Zum Inhalt springen

Veranstaltungsverzeichnis

Lehrveranstaltungen WiSe 2019/2020

Englisch Fachwissenschaften/Fachdidaktik, M.Ed

Veranstaltungen anzeigen: alle | in englischer Sprache | für ältere Erwachsene

LEHRVERANSTALTUNGEN DES 4. JAHRES (PO 2011 & PO 2014)

Studierende im Master of Education, die nach MPO 2008 studieren, können nach Rücksprache mit Herrn Giesler (giesler@uni-bremen.de) Modulveranstaltungen der neuen MPO 2011 belegen. Dies gilt für alle Schularten und -stufen. Nähere Informationen finden Sie hier: http://www.fb10.uni-bremen.de/anglistik/fd/pruefungsordnungen.aspx

FD-3 Transfermodul Fachdidaktik, Gy u. BIPEB (MPO 2014) Wintersemester

MPO 2014

Modulbeauftragte/r: Tim Giesler giesler@uni-bremen.de

Weitere Informationen zum Studienverlauf und den Modulprüfungen (Prüfungsplan WiSe 15/16) finden Sie auf unserer Fachwebseite:
http://www.fb10.uni-bremen.de/anglistik/med/pruefungen.aspx
VAKTitel der VeranstaltungDozentIn
10-E76-1-FD3-01Handlungskompetenzen (in englischer Sprache)
Deconstructing gender roles FOR the EFL classroom: Raising (self-)awareness by testing literature for its stereotyping potential

Seminar
ECTS: 3

Termine:
wöchentlich Do 16:15 - 17:45 GW2 B1400 NUR Mi. - So. (2 SWS)

Einzeltermine:
Sa 25.01.20 09:00 - 16:00 GW2 B2890

This class explores gender roles and their consequences for the EFL classroom. It aims at a close reading of the different images of gender roles which pervade English highschool text books and literature discussed in the EFL classroom, particularly from grade 5 to 10 (Sekundarstufe I). While the representations are of course connected with the sociological background and stereotypes a specific society strengthens, the seminar's focus is not on the factual development of the dominant stereotypes but on decoding texts that perpetuate certain gender roles as well as on re-designing teaching units.
"How do writers construct the figure of the (fe-)male?"
"How does it shape the structure of narratives?"
"What is the interplay between the use of the material in class and the identity formation of our students?"
"How does this representation may contribute to the socialization of (fe)male language learners?" These are some of the questions we will be concerned with. Concepts considered include female and male misogynism, gender reaffirmation, role models in (contemporary) literature.
While the seminar syllabus concentrates on representations of gender roles in literature (text and film), students will also be welcome to bring in (experience with) further stereotypes, if they wish.

Please note: It is essential for the success of the seminar that participants study the material under consideration and are willing to take an active part in the class discussions.
A reading package will be available for purchase.
Reserve Shelf: to be announced
Beginning: 24 October 2019

N. N.
10-E76-1-FD3-02Handlungskompetenzen (in englischer Sprache)
Teaching Varieties of English

Seminar

Termine:
wöchentlich Di 14:15 - 15:45 GW2 A3390 (CIP-Labor FB 10) (2 SWS)

IMPORTANT NOTICE !!!!
This seminar is reserved for M.Ed. students in their 1st semester. It is offered in combination with a seminar in Key Topics in Linguistics, "10-M80-9-LING-01 Language History for Teachers of English: Varieties of English in the foreign language classroom (Mo 14:15 - 15:45) taught by Stefanie Hehner. Students are strongly requested to register for both seminars. The two seminars build upon each other and should thus be taken together.

This seminar is the practical application of the knowledge gained in the linguistics seminar “Language History for Teachers of English: Varieties of English in the foreign language Classroom”. Here we will discuss ways of incorporating different varieties of English into our teaching and evaluate existing teaching and learning materials. Students will also create a unit focused on varieties, which they will then be able to "try out" at one of our partner schools in Bremen.

Heather Haase
10-E76-1-FD3-03Handlungskompetenzen (in englischer Sprache)
Valorizing Practice. Grounded Histories of Language Learning and Teaching

Seminar
ECTS: 3

Termine:
zweiwöchentlich (Startwoche: 2) Do 08:30 - 10:00 SFG 1030 (2 SWS)

Einzeltermine:
Mi 13.11.19 10:00 - 17:15 Hanse-Wissenschaftskolleg, Delmenhorst
Do 14.11.19 09:15 - 17:30 Hanse-Wissenschaftskolleg, Delmenhorst
Fr 15.11.19 09:15 - 15:00 Hanse-Wissenschaftskolleg, Delmenhorst

Important notice: The seminar will take place every other week during term time starting week 2 (Thursday, Oct. 24). The remaining 50% of the seminar sessions take place in a row between Nov 13 – Nov 15 (exact time slots will be arranged individually).

