Die Lebenswelt von Bremer Schüler*innen ist in der Regel von einer Vielzahl verschiedener Sprachen geprägt: Angefangen von anderen Fremdsprachen, über das Sprechen von Dialekten bis hin zur Beherrschung von Familiensprachen wächst der Großteil der Schülerschaft sprachlich divers auf. Mehrsprachigkeit stellt somit keine Ausnahme dar, sondern bildet die Regel für das Lehren und Lernen von Fremdsprachen. In diesem Seminar wenden wir uns dem übergeordneten Gegenstand „Mehrsprachigkeit“ genauer zu, und zwar in drei Blöcken: Nach einer Klärung basaler Fragen (z.B. was ist eigentlich Mehrsprachigkeit? Wer gilt als mehrsprachig?) und der Auseinandersetzung mit Grundkonzepten zum Konstrukt (Block 1) richten wir den Blick auf seine Bedeutung für die Schule und speziell den Englischunterricht. Dabei befassen wir uns mit konkreten Ideen, wie Mehrsprachigkeit im Englischunterricht durch entsprechende Ansätze und Methoden aufgegriffen werden kann und diskutieren damit verbundene Potenziale und Herausforderungen (Block 2). Im letzten Teil des Seminars wenden wir die zuvor erlernten Konzepte und Ideen für die Konstruktion eines Unterrichtsentwurfs an, wie er in einem mehrsprachigkeitsberücksichtigendem Englischunterricht eingesetzt werden könnte (Block 3).

Hinweis: Die Veranstaltung findet in Blöcken statt, die von den Teilnehmenden verbindlich besucht werden müssen. Bitte tragen Sie sich nur ein, wenn Sie an den entsprechenden Blocktagen teilnehmen können. Termine: 22.10.21 (16:15-17:45 Uhr), 05.11.21 (16:15-19:15 Uhr), 26.11.21 (16:15-19:15 Uhr) und 17.12.21 (16:15-19:15 Uhr). Die restlichen Sitzungen werden mit vor- und nachbereitenden Aufgaben befüllt, die in den Präsenzterminen angekündigt werden.

„Shakespeare“ is perhaps the most challenging topic in English classes, for students and teachers alike. Yet, there is no reason to be afraid of the Bard and his works. The plays and sonnets offer sheer endless opportunities for teachers and students. We will explore some of them together.
The focus of this seminar will be to develop ideas, plans and material for real lessons. In order to have some common ground to work with, I expect that every participant has read Othello (suggested edition: Cambridge School Shakespeare, ISBN 978-3-12-576477-4) until the end of November.

(Englisch-)Lehrkräfte stehen in gewisser Weise immer (auch) auf der Bühne. Um diesen Teil der Lehrerrolle durch eigenes Handeln positiv zu unterstützen, erhalten Sie in diesem Seminar die Möglichkeit, Ihre Sprache, Ihre Stimme und Ihre Körpersprache bewusst einzusetzen. Das kann die selbstbewusste Wirkung und das Selbstwirksamkeitserleben stärken. Die individuelle Beratung feilt an Ihrem Auftreten und erhöht Ihre persönliche Sicherheit und Ausstrahlung. An praktischen Beispielen aus dem Englischunterricht (mit oder ohne eigene Beteiligung) werden Zusammenhänge zwischen Auftritt und Wirkung der Englischlehrkraft beobachtet und analysiert.
Methoden

• Input, Impulse und gezielte praktische Übungen
• Tipps und rhetorische Werkzeuge
• Individuelles (Video-) Feedback und Coaching

An diesem Seminar ist mit Christian Neuhof ein erfahrener Coach und Schauspieler beteiligt, der uns begleitet und berät.

