 978-1904271413).
Assessment/requirements: test.
16050 708
Shakespeare’s Problem Plays, 3 CP
2 st. mi 10-12 GD 2/468 Weidle
In this course, we will study three plays by Shakespeare which the critic Frederick Samuel
Boas called Shakespeare’s “problem plays”. Boas saw these plays as problematic in two
ways: in terms of genre and in terms of content. According to Boas, it is not only difficult to
assign a genre to them, but the three plays also deal with problematic contemporary social
and moral dilemmas. In the wake of Boas, other critics have reevaluated, redefined and ques-
tioned the term, extending the notion also to other Shakespearean plays. In the course we
will focus on Measure for Measure, All’s Well That Ends Well, and Troilus and Cressida and
discuss how these plays deal with complex ethical issues linked to ideas of leadership, rule,
law, justice, gender roles, love, war, and contractual obligations, to name only a few.
Make sure to obtain these plays in scholarly editions (i.e. Arden, Cambridge, New Oxford or
Norton). The secondary texts will be made available online on Moodle. Also you should have
read Measure for Measure by the first session.
Assessment/requirements: every student is required to take part actively and prepare the
primary and secondary texts thoroughly and give a short presentation.
050 711
Tragedy of the Long 18th Century, 3 CP
2 st. di 12-14 UFO 0/04 Weidle
When it comes to English literature of the long 18th century, plays (and tragedies in particu-
lar) are usually not held in high esteem. The plays of this period have a reputation for being
sentimental, lacking tragic conflict and being, in short, not very interesting. This, however, is
at odds with the general perception of the 18th century as a period in which “knowledge
seemed greatly to enlarge the possibilities of intellectual, moral, and practical improve-
ments” (James Sambrook). In fact, heated debates were carried out between politicians, phi-
losophers, writers and scientists on virtually any subject. Moreover, a new “literary sphere”
(Jürgen Habermas) emerged which encouraged and fostered public debate. Among the plat-
forms of this literary sphere were coffee houses, magazines, libraries, literary societies, and
the theatre. So, one would expect the plays of the period to take part in these debates. A
closer look at four ‘sentimental’ tragedies of the so-called “long eighteenth century” will re-
veal that this was indeed the case. In this course we will see that the plays of the period did
in fact participate in some of the most prominent debates of the time, such as on politics,
personal identity, sympathy, sensibility and gender, to name only a few.
The following texts will be read: Thomas Otway, Venice Preserv’d, or, a Plot Discover’d (1682);
George Lillo, The London Merchant: Or, the History of George Barnwell (1731); George Lillo,
17Fatal Curiosity (1736); Edward Moore, The Gamester (1753). (Digital) copies of the plays as
well as the secondary material will be made available by way of Moodle.
Please make sure to have read Thomas Otway’s Venice Preserv’d by the first session.
Assessment/requirements: active participation, thorough preparation of the primary and sec-
ondary material and short presentation.
050 707
Shakespeare, Beckett, Stoppard: An Intertextual Triangle, 3 CP
2 st. do 10-12 GB 5/38 Niederhoff
Rosenkrantz and Guildenstern Are Dead, first performed in 1966, established Tom Stop-
pard’s reputation as a playwright. As the title suggests, the play is an adaptation of Shake-
speare’s Hamlet. However, it is no less indebted to another classic of British drama, Samuel
Beckett’s Waiting for Godot. In the seminar, we will first study the two earlier plays and then
go on to analyse the way in which Stoppard imitates and transforms them. We will also dis-
cuss whether Stoppard’s intertextual practice is best described as parody, travesty, pastiche
or otherwise.
Students should be aware that the seminar will be writing-intensive. This means that, on
average, we will meet only every two weeks and that students will use the free time to com-
plete writing assignments that will prepare them for class discussion. The aim is to improve
students’ skills in academic writing through frequent writing and feedback and to have lively
seminar sessions in which everyone is well-prepared and keen to contribute their ideas.
Required texts: Beckett, Samuel. Waiting for Godot. Faber & Faber, 2009; Shakespeare, Wil-
liam. Hamlet. Ed. G.R. Hibbard. Oxford World’s Classics, 2008; Stoppard, Tom. Rosencrantz
and Guildenstern Are Dead. Faber & Faber, 1973.