How did language teachers actually teach in the past – in practice, in different contexts? What were the decisions and beliefs underlying their work and what were the contexts that influenced them? What ideas did learners acquire in language classrooms and how did these connect with other language learning experiences? In what ways have contexts and practices influenced formal theories of language learning and teaching, as well as textbook design, assessment procedures, and so on? And to what extent, in what ways and why have different promoted ‘methods’ been adopted, resisted or adapted in the diverse practices of teachers and learners around the world?

These are just some of the questions we would like to pursue in the context of this seminar, which aims at highlighting and valorizing the importance of ‘practice’ and ‘context’ in the history of language learning and teaching. Grounded histories, as we might call them – involving historical research into language learning and teaching at a ‘grassroots’ level, or ‘history from below’ – are of scholarly interest in themselves but they might also serve a useful role in counterbalancing the dominance of potted histories of method in the overall fields of applied linguistics and language education.

Sabine Oda Doff
10-E76-1-FD3-04Handlungskompetenzen (in englischer Sprache)
Current Topics in Language Assessment

Seminar

Termine:
wöchentlich Mi 12:15 - 13:45 SFG 1080 (2 SWS)

Assessment and evaluation play a crucial role in language learning and teaching, both in external and classroom-based contexts. The outcomes of (good quality) assessment procedures allow valuable insights into learning development and achievement. This proves beneficial for learners, who get feedback and can plan their next learning steps and goals, as well as for teachers, who gain insights into the effectiveness of their teaching.

In the seminar, we will discuss basic concepts and current notions in the field of language assessment and reflect on the complex interactions between learning, teaching and assessment. Against the backdrop of this theoretical basis, we will explore isolated and integrated assessment procedures across and beyond the four classical skills. Furthermore, we critically analyse assessment instruments applied in language learning contexts and finally develop instruments for diagnostic and assessment practices ourselves.

The overall aim of the seminar is to develop knowledge and skills with regard to language assessment and therefore to enhance “Language Assessment Literacy” (LAL), a competence which is critical for future teachers and other stakeholders in the educational context.

ASSESSMENT

regular attendance and active participation
careful reading and preparation of assigned readings and tasks
short in-class presentation
term paper

Please note that prior enrollment via Stud.IP is mandatory.

Anika Müller-Karabil
10-E76-1-FD3-05Bewertungs- und Reflexionskompetenzen (in englischer Sprache)
Learner diversity in the foreign language classroom: diagnostic skills and implications for teaching

Seminar

Termine:
wöchentlich Fr 12:00 - 15:00 SFG 1040 SFG 1010 (2 SWS)

Learner diversity is as an umbrella term that encompasses various dimensions of individual variation observed in the language classroom, e.g. learner neurodiversity, cultural and linguistic variation, multilingualism, specific learning differences, cognitive and learning styles. The seminar aims at fostering diagnostic skills with respect to these various dimensions, i.e. it provides students with an understanding of the mechanisms leading to individual variation. It also poses the question in what ways these various forms of learner diversity can and should be recognized in the classroom so that they act as an asset to learning.

• Discuss various forms of reading and writing disorders and difficulties and their implications for foreign language teaching
• Discuss various forms of communication problems and personality profiles and their implications for foreign language teaching
• Discuss the challenges and chances associated with the incorporation of cultural and linguistic variation into classroom practice
• Discuss various cognitive and learning styles and their implications for teaching practice

Dr. Joanna Pfingsthorn
10-E76-1-FD3-06Bewertungs- und Reflexionskompetenzen (in englischer Sprache)
Die "großen Fragen" der Fremdsprachendidaktik

Seminar
ECTS: 6

Termine:
wöchentlich Di 14:15 - 15:45 SFG 2040 (2 SWS)

Am Anfang jedes Forschungsprozesses steht eine Frage. Sie ist das, was jede/n Forscher/in an- und umtreibt, was eine/n nicht mehr loslässt, was man genauer – am besten ganz genau – wissen will. Auch wenn die Beantwortung dieser Frage(n) manchmal schwierig, vielleicht sogar unmöglich ist, auch wenn sich die Frage(n) im Laufe eines Forschungsprozesses (immer wieder) verändern können, so sind diese Fragen doch für Erstsemester wie für Nobelpreisträger/innen (von denen es in der Fremdsprachenfor- schung bis dato noch gar keine/n gibt) der Treibstoff des täglichen Tuns.