Die Veranstaltung besteht aus einer Online-Ringvorlesung (dienstags, per ZOOM) und einem präsentischen Begleitseminar (freitags). In der Ringvorlesung werden wichtige und prominente nationale und internationale Vertreterinnen und Vertreter der Fremdsprachendidaktik auf zentrale theoretische Konstrukte, normative Vorgaben und empirische Erkenntnisse, die in den Jahren zwischen ca. 1968 und 2001 innerhalb des Feldes relevant waren, zurückblicken. Im Begleitseminar wird der Fokus darauf liegen zu überlegen, welche dieser Aspekte für die eigene heutige und zukünftige Unterrichtspraxis oder für eigene Forschungsvorhaben (z.B. im Rahmen der Masterarbeit) sinnvoll nutzbar gemacht werden können.

Die Veranstaltung besteht aus einer Online-Ringvorlesung (dienstags, per ZOOM) und einem präsentischen Begleitseminar (donnerstags). In der Ringvorlesung werden wichtige und prominente nationale und internationale Vertreterinnen und Vertreter der Fremdsprachendidaktik auf zentrale theoretische Konstrukte, normative Vorgaben und empirische Erkenntnisse, die in den Jahren zwischen ca. 1968 und 2001 innerhalb des Feldes relevant waren, zurückblicken. Im Begleitseminar wird der Fokus darauf liegen zu überlegen, welche dieser Aspekte für die eigene heutige und zukünftige Unterrichtspraxis oder für eigene Forschungsvorhaben (z.B. im Rahmen der Masterarbeit) sinnvoll nutzbar gemacht werden können.

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, "10-76-1-LING-02 Language History for Teachers of English: Varieties of English in the foreign language classroom" offered on Mondays 14:15-15:45. The two seminars build upon each other and should thus be taken together. So, please also register for that course.

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.

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.

In this workshop we will explore and experiment with contemporary methods of improvisational theater, which is the art of making up theatrical moments on the spot, without a script. It is one of the liveliest and most current forms of theater of today and ingrained in US popular culture. You will first learn the basic principles of improvisational theater and then apply them to improvised scenework. We will also reflect on the impact of improvisational theater on popular culture, its applications e.g. in teaching and explore its practical approaches to comedic as well as dramatic narrative structures.

There will be a regular meeting on Wednesday 9.45am-12am during the semester, in which we will cover the basics of improvisational theater, followed by an intensive in the lecture-free period, in which we will work on a specific form and prepare for a performance. If you only want to participate in the intensive you need to have some experience, either from this or a previous semester. There is no obligation to be part of the performances.

This part of the theatre workshop is based on our introductory work during the semester. Requirement is previous participation in the theatre workshop or some experience with long form improvisational theatre. If you have any questions, please don't hesitate to contact me.

"Mind the Gap"
Since you will become a teacher of English (soon), you might feel the need to fill any remaining ‘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 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. 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!


The class 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

REQUIRED CLASS MATERIAL
Foley, Mark & Diane Hall, "MyGrammarLab" (Advanced C1/C2 level) Student Book, 'with answers' (but 'NO KEY'!!!), Pearson.
ISBN 9781408299128, costing ca. €36 from online retailers. Pearson may offer discount. Info will be made available at the beginning of the teaching period.

IMPORTANT: Make sure you get the (NO key) ADVANCED, C1/C2-level book. The key will be provided by me.
To be able to access the online material required for this class, you will need your own (new) copy of this book an unused access code! Online material includes much supporting material (grammar videos) 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).

This course addresses the implementation of various cinematic (master?) pieces into the language classroom. We look at what "films" are made up of and use that knowledge to comprehend their possible functions in the classroom. In order to do so, the selection of topics is based on the official guidelines for teaching English in Bremen ("Bildungsplan").

As this course is part of the Practical Language Module, the focus is on the language functions and the active use of the films rather than didactic concepts.

This course will examine the problems with the concept of sustainability with a focus on participation and justice. Language practice will focus on speaking, argumentation, debate, discussion as well as questions and answers. Students' grades will be based on a final presentation and/or abstract.

