This course welcomes students who wish to complete the following modules:
M.A. E_SC ExMo 1 – Extension Module 1
M.A. E-SC ExMo 2 - Extension Module 2
M.A. TnL Vertiefungsmodul
M.A. TnL Profilmodul I: Literatur
B.A. E-SC “Key Topics in Literature”- D2-c; WD-2a and WD-2b
Academic Exchange Students

Teaching method: We will meet in weekly face to face sessions on campus. You will need access to Stud.IP. and a laptop or tablet with sound and audio capabilities. Please make sure to attend our first session if you wish a placement in this class.

This course seeks to familiarise students with a number of selected authors, poets and writers, in general, who have held lifelong connections with London, may it be historic or contemporary. We will aim to discuss their continued engagement with the city by exploring a selections of excerpts clustered around five major topic choices: Queer London; Women Writers and London; London’s Imperial Past and Postcolonial Present; London Theatreland and the Shakespearean Stage; London and Crime, and London and the Long Eighteen Century. By virtually tracing forgotten as well as prominent landmarks of the urban centre, we seek to connect the literary representations of the city with historical and cultural developments, present and past. A reader with primary and secondary reading materials will be available for download on Stud.IP.

Please register on Stud. IP and explore the sections “Information” and “Schedule” on Stud. IP. for further details.

Requirements:
• Interest in the topics 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 and course materials,
• final exam according to module choice.

In the course of this seminar we shall analyse three contemporary films and TV productions which highlight diverse aspects of the (imagined) lives of Queen Elizabeth (1533-1603) and William Shakespeare (1564-1616).
Shekhar Kapur's film ELIZABETH: THE GOLDEN AGE (2007) foregrounds a Queen who is threatened with assassination while her country has to cope with a large-scale invasion. 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. And finally, Barbara Willis Sweete's TV-production ELIZABETH REX (2002), which focusses on Elizabeth I and her Bard, features some lively debates about masculinities and femininities as well as about literary and royal power.
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 Queen Elizabeth I and the playwright William Shakespeare. And it will be interesting to see how their iconic images are being refashioned by means of the multimodal quality of the corpus under scrutiny.

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

Prior enrolment via Stud.IP is mandatory. The enrolment period ends on March 15.

In this class we will learn about approaches and tools to literary analysis and we will look at how we read texts specifically from a postcolonial perspective. We will read and discuss William Shakespeare’s play The Tempest and several rewrites: Aimé Césaire’s play A Tempest, Dev Virahsawmy’s play Toufann: A Mauritian Fantasy, Julie Taymore’s film The Tempest, and Margaret Atwood’s novel Hag Seed. Please purchase the following books at the university book store (on Universitätsboulevard): Shakespeare The Tempest Norton Critical Edition (12 €), Aimé Césaire A Tempest. Translation by Richard Miller (16 €) and Margaret Atwood Hag Seed. Shakespeare Hogarth Series (12,50 €). All other texts are provided via StudIP.
Class requirements are regular attendance and active class discussion as well as in-depth knowledge of reading and viewing material. Reading the texts and watching the film is mandatory. Please note that prior enrollment through StudIP is mandatory. Maximum number of participants: 30.

In this course empirical methods for the analysis of audiovisual media will be introduced and then developed specifically in the context of audiovisual news media and the use of audiovisuals in news and journalistic contexts. A specific focus will be placed on examining to what extent such media products 'tell stories', either deliberately or by accident, and the consequences of such stories for their reception by audiences. Particular areas of concern will be narratives that (either intentionally or unintentionally) 'disinform' their audiences by setting up narrative expectations of various kinds. These kinds of uses will be addressed empirically in concrete analysis. The course meshes broadly with an ongoing research project on 'fake narratives', whose progress can be followed at: https://fakenarratives.github.io/ Participants will be encouraged to engage with the method of analysis being developed in this project and so receive firsthand experience in research methods.

In the last decades, the research paradigm of World Englishes has experienced a proliferation of detailed studies of different aspects of Englishes across the world. These descriptions have largely focused on phonological, lexical, morphosyntactic, and, more recently, also pragmatic characteristics of World Englishes. However, the field of figurative language use, as manifest e.g. in conceptual metaphors and idioms, has largely been neglected so far.