Dieser Kurs besteht aus einer eLecture sowie einem begleitenden Seminar. In der eLecture haben wir alte Hasen, Newcomer, nationale und internationale Expertinnen und Experten aus der Fremdsprachenforschung gefragt: Was ist IHRE große Frage? Im Seminar erarbeiten wir im Sinne des forschenden Studierens mögliche Fragen in der Englischdidaktik, diskutieren deren Relevanz für Praxis und Wissenschaft und operationalisieren eigene Fragestellungen, denen dann im Hinblick auf mögliche Masterarbeiten nachgegangen werden kann.

Dr. Tim Giesler

LEHRVERANSTALTUNGEN DES 4. JAHRES (PO 2008 & PO 2014)

Studierende im Master of Education, die nach MPO 2008 studieren, können nach Rücksprache mit Herrn Giesler (giesler@uni-bremen.de) Modulveranstaltungen der neuen MPO 2011 belegen. Dies gilt für alle Schularten und -stufen. Nähere Informationen finden Sie hier: http://www.fb10.uni-bremen.de/anglistik/fd/pruefungsordnungen.aspx

Kulturelle Kategorien in den englischsprachigen Kulturen (M.Ed. PO 2008, NF Gy / Gesamtschule)

Modulbeauftragte: Prof. Dr. Anke Schulz anke.schulz@uni-bremen.de

Literaturwissenschaft 3CP; Sprachwissenschaft 3CP; Methodenseminar Literaturwissenschaft oder Cultural Studies oder Sprachwissenschaft 7CP (Hausarbeit)
VAKTitel der VeranstaltungDozentIn
10-E76-3-Kult-1Key Topics in Cultural History for Master Students: (Re)Reading Popular Culture (in englischer Sprache)

Seminar

Termine:
wöchentlich Di 12:15 - 13:45 SpT C4180 (2 SWS)

In this course we will engage in critical debates on popular culture, discuss various ways and methods of analyzing it and carry out exemplary investigations of selected cases. Employing a cultural historical perspective we will focus on categories of difference such as race, class, gender, sexuality. Students will improve their critical reading skills that can be applied to academic as well as to popular texts. Moreover, we will develop ideas how to productively use popular culture in schools.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
• term paper

Dr. Karin Esders-Angermund

LEHRVERANSTALTUNGEN DES 5. JAHRES (PO 2011 & PO 2014)

Studierende im Master of Education, die nach MPO 2008 studieren, können nach Rücksprache mit Herrn Giesler (giesler@uni-bremen.de) Modulveranstaltungen der neuen MPO 2011 belegen. Dies gilt für alle Schularten und -stufen. Nähere Informationen finden Sie hier: http://www.fb10.uni-bremen.de/anglistik/fd/pruefungsordnungen.aspx

FD MEd.: Abschlussmodul (MPO 2014)

MPO 2014

Modulbeauftragte: Prof. Dr. Sabine Oda Doff doff@uni-bremen.de

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
http://www.fb10.uni-bremen.de/anglistik/med/pruefungen.aspx
VAKTitel der VeranstaltungDozentIn
10-E76-3-FD-02Forschungskolloquium für Promovierende und fortgeschrittene Studierende

Seminar

Termine:
wöchentlich Do 14:30 - 16:00 GW2 B3230 (2 SWS)
Sabine Oda Doff
10-E76-3-FD-03Fun with Data - Research Methods in Language, Linguistics and Cultural Studies (in English Language) (in englischer Sprache)

Seminar

Einzeltermine:
Mo 21.10.19 10:00 - 14:00 GW2 A3220
Mo 04.11.19 10:00 - 14:00 GW2 A3220
Mo 18.11.19 10:00 - 14:00 GW2 A3220
Mo 02.12.19 10:00 - 14:00 GW2 A3220
Mo 16.12.19 10:00 - 14:00 GW2 A3220
Mo 06.01.20 10:00 - 14:00 GW2 A3220
Mo 13.01.20 10:00 - 14:00 GW2 A3220

