Course Catalog

Study Program SoSe 2020

Englisch Fachwissenschaften/Fachdidaktik, M.Ed


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

MPO 2014

Modulbeauftragte/r: Tim Giesler
Course numberTitle of eventLecturer
10-E76-2-FD3-01Begleitung Fachpraktikum BiPEB

Seminar (Teaching)

fortnightly (starts in week: 1) Tue. 16:00 - 19:00

Additional dates:
Tue. 03.03.20 16:00 - 19:00 GW2 B2890
Dr. Tim Giesler
10-E76-2-FD3-02Begleitung Fachpraktikum

Seminar (Teaching)

fortnightly (starts in week: 1) Tue. 16:00 - 19:00

Additional dates:
Tue. 03.03.20 16:00 - 19:00 GW2 B2900
Heather Haase
10-E76-2-FD3-03Begleitung Fachpraktikum

Seminar (Teaching)

fortnightly (starts in week: 1) Tue. 16:00 - 19:00 External location: LIS Turm 34 (3 Teaching hours per week)

Additional dates:
Tue. 03.03.20 16:00 - 19:00 GW2 B2900
Jacqueline Lohrmann
10-E76-2-FD3-04Begleitung Fachpraktikum

Seminar (Teaching)

fortnightly (starts in week: 2) Tue. 16:00 - 19:00

Additional dates:
Tue. 03.03.20 16:00 - 19:00 GW2 B2890
Angela Hamilton
10-M80-2-ExMo1+2-04Researching Foreign Language Learning in Higher Education (in English)

Blockveranstaltung (Teaching)

Additional dates:
Fri. 17.04.20 12:00 - 16:00
Fri. 24.04.20 12:15 - 14:45
Fri. 08.05.20 12:15 - 14:45
Fri. 15.05.20 12:15 - 14:45
Fri. 22.05.20 12:15 - 14:45
Fri. 29.05.20 12:00 - 18:00

Das Seminar kann auch als Modul FD3 Handlungskompetenzen angerechnet werden.

The aim of the seminar is to provide insights into foreign language acquisition at universities through research-based learning. We will first discuss different theoretical approaches to foreign language learning as well as aspects of learning theory (e.g. learner personality, affective factors) and specifics of language learning and teaching in adulthood/ higher education. Against the background of these theoretical basics, the participants develop research projects, carry them out at the Fremdsprachenzentrum Bremen (FZHB) and present their results in the seminar.

N. N.
10-M80-2-ExMo2-06Language Learning, Teaching and Assessment in the Context of Migration, Integration and Immigration (in English)

Blockveranstaltung (Teaching)
ECTS: 3 oder 6

Additional dates:
Mon. 27.04.20 10:00 - 14:00
Mon. 18.05.20 10:00 - 14:00
Mon. 25.05.20 10:00 - 14:00
Mon. 22.06.20 10:00 - 14:00
Mon. 29.06.20 10:00 - 14:00
Mon. 06.07.20 10:00 - 14:00
Mon. 13.07.20 10:00 - 14:00

In the current area of increasing migration, foreign language learning is gaining momentum, as acquir-ing the target language is widely understood as one means to enable newly arrived migrants integra-tion and participation. In the seminar, we will examine recent research and practical projects to en-hance our understanding of the role language proficiency can play in the process of integration. We will also explore “best practice” examples to understand the conditions under which languages in im-migration contexts can successfully be taught and acquired.
Within the realm of language teaching and learning, language tests are coming under scrutiny, as they are used and abused as gate keeping devices and as policy instruments to regulate entry and access. We will critically discuss ethical implications of different kinds of language test use. By reviewing recent research projects and studies, we will deepen our understanding of the purposes language tests could and should serve in integration and migration contexts in order to ensure fairness, justice and ethical values.
You will have the opportunity to become familiar with current research and teaching projects in my working group and at the languages centre. You will also have the chance to explore a relevant aspect of your choice in more depths and present your findings in the seminar.