M.Ed. LIT - We will start on ZOOM in the first weeks of term due to temporary shortages in room allocations - please click on ZOOM in the header. Apologies for any inconvenience caused.
This course aims to engage students enrolled in the Master of Education programme with the highly popular and thematically complex world of contemporary graphic narratives in English. Following a brief introduction to the history of graphic novels, we will explore medium-specific aspects of storytelling in the graphic novel and identify selected critical approaches to the three novels selected for class. We will read and analyse the following three works: Anne of Green Gables: a graphic novel (2017), an adaption of Lucy Maud Montgomery’s renowned children’s novel first published in 1908; The Outside Circle: a graphic novel (2015) by Patti LaBoucane-Benson and Kelly Mellings focussing on the violent legacy of Canadian Colonialism from an indigenous perspective, and William Shakespeare’s Macbeth, first written as a dramatic text for the stage and now adapted to the world of visual/verbal-pictorial storytelling.

We will meet in weekly seminar sessions, but students will also have access to weekly study units and worksheets. Since all of the participants are required to submit a research-based term paper, we will use parts of our seminar discussions to the development of topics, the formulation of a thesis statement, as well as considerations about the methodological approaches of writing such a paper. A reader with selected secondary text materials will be made available for download on Stud. IP.
Please be aware that your registration on Stud. IP. is mandatory. You may wish to check the sections "Information" and "Schedule" further details such as requirements, weekly schedule, select bibliography and modes of assessment. You will need access to Stud.IP and a laptop or tablet with sound and audio capabilities.

Requirements and Assessment
• Interest in the topic discussed and ideally a regular attendance and informed participation in class discussion (not part of your formal assessment);
• in-depth knowledge of the selected reading material,
• homework assignments,
• research-based term paper.

Reading materials
LaBoucane-Benson, Patti. The Outside Circle - A Graphic Novel. (Italics) Art by Kelly Mellings, House of Anansi Press Inc., 2015. (ISBN 9781770899377)
Marsden, Mariah. Anne of Green Gables: A Graphic Novel. (Italics) Illustrated by Brenna Thummler. Adapted from L.M. Montgomery's classic story, Andrews McPeel Publishing, 2017. (ISBN 9781449479602)
Shakespeare, William. Macbeth. (Italics) Illustrated by Ken Hoshine, Ernst Klett Sprachen, 2008/2018. (ISBN 9783125782150)

The aim of this course is to discuss Ian McEwan's android novel Machines Like Me (2019), a narrative that can be described as a piece of speculative fiction set in a counterfactual Britain of the 1980s. We 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 intelligent 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 questions 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.


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

In this course we shall analyse and discuss the transnational quality of Shakespeare's dramatic work. Taking his tragic comedy The Merchant of Venice (c. 1596-1598) as the primary example, we shall have a close look at the theatrical representation of the Venetian society, particularly the conflict between the moneylender Shylock and the merchant Antonio. Against the backdrop of the dominant racial stereotypes and prejudices of the 16th century, the course is going to address diverse modes of transnational discourse.

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.

text:
Shakespeare, William. The Merchant of Venice. The Arden Shakespeare. London: Bloomsbury, 2010.

This seminar is offered in combination with a seminar in module FD3, 10-E76-1-FD3-06 "Handlungskompetenzen – Varieties in the ELT classroom" (Mondays, 16:15-17:45). The two seminars build upon each other and should thus be taken together. Please register for both courses.

The massive spread and diversification of the English language, its dominance as a second/foreign language and its use as a global lingua franca has brought about a change in the foundations of how English should be taught and learned. However, in English Language Teaching (ELT) in Germany there is still an exclusive exonormative orientation towards "Standard English", i.e. British and/or American English. But setting a monolingual, inner-circle native-speaker benchmark for todays' learners, including the corresponding cultural norms, does not correspond to the linguistic reality and is therefore no longer considered appropriate in many contexts.
This seminar aims at helping teacher students develop an awareness of the sociolinguistic and pedagogical implications of the global spread of English, also beyond school curricula. In this linguistics seminar, we will approach World Englishes from a pedagogical point of view and discuss the sociolinguistic and pedagogical implications of the global spread of English.