In the seminar, we will explore selected research approaches and analytic methods relevant for language, linguistics and cultural studies. On the one hand, the seminar aims to develop your skills in understanding and critically evaluating methodological aspects in the research literature. On the other hand, the seminar will prepare you for your own research projects and your BA or MA thesis: We will look at important steps for planning, design, data collection, analysis and presentation.
We will cover empirical and hermeneutical approaches, quantitative and qualitative analyses, mixed-methods designs, and instruments such as questionnaires, interviews and think-aloud approaches. Besides these, you are welcome to bring your own focus to the seminar. We will illustrate theoretical aspects with practical examples – you are very welcome to bring in your own ideas and projects.
At the end of the seminar, you will have developed a mock research proposal that you present in class. (You are welcome to turn this later into your “real BA or MA thesis proposal” with your supervisor.)
Learning outcomes
At the end of the seminar, students are familiar with:
  • a variety of field-relevant data collection methods,
  • techniques for processing data,
  • methods of data evaluation,
  • key components of a research proposal.
Students will develop:
  • an in-depth understanding and awareness of selected key themes and approaches in language, linguistics and cultural studies,
  • an advanced comprehension of sophisticated theories and methodologies,
  • the ability to apply theoretical approaches and methodologies to the reading and analysis of a range of primary sources.
Students’ skills include:
  • finding and formulating research questions,
  • justifying the choice of appropriate research methods and methods of data evaluation,
  • developing and structuring a research proposal.
Overview and dates
We meet on the following seven Mondays, in room GW2, A3220, from 10 am to 2pm.
This way we have enough space to engage in group work and discussions.
Preliminary semester plan:
21.10.2019 Introduction: research traditions, research designs, research questions, first steps in planning and structuring research
04.11.2019 Quantitative and qualitative approaches: data collection and analyses
18.11.2019 Key concepts of research quality, introduction to basic statistical terms; what do data sets look like; how do I handle my variables
02.12.2019 Interviews, think-aloud protocols, retrospective interviews: design, coding, analyses
16.12.2019 Surveys and questionnaires: Interviews: design, coding, analyses
06.01.2020 Mixed-methods approaches: design and analyses, how to handle data sets
13.01.2020 Presentation of proposals, feedback
Initial reading
Cohen, L., L. Mannion and K. Morrison. 2002. Research methods in education. Fifth edition. London and New York: Routledge Falmer.
Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (2nd ed.) Thousand Oaks, CA: Sage.
Seminar 3 ECTS points (Studienleistung, unbenotet):
1. Regular and active participation in preparatory tasks, seminar groups, discussions, and teamwork.
2. Preparatory reading of the assigned texts and preparation of the tasks that will be published in advance on StudIP.
3. Development and presentation of a (mock) research proposal (which can be developed later into your real proposal with your supervisor).
For a total of 6 ECTS points and a grade, in addition to the above:
4. Final written assignment.
Further reading
Brown, J. D. & Rodgers, T. S. 2002. Doing Second Language Research. Oxford: Oxford University Press.
Dörnyei, Z. 2007. Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Hua, Z. (ed.) 2016. Research Methods in Intercultural Communication: A Practical Guide. Chichester: Wiley-Blackwell.
Mackey, A. & Gass, S. M. 2012. Research Methods in Second Language Acquisition: A Practical Guide. Chichester: Wiley-Blackwell.
McDonough, J. & McDonough, S. 1997. Research Methods for English Language Teachers. London: Hodder.
Muijs, D. 2004. Doing Quantitative Research in Education with SPSS. London: Sage.
Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press.
Saldana, J. 2009. The coding manual for qualitative researchers. London: Sage.
Research Examples that will be discussed in the seminar
Mixed-methods design:
Harsch, C., Ushioda, E. & Ladroue, C. 2017. Investigating the predictive validity of TOEFL iBT scores and their use in informing policy in a U.K. university setting (TOEFL iBT Research Report TOEFL iBT – 30, ETS Research Report RR – 17-41). Princeton, NJ: Educational Testing Service (peer-reviewed). Available online at http://onlinelibrary.wiley.com/doi/10.1002/ets2.12167/full
Quantitative design:
Harsch, C. & Hartig, J. 2016. Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing 33, 555-575. https://journals.sagepub.com/doi/abs/10.../0265532215594642
Qualitative design:
Harsch, C. & Poehner, M. 2016. Enhancing student experience abroad: The potential of dynamic assessment to develop student interculturality. Language and Intercultural Communication 16(3), 470-490. https://www.tandfonline.com/doi/abs/.../14708477.2016.1168043