We meet on the following seven Mondays, in room GW2, A3220, from 10:15am to 13:45pm.
This way we have enough space to engage in group work and discussions.
First session: 27.4.2020 18.5.2020 25.5.2020
22.6.2020 29.6.2020 6.7.2020 13.7.2020

Initial reading
McNamara, T. & Shoamy, E. 2008. Language tests and human rights. International Journal of Applied Linguistics. 18, 89-95.
Pulinx, R., Van Avermaet, P., & Extramiana, C.: Linguistic integration of adult migrants: policy and prac-tice. Final report on the 3rd Council of Europe survey. Council of Europe, 2014. Available online:
UN (2018): Global Compact for Migration, available online

Prerequisites for a successful completion of the seminar
For 3 ECTS points (GS and MA ESC “unbenotete Studienleistung”, FD3 “benotete Prüfungsleistung”)
1. Regular and active participation in preparatory tasks, seminar groups, discussions, and team-work.
2. Preparatory reading of the assigned texts and preparation of the tasks that will be published in advance on StudIP.
3. Presentation of a project/issue/document on a relevant aspect of the seminar.
For 6 ECTS points (GS and MA ESC, “benotete Prfungsleistung”)
4. In addition, a 9-10 page written academic documentation of the project, incl. literature review, rationale and implications.
Further reading
Beacco, J., Krumm, H., Little, D. & Thalgott, P. (eds). 2017. The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes. Some lessons from research / Les enseignements de la recherche. DE GRUYTER MOUTON. Available online:
Council of Europe, Linguistic Integration of Adult Migrants:
Council of Europe, Language Support for Adult Refugees:
Harding, L., Brunfaut, T. & Unger, J. 2019. Language Testing in the ‘Hostile Environment’: The Discur-sive Construction of ‘Secure English Language Testing’ in the UK. Applied Linguistics, Online first doi:10.1093/applin/amz017,
Heckmann, F. (2008). Education and the integration of migrants: challenges for European education sys-tems arisingfrom immigration and strategies for the successful integration of migrant children in Europe-an schools and societies. (NESSE Analytical Report, 1). Bamberg: europäisches forum für migrationsstu-dien (efms) Institut an der UniversitätBamberg.
Hogan-Brun, G., Mar-Molinero, C. & Stevenson, P. (eds) 2009. Discourses on Language and Integration: Critical Perspectives on Language Testing Regimes in Europe. John Benjamins Publishing Company.
McNamara, T. F., Khan, K. & Frost, K. 2015. Language tests for residency and citizenship and the con-ferring of individuality. In: Bernard Spolsky, Ofra Inbar-Lourie, Michal Tannenbaum (eds) Challenges for language education and policy: Making space for people, 11-22.
Pulinx, R., Van Avermaet, P. & Extramiana, C.: Linguistic integration of adult migrants: policy and prac-tice. Final report on the 3rd Council of Europe survey. Council of Europe, 2014. Available online:
Roever, C. & McNamara, T. 2006. Language Testing: The Social Dimension. Blackwell Publishers.
Shohamy, E. 2001. The power of tests: A critical perspective of the uses of language tests. Harlow: Longman.
Shohamy, E. 2006. Language policy: Hidden agendas and new approaches. Routledge: London.
Shohamy, E. 2011. Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal 95(3), 418-429.
Shohamy, E. 2013. The discourse of language testing as a tool for shaping national, global, and trans-national identities. Language and intercultural communication (13)2, 1-12.
Shohamy, E. & McNamara, T. 2009. Language tests for citizenship, immigration, and asylum. Language Assessment Quarterly 6, 1–5.
Spolsky, B., Inbar-Lourie, O. & Tannenbaum, M. 2015. (eds.): Challenges for Language Education and Policy: Making Space for People. New York: Routledge.
UN Global compact on refugees:
Van Avermaet, P. 2009. Fortress Europe? Language policy regimes for immigration and citizenship. In: Hogan-Brun, Mar-Molinero & Stevenson (eds). s. above.