The English language and its worldwide diversification provides rich potential for looking into aspects of variation in conceptual and linguistic metaphor, and for exploring how the culturally specific settings of the many Englishes may determine some of that variation. Thus, research on metaphor in World Englishes addresses the nexus of language and culture and is therefore a truly interdisciplinary research field located at the interface of Cognitive Linguistics and Conceptual Metaphor Theory, Cultural Linguistics, and World Englishes.

In this seminar, we will first deal with Conceptual Metaphor Theory as a major strand within Cognitive Linguistics and then address recent developments in Cognitive Sociolinguistics and Cultural Linguistics before reviewing the merging research on metaphor in World Englishes. The following main questions will be discussed:

­To what extent are electronic corpora viable sources of data to examine metaphor and figurativ elanguage in World Englishes, and what are state-of-the-art approaches to the identification and retrieval of metaphorical expressions and idioms from corpus data?

­What source and target domains can be identified as fruitful for the study of metaphor and idioms in World Englishes (e.g. the conceptualization of emotions, FOOD / EATING as source domains)?

­Can certain types of figurative language serve as markers of nativization / indigenization in World Englishes?

­How do metaphors and idioms relate to underlying differences in cultural conceptualizations in World Englishes?

Required preparatory reading for this class:
Kövecses, Z. (2010), Metaphor. A Practical Introduction. 2nd edition. Oxford: Oxford University Press. Chapters 1 and 14.

This class deals with linguistic inequality in different social contexts. We will begin general discussions on the linguistics of accents, and expand upon those findings to promote equity in education, employment, medicine, amateur football and the law. This class deals with these studies, devoted to the advancement of equality and justice globally.

In an internationalized Higher Education landscape, academic-linguistic competencies in English as lingua franca gain increasing importance. Students' linguistic preparedness is a known factor affecting academic success. To evaluate academic-linguistic preparedness of students, assessment tasks are required that integrate the skills of reading, listening, speaking, and writing, e.g.by asking for a summary (Cumming, 2013).
This seminar offers you a unique chance to get both theoretical knowledge about integrated academic assessment and practical insights from a large-scale research project.
In this hands-on seminar, we will develop our own integrated tasks, compete integrated tasks, and learn to assess written products. You will get to know the research project and learn to use instruments developed within it. You will also get familiarized with the construct of integrated writing and learn about existing integrated tasks and rating scales. Additionally, you will gain insights about methods for the research of rater cognition and rating strategies. Finally, we aim to develop and present own small-scale project at the end of the seminar.

• We will meet every two weeks on campus. You will need a laptop for work in class.

Face-to-face interactions are fundamental, because they make up a great amount in our daily communication routines and constitute the kind of interaction type children are first exposed to. Dedicated to analysing this fundamental communicational practice, Interactional Linguistics takes a closer look at interactional phenomena, such as turn-taking, repair and action formation, from a decidedly linguistic vantage point.

Learning outcomes. In this class, you will:
• Gain an insight into some of the central topics in the field of Interactional Linguistics
• Learn to transcribe interactions in sufficient detail, including multimodal aspects of delivery
• Analyse interactions with regard to the language-related accomplishment of communicative tasks

In this intensive block course held physically in Örebro, Sweden, and via Zoom, participants receive a thorough grounding in 8 different contemporary approaches to the investigation of multimodal phenomena at the international forefront of the field and led by a team of internationally renowned researchers. The course presents theoretical and methodological approaches to multimodality aimed at revealing how different modes of communication combine for meaning-making in different contexts. The research field is theoretically and methodologically multifaceted, and it is for this reason that the course introduces important sub-fields, spanning multimodal discourse analysis, multimodality and learning, multimodal interaction analysis, and rhetorical multimodal analysis. Students have the opportunity to do an in-depth study within one or a few of these approaches, if possible with direct relevance to their own developing research specialisations. Contact me (bateman@uni-bremen.de) directly if you are interested in participating (either online or in presence in Örebro!) in order to get more detailed practical information concerning how the course will run. Since numbers are limited, only those who are seriously considering the multimodality area of specialisation should apply. NOTE: information about the course and practicalities will be sent to those interested on *2nd March* !!! Until then you can sign up on Stud.IP as usual for the course -- attendance will be required *at least in the Zoom sessions* for all of the sessions from 7th-11th March.