Prof. Dr. Claudia Harsch
10-E76-3-FD MEd-01Case Studies (in englischer Sprache)

Seminar

Termine:
wöchentlich Mi 14:15 - 15:45 Externer Ort: GW2 B3230 (2 SWS)

Dieses Seminar ist verpflichtend für alle Studierenden, die ihre Masterarbeit (M. Ed.) im Fach Englisch abfassen. Beachten Sie bitte, dass dieser verpflichtende erste Teil des Seminars nur im WiSe (2019/2020) angeboten wird.
Dieses Seminar befasst sich mit der Analyse und Evaluation aktueller Forschungsliteratur im Bereich der Fremdsprachenforschung; in diesem akademischen Jahr liegt dabei ein Schwerpunkt auf der Methodologie des Design-Based Research. Das Seminar ist als Grundlage zur Begleitung der eigenen empirischen Studie im Rahmen der Masterarbeit konzipiert. Durch eine intensive Betrachtung der gängigen Forschungsmethoden und ihrer Umsetzung in bereits veröffentlichten Studien werden eine Reflexion über Sprachlernprozesse sowie die Förderung logischen und kritischen Denkens angeregt und das Eintauchen in die Hintergründe der Fremdsprachenforschung ermöglicht. Im Seminar sollen Studierende lernen, ihre Erfahrungen mit der Untersuchung neuerer Forschungsarbeiten im Sinne einer Entwicklung zum reflective practitioner als Basis für ihre eigene Lehrkompetenz im Fach Englisch zu begreifen. Deswegen beschäftigen wir uns im Seminar vorrangig mit der Interpretation von Erkenntnissen aus der Fremdsprachenforschung und ihrer Relevanz für die eigene Forschung im Rahmen der Masterarbeit sowie die (spätere) eigene Unterrichtspraxis.

Dr. Tim Giesler

SP-3 Sprachpraxis / Practical Language Module for Secondary School (MPO 2014)

Modulbeauftragter: Michael Claridge claridge@uni-bremen.de

1 Übung, 3 CP

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
http://www.fb10.uni-bremen.de/anglistik/med/pruefungen.aspx
VAKTitel der VeranstaltungDozentIn
10-76-3-SP-3-01Online Pupil, Online Student, Online Teacher? (in englischer Sprache)

Übung
ECTS: 3

Termine:
wöchentlich Fr 10:00 - 12:00 UNICOM 3; 0. Ebene; Seminarraum 4 MZH 1460 (2 SWS)

SUMMARY
Since you will become a teacher of English (soon), you might feel the need to fill any ‘gaps’ regarding your own language learning and skills in English before going into school? Are there any grammatical areas which make you feel queasy? Do you feel confident when explaining these grammar areas to learners of English? If not, now is the time to have another look at grammar....

GRAMMAR
We will adopt an active, hands-on approach to certain areas of basic syntax, among them tense selection and sequencing, use of the articles and reference, word order, and punctuation, examining their function to see how mis-selection can result in misunderstanding. Consideration of contrasting examples and work at the text level will underpin our analysis, while the use of area-focused German-into-English translation exercises will point up potential German interference. You will be explaining the difference between potential options (e.g. the different ‘messages’ conveyed to the reader/listener by selecting Present Perfect or Past, or the definite or indefinite article, in a given context), and will give reasons for your syntactic choices. Thus, the class goes far beyond a merely ‘remedial’ level: if you can explain a grammatical point, you understand it, and can apply it correctly!

While the main focus of this class is on grammar, we will also include

- a refresher of English pronunciation (especially regarding i. individual sounds problematic for German learners (and teachers?!) of English; ii. sentence intonation, as well as methods for improving this)
- an exploration of various online resources available to pupils, students and/or (future) teachers to detect their strengths and weaknesses and to evaluate their usefulness for learning and teaching English
- various resources such as role play, small-scale games and rhythm routines to mobilize vocabulary, internalize aspects of language, and develop self-confidence in using English