Assessment/requirements: writing assignments throughout the semester.
050 639
Editing Literature: Textual Criticism, 3 CP
2 st. di 14-16 GABF 04/252 Niederhoff
This course, which is subsidised by the RUB initiative Forschendes Lernen, is related to a
research project that the teacher of the course is currently working on. He is preparing a
volume of short stories for The New Edinburgh Edition of the Works of Robert Louis Stevenson
(Stevenson is the author of such classics as Treasure Island and Dr Jekyll and Mr Hyde).
Preparing the edition involves choosing the best possible text, explaining the reason for the
18choices made, and documenting the evidence about different versions in a textual apparatus.
This part of an editor’s work, referred to as textual criticism, will be the focus of the seminar.
Students will acquire the relevant terminology, learn how to read and how to compile a tex-
tual apparatus, and compare schools of textual criticism. Examples to be discussed will def-
initely include texts by Shakespeare and Stevenson, but we will also look at other writers.
Required texts: these will be most likely provided by way of a reader.
Assessment/requirements: active participation, critical edition of a short text.
050 713
William Wordsworth, 3 CP
2 st. di 8.30-10 GABF 04/613 Ottlinger
In this class key poems by William Wordsworth will be subjected to in-depth analyses against
the historical and literary background of English Romanticism. The poems selected for dis-
cussion are representative of the major themes (e.g. nature, childhood, politics) and the most
frequently used sub-genres (ode, sonnet, ballad) of the period. The main aim of the course is
to improve students’ skills in the close reading of English poetry.
Required texts will be most likely provided by way of a reader.
Assessment/requirements: regular preparation of texts, active class participation, final test
(one hour).
050 719
Queer Modernism, 3 CP
2 st. mo 16-18 GABF 04/413 Wächter
Heather Love tellingly opens her introduction to the PMLA issue “Modernism at Night” (2009)
with the question: “Is Queer Modernism simply another name for modernism?” Not only are
many of the key figures of modernism, such as Djuna Barnes, E.M. Forster, or Virginia Woolf,
known for their queer desires, but modernism itself may be regarded as queer in that “queer-
ness can be a force of disruption” (Love). The modernist period is suffused with disruptions
in virtually all realms of life, and queerness in the wider sense thus characterizes the general
climate in which modernism emerges. Accordingly, even beyond queer authors and queer
subject matter, modernism can be regarded as queer in the challenges it poses to the soci-
ocultural status quo, as well as in its aesthetics.
19This seminar follows Benjamin Kahan in defining queer modernism as “the sexually trans-
gressive and gender deviant energies that help fuel modernism’s desire to thwart normative
aesthetics, knowledges, geographies, and temporalities” (2013). It explores these energies
not only in the lives and work of the avant-garde but also and especially in the (popular)
margins, as well as in the burgeoning field of sexology. As the seminar will demonstrate, the
period serves particularly well to illustrate the representation of gender and sexuality as
constructions – constructions that are historically and locally specific.
Assessment/requirements: three thesis papers.
050 724
Nature, Work, Community: The Wales of Raymond Williams, 3 CP
2 st. fr 10-12 GABF 04/413 Berg
Raymond Williams (1921-1988) was a polymath: adult education teacher, professor of
drama, socialist and Welsh-nationalist political activist, ‘founding father’ of cultural studies,
novelist, etc. He simply called himself a writer. Many of his writings address his native Wales
– explicitly or implicitly. This course investigates the representation(s) of Wales in some of
Williams’ many texts. We will first familiarise ourselves with Welsh history and society and
then analyse Williams’ reflections about the impact of nature, work, and community on
Welsh society in the 20th century. Central texts will be the essayistic study The Country and
the City (1973) and two of his novels, Border Country (1960) and Loyalties (1985).
Assessment/requirements: organising and chairing a part of a course session.