War reporters are closely connected to the cultural, military and social history of the First World War. Whether they reported from the battle fields, the vicinity of the front or the home front, they offered their eyewitness accounts of the war and its impact on soldiers and civilians to the wider public. It has been has argued that the First World War was reported from an almost exclusively male perspective and that woman war reporters were rare. This seminar sets out to challenge this view. Between 1914-1918 women journalists from belligerent and neutral countries gained access to the war theatres and published their eyewitness accounts and photographs in newspapers and magazines around the world. They covered all aspects of the war, thus complementing the war images provided by men. This seminar will familiarise you with the lives and work of women war reporters. We will not only study key texts of the historiography, but also explore primary source materials from international digitised newspaper archives. By reading about women’s lives, and reading the texts they wrote, you will be acquainted with the First World War and the role women journalists played in representing the conflict to the wider public.

Roll the dice! E-SC welcomes newcomers and veterans alike, to its first role playing-club ever!
From beloved games like Dungeons&Dragons, to lesser known tabletop-games like the AlienRPG or The Last Airbender - we invite everyone to follow along these exciting journeys with us!
No need to bring any prior experience, nor equipment - we’ve got you covered! And if you’re already a pro, all the better. Attending the on-campus sessions, playing along, and keeping the group’s journal up to date (among one or two other required assignments) will grant you up to 3 CP - while stepping forward to lead a group as a DM (dungeon-master) through your own journey, will get you 3 CP as well!
Please register in StudIP and if you have any questions, get in touch with the tutor: Jan-Niklas Bohlen

Ever wanted to just talk about your favourite movies? E-SC presents to you our very first filmclub! Be it critically acclaimed prize-contenders, trashy B-movies, or superhero flicks - we want to offer you a place to critically discuss pictures. The course does, however, come with a tiny prerequisite: you need to be able to watch movies on either Netflix, Prime, etc.
For questions please reach out to the tutors: Jan-Niklas Bohlen, Jan Lasse Gunnemann

The Filmclub meetings will take place on campus (room TBA) on the following dates: 22.04 (Introduction), 29.04, 13.05, 27.05, 10.06, 24.06, 08.07, 22.07.
Friday 2-4 pm
For questions please reach out to the tutors: Jan-Niklas Bohlen, Jan Lasse Gunnemann

Ever wanted to just talk about your favourite movies? E-SC presents to you our very first filmclub! Be it critically acclaimed prize-contenders, trashy B-movies, or superhero flicks - we want to offer you a place to critically discuss pictures. The course does, however, come with a tiny prerequisite: you need to be able to watch movies on either Netflix, Prime, etc.
For questions please reach out to the tutors: Carolin Lehmann, Amanda Ludes

The Filmclub meetings will take place on Zoom on the following dates: 22.04 (Introduction), 29.04, 13.05, 27.05, 10.06, 24.06, 08.07, 22.07.
Friday 2-4 pm

Do you like books and reading? If you do, the English-Speaking Cultures Bookclub is what you are looking for. Each month we will read a book in English, dealing with a specific topic (example: Black History Month). Those monthly choices are entirely up to you as long as they fit the theme. Once a semester we also do a Bookclub Buddy Read. You can gain up to two credit points by actively participating in group discussions and presenting your monthly read. Whether your favourite genre is fantasy, crime fiction or something else, all readers are welcome. The theme for April will be “Childhood Treasure”.
Please register for the book club (one time slot) on Stud.IP and get in touch with one of the organisers/tutors if you require more information: Christin Radtke, Merle Meyer, Carolin Lehmann.

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During SoSe 2022, we will offer two different time slots. Book Club meetings will take place in person (on-campus rooms TBA). Classes will be offered on either
Tuesdays 4-6 pm on 26.04.22, 10.05.22, 24.05.22, 07.06.22, 21.06.22, 05.07.22, 19.07.22.
or Thursdays 4-6 pm on 28.04.22, 12.05.22, 26.05.22, 09.06.22, 23.06.22, 07.07.22, 21.07.22.

Do you like books and reading? If you do, the English-Speaking Cultures Bookclub is what you are looking for. Each month we will read a book in English, dealing with a specific topic (example: Black History Month). Those monthly choices are entirely up to you as long as they fit the theme. Once a semester we also do a Bookclub Buddy Read. You can gain up to two credit points by actively participating in group discussions and presenting your monthly read. Whether your favourite genre is fantasy, crime fiction or something else, all readers are welcome. The theme for April will be “Childhood Treasure”.
Please register for the book club (one time slot) on Stud.IP and get in touch with one of the organisers/tutors if you require more information: Christin Radtke, Merle Meyer, Carolin Lehmann.