CLASS MATERIAL (Please note that the two SP-3 coures might use two different types of the same book, therefore two different ISBN numbers!)
We will be working in class every week from a core applied-grammar book, namely Foley, Mark & Diane Hall, "MyGrammarLab" (Advanced) Student Book (NO key) published by Pearson, ISBN 9781408299128”, costing ca. €36 from online retailers. IMPORTANT: Make sure you get the (NO key) ADVANCED, C1/C2-level book, NOT the elementary-level (A1/A2) or intermediate-level (B1/B2) ones! You will need your own (new) copy of this book! It comes with online access to much supporting material which you can use both as a student and as a teacher, as well as exercises you can download to your mobile phone (Android, iPhone). It is advisable to buy a new copy of the book to ensure to have an unused access code. I will walk you through how to use the software, and also tell you at the first class meeting about other materials that you will need, some of which will be in Stud.IP. I will also explain then how the class will function, and outline class requirements for Credit Points and a grade for this SP-3 M.Ed. class.
While the focus in both SP-3 classes is on grammar, this class has an ‘online’ touch to it, since we will be exploring various online resources available to pupils, students and/or (future) teachers.

REGISTRATION
There will initially be 25 places open for this class. Register in Stud.IP for the class by Friday, 15th September. In the first week of October 2019, I will notify you (via Stud.IP) whether you have a seat in the class. Should you not receive a seat in this class, please check whether there are places still available in the second SP-3 class, and if so, contact the teacher of this course.

NOTE: This class is primarily for Master-of-Education EFL-teacher-trainee students. It is not open to ERASMUS students or students on other exchange programmes, unless their language skills in both English and German are demonstrably at at least C1 level. Any ERASMUS/exchange-programme students interested in participating MUST contact me well in advance.

Katja Müller, M.A.
10-76-3-SP-3-02Grammar for Teachers (in englischer Sprache)

Übung

Termine:
wöchentlich Di 12:00 - 14:00 GW2 B1405 NUR Mo. + Di. (2 SWS)

This course addresses future teachers only - hence the title. The class focusses on refreshing the existing knowledge regarding grammatical structures before the participants go into the final phase of their studies. We will look at the essential structures (tenses, modal auxiliaries, passive voice etc.) and discuss their use in different contexts.

Requirements: Presentation, exam, regular attendance and active participation

Dr. Vanessa Herrmann

LIT Literaturwissenschaft (MPO 2014)

Modulbeauftragter: Prof. Dr. Norbert Schaffeld nsch@uni-bremen.de

1 Seminar "Literatures in English", 3 CP

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
http://www.fb10.uni-bremen.de/anglistik/med/pruefungen.aspx
VAKTitel der VeranstaltungDozentIn
10-M80-1-OrMo-03Ian McEwan's Android Novel Machines Like Me (2019) (in englischer Sprache)

Seminar

Termine:
wöchentlich Fr 14:15 - 15:45 SFG 1080 (2 SWS)

This course is designed for students with a profound academic pioneer spirit. And this is mainly due to the text under scrutiny in this seminar. We shall discuss Ian McEwan's recently published android novel Machines Like Me (2019), a narrative which is too young to have already entailed critical response in terms of scholarly articles, let alone monographs etc. There are, however, quite a view reviews in the quality papers, and these early reactions tend to be full of praise.
Machines Like Me can be described as a piece of speculative fiction set in a counterfactual Britain of the 1980s. We as readers are confronted with an alternative course of history, which at times even anticipates topical political developments. In a highly computerised context, some androids represent the latest achievements. One of them, Adam, oscillates between his two functions of servant and intellectual superior. Yet it is the uncompromising decision logic of the machine mind that tends to miss the nuances of a serious moral dilemma. The corresponding ethical question will surely dominate our debate about McEwan's disturbing vision.

requirements:
• active participation
• in-depth knowledge of the reading material
• oral presentation (handout) or
• research in progress and final paper

Please note that prior enrolment via Stud.IP is mandatory. The number of participants is limited to 15 students.


text:
McEwan, Ian. Machines Like Me. London: Jonathan Cape, 2019.