050 721
The Discworld: Intertextuality, Fantasy and Nonsense!?!!, 3 CP
2 st. mo 14-16 GABF 04/613 Pankratz
According to the research of renowned astrozoologists and cosmochelonians, the world is a
disc, carried by four giant elephants that stand on the back of a giant turtle of indeterminate
sex. The Discworld is peopled by all kinds of species. Moreover, it is loved and cherished by
many readers from the Globeworld. And yet hardly a scholar has dared set foot on it and
have a closer look at its narratives and structures. Too daunting is the sheer volume of texts
about the Discworld written by Terry Pratchett and collaborators between 1985 and 2015,
over forty hefty novels, several companions, guides, almanacs and cookbooks, plays and
games – not to mention the fan fiction. And too challenging seems the task to make sense of
the Discworld Universe in its entirety: is it fantasy? Satire? Philosophy? A counterfactual
history of the Western World? Harmless fun or very serious?
20The seminar tries to tackle some of the Discworld novels with the means of cultural studies.
It will deal with the politics of representation (the dwarfs, the Trolls, the NacMac Feegles),
intertextuality and postmodern parody (thunder and lightning, enter Granny Weatherwax),
the function of fantasy or parallel worlds and, last but not least, fandom.
Prerequisites: participants are expected to be familiar with the Discworld and have to know
the name of at least one patrician of Ankh Morpork.
The seminar will focus on the following novels:
Terry Pratchett, Witches Abroad
Terry Pratchett, Monstrous Regiment
Terry Pratchett, Thud!
Terry Pratchett, Going Postal
Assessment/requirements: active participation and expert group.
050 716
Asian American Literature and Culture 3 CP
2 st. mo 12-14 GABF 04/614 Müller, M.
In this seminar we will read a cross section of Asian American writing – prose, drama, biog-
raphy – focusing on the experience of Asian immigrants on the North American continent. We
will look at constructions of femininity and masculinity, life in Asian American communities
and narrations of race and national belonging. Furthermore, we will consider the impact of
war (and US involvement in war) on different Asian American communities. Although we will
discuss specific ethnic and racial groups, emphasis will also be the on the context that con-
nects each of those groups to a shared history.
Please buy and read your own copies of Maxine Hong Kingston, The Woman Warrior, Fay
Myenne Ng, Bone, John Okada, No-No Boy, and Chang-rae Lee, Native Speaker. Additional
course material such as primary and secondary, as well as theoretical texts will be provided
via Moodle.
Assessment/requirements: active participation, presentation, test(s).
050 726
Democracy as a Threat to the Republic, 3 CP
2st. mi 14-16 GABF 04/356 Hildenhagen
When observing the current dichotomy in American politics by looking at the arguments of
both Donald Trump’s supporters as well as his opponents, it is striking to see that both sides
21are motivated by fear for the future of the American Republic and both look to history for
examples and comparisons to prove their arguments. This debate must be understood as a
serious public-political discourse and can be traced back to the very beginnings of the United
States. For the generation succeeding the Founding Fathers it was the process of democra-
tization which seemed to endanger the republican beliefs of the Founders, revealing the dif-
ferent and differing visions for the future of the republic. With the history of declined ancient
republics in mind and the theories of classic authors in the back of their heads, the generation
following the Founding Fathers articulated their ideas of their own republic.
This course will analyze the origins of the discourse of democratization in the United States
and will trace it up to the establishment of the two-party system in the 1850s. We will pay
attention to how ideas of democratization evolved during that period, but also read and talk
about the people that were excluded from participating in this political process.
Sources will be made available on Moodle and a detailed list of further reading will be pro-
vided during the first session.
Assessment/requirements: preparation and active participation in class, presentation and
handout.
050 717
‘I would prefer not to’: Herman Melville’s Bicentennial Year, 3 CP
2 st. mi 16-18 GABF 04/614 Pfeiler
With Herman Melville’s centennial year in 1919, a group of academics at Columbia University
proposed that the nineteenth-century writer should no longer be disremembered despite the
“blind ingratitude of mortals” (Weaver 145). The United States eventually adopted its once
popular but then orphaned writer, whose sixth novel Moby-Dick, Or, The Whale (1851) be-
came recognized as a work of high literary art. As Perry Miller puts it: “The drama of its
rediscovery in 1920 excited the devotion of what has become virtually a cult; Americans have
been so gratified to find a work of genius unexpectedly added to their glory that the adulation
is possibly a bit excessive” (Miller 3). As Melville scholars around the world have, again, set
sail to celebrate the author’s bicentennial in 2019, this seminar invites students to reflect on
the construction of Herman Melville as a canonized author not only over time but also from
a transatlantic perspective. Thus, in the first few weeks of the semester we will read and
discuss Moby-Dick; Or, the Whale by engaging in online collaborations with English major
students at the University of Wisconsin Oshkosh. Creating an online community between
students in the US and Germany, this course will provide a unique situation for exchanging
ideas about Melville’s most acknowledged literary work as well as the manifold meanings it
continues to critically and creatively generate. For the remaining weeks of the semester we
will analyze shorter works by Herman Melville and critically assess their literary and cultural
22relevance for readers today. These texts include “Bartleby the Scrivener: A Story of Wall-
Street” (1853), “Benito Cereno” (1855) and “Billy Budd, Sailor” (ca. 1888/1924).