Note that this seminar is component 1 of a paired tandem teaching project. As mentioned above, component 2 is a seminar on World Englishes and ELT pedagogy that shifts the focus to questions of material evaluation and design, curricular implementation and the preparation of students' teaching projects (10-E76-1-FD3-06 "Handlungskompetenzen – Varieties in the ELT classroom" offered on Mondays, 16:15-17:45).
The knowledge acquired in these two paired seminars is then brought together in component 3, a practical phase at the end of the term in which the students take their lesson plans and teaching material dealing with selected varieties of English to the classroom by co-operating with local partner schools and experienced in-service teachers.

Kategorie C1+ Die digitale Lehre findet im Wesentlichen asynchron statt. PLUS bedeutet, an den bereitgestellten Materialien kann in Anwesenheit der Lektorin mittwochs von 14.15-15.45 Uhr im Raum GW2 A 4020 gearbeitet werden. Sie können aber ebenso gut zu einer anderen Zeit an einem anderen Ort das Material bearbeiten. Es gibt keinerlei Anwesenheitspflicht. Die Lehrveranstaltung kann auch bei einer erneuten Schließung der Universität problemlos digital weitergeführt werden.
GW2 A 4020: This room has no windows, 36 seats under pre-Covid conditions, 9 seats if one wants to stick to safety regulations.
Content of this class: Corpora can be used in a variety of ways in language teaching. With a direct approach, language learners use a corpus to find out, for example, in what context a word is used, or whether a phrase is idiomatic or rather an error, or the difference between synonyms, or between varieties of English. With the indirect approach, the language teacher uses corpora to develop teaching materials. In this class, we want to weigh the pros and cons of both approaches, and try them ourselves.
By taking this class, you as a prospective teacher will become familiar with different corpora, different search interfaces, and you will build your confidence in your own corpus literacy. You will be able to guide your students in their own corpus studies, and to use corpora to develop up-to-date teaching material.
Assessment: Portfolio
Literature
Friginal, Eric. 2018. Corpus Linguistics for English Teachers. New Tools, Online Resources, and Classroom Activities. Routledge. Print.
Poole, Robert. 2018. A Guide to Using Corpora for English Language Learners. Edinburgh University Press. E-Book available from the library.

This seminar is offered in combination with a seminar in module FD3, 10-E76-1-FD3-06 "Handlungskompetenzen – Varieties in the ELT classroom" (Mondays, 16:15-17:45). The two seminars build upon each other and should thus be taken together. Please register for both courses.

The massive spread and diversification of the English language, its dominance as a second/foreign language and its use as a global lingua franca has brought about a change in the foundations of how English should be taught and learned. However, in English Language Teaching (ELT) in Germany there is still an exclusive exonormative orientation towards "Standard English", i.e. British and/or American English. But setting a monolingual, inner-circle native-speaker benchmark for todays' learners, including the corresponding cultural norms, does not correspond to the linguistic reality and is therefore no longer considered appropriate in many contexts.
This seminar aims at helping teacher students develop an awareness of the sociolinguistic and pedagogical implications of the global spread of English, also beyond school curricula. In this linguistics seminar, we will approach World Englishes from a pedagogical point of view and discuss the sociolinguistic and pedagogical implications of the global spread of English.

Note that this seminar is component 1 of a paired tandem teaching project. As mentioned above, component 2 is a seminar on World Englishes and ELT pedagogy that shifts the focus to questions of material evaluation and design, curricular implementation and the preparation of students' teaching projects (10-E76-1-FD3-06 "Handlungskompetenzen – Varieties in the ELT classroom" offered on Mondays, 16:15-17:45).
The knowledge acquired in these two paired seminars is then brought together in component 3, a practical phase at the end of the term in which the students take their lesson plans and teaching material dealing with selected varieties of English to the classroom by co-operating with local partner schools and experienced in-service teachers.