Prof. Dr. Claudia Harsch


FD MEd.: Abschlussmodul (MPO 2014)

MPO 2014

Modulbeauftragte: Prof. Dr. Sabine Oda Doff

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
Course numberTitle of eventLecturer
10-E76-4-FD MEd-01Case Studies (in English)

Seminar (Teaching)

weekly (starts in week: 1) Wed. 14:15 - 15:45 External location: GW2 B3230 External location: GW2 A3570

Dieses Seminar ist verpflichtend für alle Studierenden, die ihre Masterarbeit (M. Ed.) im Fach Englisch abfassen. Beachten Sie bitte, dass dieser verpflichtende zweite Teil des Seminars nur im SoSe 2015 angeboten wird (als Forsetzung des ersten Teils aus dem vorangehenden WS).
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
10-E76-4-FD MEd-02Forschungskolloquium Fremdsprachendidaktik für Promovierende und fortgeschrittene Studierende

Seminar (Teaching)

weekly (starts in week: 1) Thu. 14:30 - 16:00
Sabine Oda Doff

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

Modulbeauftragter: Dr. Vanessa Herrmann

1 Übung, 3 CP

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
Course numberTitle of eventLecturer
10-76-2-SP-3-01Grammar for Teachers (in English)

Exercises (Teaching)

Additional dates:
Mon. 03.08.20 - Fri. 07.08.20 (Mon., Tue., Wed., Thu., Fri.) 10:00 - 16:00 GW2 B3770

This course addresses future teachers only - hence the title. Please note that it is a Master's class; that means only students in the Master's program are eligible for this class.

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

1 Seminar "Literatures in English", 3 CP

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
Course numberTitle of eventLecturer
10-M80-2-ExMo1+2-01Shakespeare's Filmic Lives (in English)

Seminar (Teaching)

weekly (starts in week: 1) Fri. 14:00 - 16:00 (2 Teaching hours per week)

Shakespeare's Filmic Lives

In the course of this seminar we shall analyse four contemporary films and TV productions which highlight diverse aspects of the (imagined) life of William Shakespeare (1564-1616). In Shakespeare in Love (1998), directed by John Madden, a specific biographical reading is offered that locates the phenomenon of greatness in progress in an intricate web of a romantic love narrative. Barbara Willis Sweete's TV-production Elizabeth Rex (2002), which foregrounds Elizabeth I and her Bard, features some lively debates about masculinities and femininities as well as about literary and royal power. Anonymous (2011), a film directed by Roland Emmerich, questions the authorship of William Shakespeare, while Kenneth Branagh's All is True (2018) focuses on Shakespeare's final days in his hometown Stratford.

The aim of this seminar is to have a close look at the way in which each film or TV production ventures on a biographical reconstruction of the playwright William Shakespeare. And it will be interesting to see how his image is being refashioned by means of the multimodal quality of the corpus under scrutiny.

• active participation
• oral presentation (handout) or
• research in progress and final paper

Please note that this course is a cell phone, WhatsApp, and email free zone. Prior enrolment via Stud.IP is mandatory. The enrolment period ends on March 15. The number of participants is limited to 20 students.

Prof. Dr. Norbert Schaffeld

LING Sprachwissenschaft (MPO 2014)

Modulbeauftragter: Prof. Dr. Marcus Callies

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

Weitere Informationen zum Studienverlauf und den Modulprüfungen finden Sie auf unserer Fachwebseite:
Course numberTitle of eventLecturer
10-76-4-D2b-04Key Topics in Linguistics: Intercultural pragmatics (in English)

Seminar (Teaching)

weekly (starts in week: 1) Mon. 12:15 - 13:45

Pragmatics in International Contexts

Language in context has traditionally been studied within the context of one culture such as British or US-American English. Speech Act Theory, Politeness Theory, Conversation Analysis principles meanwhile have been applied to global speech communities and a previously ethnocentric perspective has made way for research that demonstrates different communicative strategies in different cultures. On this background, we will move on to multimodal interaction and take non-verbal discourse strategies into account. Hence, we expand the traditional concepts and analyze how they are realized multimodally. First, students will learn the major analytical frameworks that are applied in pragmatics. Second, we will look at the state of art in multimodal research in intercultural communication.

Learning Outcomes
• You will be familiar with the major methodological frameworks in Pragmatics (CA; DA; CDA, MMI)
• You will be able to defend different methodological standpoints in Interactional Linguistics
• You will conduct research projects, choose a transcription method and a develop a relevant research question
• You will acquire expert knowledge and relate different perspectives and theories to each other
• You will be able to relate intercultural pragmatic communication conventions to each other

Dr. Inke Du Bois