Please buy and read Moby-Dick; Or, The Whale (1851; New York: Penguin Classics Library
Edition, 2012)
Assessment/requirements: online collaboration with students at the University of Wisconsin
Oshkosh, one essay (2.5 pages) or presentation (10 min.).
050 719
The International Theme: Europe in American Literature at the Turn of the Century, 3 CP
2st. di 12-14 GABF 04/614 Pitetti
Europe has always played an important role in American efforts to define America and its
culture. Sometimes, Europe is everything that the young, confident nation has transcended
and left behind: the Old World, decadent, aristocratic, stultified by social hierarchy and a
backward-looking slavishness to tradition. America, then, is the New World, fresh, demo-
cratic, energized by social equality and a forward-looking enthusiasm for the new. At other
times, Europe is everything that the young, inexperienced nation has forgotten or not yet
achieved: the Old World, intellectual, cultured, home of everything refined and civilized;
America, in contrast, is the New World, raw, vulgar, home of things shallow and rough. And
often, of course, the comparison of old and new worlds suggests something between these
two extremes, a complex and not necessarily coherent backdrop of disdain and admiration,
anxiety and nostalgia against which American writers define themselves and their country.
In this course, we will examine a series of texts that play in various ways with this distinction
between old and new: stories, written by Americans, about Americans living and travelling in
Europe. We will focus on literature written between the American Civil War and the beginning
of the first World War. This was the period during which the American nation, which began
its career as a collection of provincial territories far from the centers of world power, became
a major economic and military force, a political development that demanded a reconsidera-
tion of the social and cultural identity of Americans. Stories of Americans confronting and
negotiating Europe were one of the ways in which American literature engaged with this
problem.
Students will need copies of the following texts. In order to facilitate classroom discussion,
please purchase the specific editions identified here. Other readings will be provided as PDFs.
Ernest Hemingway, The Sun Also Rises (ISBN 978-0099908500)
Mark Twain, The Innocents Abroad (ISBN 978-0343488949)
23Assessment/requirements: active participation in class discussions, four study question re-
sponses.
050 718
Discourses of Conduct and Advice, 3 CP
2st. do 10-12 (11.04-09.05.19) Steinhoff
11.04.19-25.04.2019, GD 03/218
02.05.2019-09.05.19, GABF 04/352
Zusätzliche Blocktermine: je 10-15:
28.06.19, 10:00-15:00 Uhr, SSC 2/107
29.06.19, 10:00-15:00 Uhr, Blue Square 2/02
Do you want to become a better student, partner or parent? Do you desire a fitter body or a
more balanced mind? Would you like to advance your career, refine your social skills or spice
up your sex life? Whatever aspect of your life you seek to ‘improve’, you will find a plethora
of publications that offer you advice. Instructions on how to live and improve yourself have
been expressed in a variety of media and times and need to be examined in their specific
socio-historical contexts. This class explores discourses of conduct and advice in American
culture from the 19th century until today. In particular, we will examine the ways in which
different narratives and media of advice have been shaped by and, in turn, have shaped cul-
tural discourses of gender, sexuality, class, race, ethnicity, and nationality.
The first part of this class will be dedicated to the discussion of theoretical and historical
frameworks. In particular, students will be introduced to the theories of Michel Foucault and
made familiar with the national tradition and significance of self-improvement and self-help
in American culture. The second part of the Übung will be devoted to the study of specific
representations. These include nineteenth-century etiquette and marriage manuals, early
twentieth-century hygiene films, mid-twentieth-century feminist health books, and twenty-
first-century self-help books and blogs.