Prof. Dr. Norbert Schaffeld
10-M80-1-OrMo-07Imperial Fictions: From Defoe to Edgeworth to Wells (in englischer Sprache)

Seminar

Einzeltermine:
Fr 10.01.20 10:00 - 16:00 GW1 A0160
Fr 31.01.20 10:00 - 18:00 GW1-HS H1000
Sa 01.02.20 10:00 - 18:00 GW2 B2890

This course explores the ways in which debates about empire are negotiated in selected classics of British fiction. Covering a period of roughly 200 years, we shall turn to three key texts consisting of Daniel Defoe’s Robinson Crusoe (1719), Maria Edgeworth’s Castle Rackrent (1800) as well as H. G. Wells’ The Time Machine (1895) and focus on notions of gender, race, class and colonialism in order to question aspects of (British) national self-consciousness. While the seminar’s emphasis is on the socio-historical contextualization of the primary works, it will also build and expand on already existing knowledge of literary theories and cultural methods. All students are expected to participate in the discussions and activities and prepare a research-oriented (group) presentation based on their chosen topics and concepts. We will also jointly watch and discuss one film that helps to shed light on the link between the history of the British Empire and its colonial aftermath. Please note: Students must have read all three novels in advance of the very first session – familiarity with the primary literature is essential for a successful participation.

Keywords: British Empire, colonialism, cultural history, gender, class, slavery, nature, genre, science

Requirements:
• registration on Stud.IP
• in-depth knowledge of the reading material, i.e. read the text(s) in advance!
• regular attendance and oral participation
• oral presentation and handout
• term paper (optional)

Texts:
Defoe, Daniel. Robinson Crusoe. New York [et al.]: Norton, 1994. [pages 1-221]
Edgeworth, Maria. Castle Rackrent. New York [et al.]: Norton, 2015. [pages 1-62]
Wells, H. G. The Time Machine. New York [et al.]: Norton, 2009. [pages 1-73]

Dr. phil. Jennifer Henke

LING Sprachwissenschaft (MPO 2014)

Modulbeauftragter: Prof. Dr. Marcus Callies callies@uni-bremen.de

1 Seminar "Key Topics in Linguistics for Teachers of English", 3 CP

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
http://www.fb10.uni-bremen.de/anglistik/med/pruefungen.aspx
VAKTitel der VeranstaltungDozentIn
10-M80-9-LING-01Key Topics in Linguistics/Language History for Teachers of English/Varieties of English in the Foreign Language Classroom (in englischer Sprache)

Seminar

Termine:
wöchentlich Mo 14:00 - 16:00 SFG 2070 (2 SWS)
Stefanie Hehner

KULT Kultur- und Sprachgeschichte (MPO 2014)

Modulbeauftragte: Dr. Karin Esders esders@uni-bremen.de

1 Seminar "Key Topics in Cultural History for Teachers of English" oder "Key Topics in Language History for Teachers of English", 3 CP

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
http://www.fb10.uni-bremen.de/anglistik/med/pruefungen.aspx
VAKTitel der VeranstaltungDozentIn
10-76-3-D-1b/c-WD-1b/c-02Key Topics in Cultural History: Gender - Culture - Feminism (in englischer Sprache)

Vorlesung

Termine:
wöchentlich Mi 16:00 - 18:00 GW2 B2900 (2 SWS)

This is course is a mixture between a lecture course and a regular class. Scholars and teachers both from FB 10 and from other universities will deliver lectures on various aspects of our general topic initiating a transdisciplinary discourse on "Gender - Culture - Feminism". In the sessions between the lectures we will discuss corresponding texts and resources to prepare ourselves for the diverse subject matters of the presentations and to critically reflect on their respective ideas and arguments.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
Please note that prior enrollment via Stud.IP is mandatory.

Dr. Karin Esders-Angermund
10-E76-3-Kult-1Key Topics in Cultural History for Master Students: (Re)Reading Popular Culture (in englischer Sprache)

Seminar

Termine:
wöchentlich Di 12:15 - 13:45 SpT C4180 (2 SWS)

In this course we will engage in critical debates on popular culture, discuss various ways and methods of analyzing it and carry out exemplary investigations of selected cases. Employing a cultural historical perspective we will focus on categories of difference such as race, class, gender, sexuality. Students will improve their critical reading skills that can be applied to academic as well as to popular texts. Moreover, we will develop ideas how to productively use popular culture in schools.
Essential readings will be available for download on Stud-IP. You should also consult the 'Semesterapparat' (SuUB) for further readings.
Requirements:
• regular attendance and oral participation
• in-depth knowledge of the reading material
• oral presentation and handout
• term paper

Dr. Karin Esders-Angermund
10-M80-9-LING-01Key Topics in Linguistics/Language History for Teachers of English/Varieties of English in the Foreign Language Classroom (in englischer Sprache)

Seminar

Termine:
wöchentlich Mo 14:00 - 16:00 SFG 2070 (2 SWS)
Stefanie Hehner
Aktualisiert von: TYPO3-Support