Students who take this class should be motivated to conduct their own research project (in
groups) and present their findings to class in form of a small student conference (June 28
and June 29).
This Übung runs as a regular weekly class from April 11 until May 9 and includes two
Blockseminar sessions on Friday, June 28 and Saturday, June 29 from 10:00-15:00. The time
between the last regular session and the Blockseminar is dedicated to the students’ own
research.
Assessment/requirements: active participation, short written assignment, research group
and presentation.
24Modul Fremdsprachenausbildung
Modulkürzel: Workload: Studienphase: Turnus: Dauer:
FA 4 CP (120 h) flexibel semesterweise 1-2 Semester
Lehrveranstaltungen (Modulteile): Kontaktzeit: Selbststudium: Gruppengröße:
I. Übung: Grammar oder Trans- 30 h 120 h 20-30
lation
II. Übung: Communication 30 h 20-30
Lernergebnisse: Die Studierenden erreichen das Sprachniveau C2. Sie professionalisieren
und diversifizieren ihre Fähigkeiten in den Kompetenzbereichen Sprechen, Schreiben, Lesen,
Hören und ggf. Sprachmitteln; perfektionieren ihre schriftlichen und mündlichen Kommuni-
kationsfähigkeiten im Bereich des wissenschaftlichen Lesens, Schreibens und Präsentierens
sowie im Bereich der Kommunikation in schulischen Kontexten; verfeinern ihre praktische
grammatische Kompetenz (bei Wahl der Veranstaltung Grammar); sie entwickeln ihre theo-
retische Reflexionsfähigkeit auf dem Gebiet der Grammatik und ihre pädagogischen Kompe-
tenzen in Bezug auf die Vermittlung und Bewertung grammatikalischer Besonderheiten, ins-
besondere Fehleranalyse und deskriptive vs. präskriptive Verfahren; haben gelernt (bei Wahl
der Veranstaltung Translation), anspruchsvolle Texte aus der deutschen in die englische
Sprache und aus der englischen in die deutsche Sprache zu übersetzen; sie erhöhen hierbei
ihr methodisches Reflexionsniveau auf dem Gebiet der Übersetzung und der kontrastiven
Grammatik; haben vertiefte sprachanalytische Fähigkeiten in Bezug auf eigene und fremde
sprachliche Äußerungen; verfügen über Kenntnisse hinsichtlich des Zusammenhangs von
Sprache und Kultur und damit über gesteigerte interkulturelle Kompetenz; bilden sprachana-
lytische Fähigkeiten in Bezug auf Formen und Funktionen unterschiedlicher Textsorten aus
(z.B. über fachwissenschaftliche, belletristische oder journalistische Publikationen); entwi-
ckeln Vermittlungs- und Beurteilungskompetenzen im Bereich der Textproduktion.
Inhalte: Das Modul Fremdsprachenausbildung führt die sprachpraktische Ausbildung des
B.A.-Studiums lehramtsbezogen weiter. Das Modul besteht aus einer Übung im Bereich der
Grammatik oder Übersetzung und einer Übung im Bereich der Kommunikation. Im Bereich
der Übersetzungsübungen werden Veranstaltungen mit unterschiedlicher Ausrichtung ange-
boten (zum Übersetzen von Wirtschaftstexten, journalistischen Texten, literarischen und li-
teraturwissenschaftlichen Texten). Im Bereich der Kommunikationsübungen kann neben ei-
nem allgemeinen und einem wirtschaftsorientierten Kommunikationskurs auch ein spezieller
Classroom-Communication-Kurs angeboten werden, dessen Besuch für M.Ed.-Studierende
von besonderem Interesse ist.
Besondere Lehrformen: Seminarvortrag, -arbeit und -diskussion; Gruppenarbeit; E-Learn-
ing-Elemente
Prüfungen: Die Modulprüfungsnote wird nach Wahl der Studierenden in einer der beiden Teil-
veranstaltungen ermittelt. Eine Festlegung auf die Prüfungsform erfolgt bei Wahl der Modul-
teilveranstaltungen.
25Sie können auch lesen