-

During SoSe 2022, we will offer two different time slots. Book Club meetings will take place in person (on-campus rooms TBA). Classes will be offered on either
Tuesdays 4-6 pm on 26.04.22, 10.05.22, 24.05.22, 07.06.22, 21.06.22, 05.07.22, 19.07.22.
or Thursdays 4-6 pm on 28.04.22, 12.05.22, 26.05.22, 09.06.22, 23.06.22, 07.07.22, 21.07.22.

Intercultural competence is one of the most important key qualifications for moving confidently in international contexts.
In the Intercultural Training, participants learn methods, exercises and theories that facilitate intercultural communication and sensitize them to cultural conflict situations.
The seminar is open to all students and doctoral candidates (national/international) of the University of Bremen.
For submitting a reflection report in addition to attending the seminar, 3 ECTS can be awarded for General Studies. This is done in consultation with your department. Please note that we cannot award grades.

Intercultural competence is one of the most important key qualifications for moving confidently in international contexts.
In the Intercultural Training, participants learn methods, exercises and theories that facilitate intercultural communication and sensitize them to cultural conflict situations.
The seminar is open to all students and doctoral candidates (national/international) of the University of Bremen.
For submitting a reflection report in addition to attending the seminar, 3 ECTS can be awarded for General Studies. This is done in consultation with your department. Please note that we cannot award grades.

NOTE: This class will take place online.

UEP 2 is the second part of the UEP module in the Master's programme English-Speaking Cultures. Therefore, only MA students from this particular programme are eligible to take this class.

This course focusses on communication and conversation skills in the academic context. Students are given the opportunity to develop their own ideas, discuss them in the group and justify them. To that end, argumentative strategies established in UEP 1 are incorporated.

The content of this course deals with game changers within the history of English-speaking cultures. These game changers can be found in history, politics, the Arts, science etc. Students will explore the significant effects of these game changers and elaborate on the reasons why they have received this accolade.

Credit points are obtained by conducting a tandem interview session and by submitting an individual postcast. Materials are provided via StudIP.

Course Description

UEP 2 is the second part of the UEP module in the Master's programme English-speaking Cultures. Therefore, only MA students from this particular programme are eligible to take this class.

This course focusses on communication and conversation skills in the academic context. Students are given the opportunity to develop their own ideas, discuss them in the group and justify them. To that end, argumentative strategies established in UEP 1 are incorporated.

The content of this course deals with game changers within the history of English-speaking cultures that are to be found in history, politics, the Arts, science etc. Students will explore the significant effects of these game changers and elaborate on the reasons why they have received this accolade.

Credit points are obtained by conducting a tandem interview session and by submitting an individual postcast. Materials are provided via StudIP.

Please note that I am planning to hold this class on campus.

This course welcomes students who wish to complete the following modules:
M.A. E_SC ExMo 1 – Extension Module 1
M.A. E-SC ExMo 2 - Extension Module 2
M.A. TnL Vertiefungsmodul
M.A. TnL Profilmodul I: Literatur
B.A. E-SC “Key Topics in Literature”- D2-c; WD-2a and WD-2b
Academic Exchange Students

Teaching method: We will meet in weekly face to face sessions on campus. You will need access to Stud.IP. and a laptop or tablet with sound and audio capabilities. Please make sure to attend our first session if you wish a placement in this class.

This course seeks to familiarise students with a number of selected authors, poets and writers, in general, who have held lifelong connections with London, may it be historic or contemporary. We will aim to discuss their continued engagement with the city by exploring a selections of excerpts clustered around five major topic choices: Queer London; Women Writers and London; London’s Imperial Past and Postcolonial Present; London Theatreland and the Shakespearean Stage; London and Crime, and London and the Long Eighteen Century. By virtually tracing forgotten as well as prominent landmarks of the urban centre, we seek to connect the literary representations of the city with historical and cultural developments, present and past. A reader with primary and secondary reading materials will be available for download on Stud.IP.

Please register on Stud. IP and explore the sections “Information” and “Schedule” on Stud. IP. for further details.

Requirements:
• Interest in the topics 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 and course materials,
• final exam according to module choice.

In the course of this seminar we shall analyse three contemporary films and TV productions which highlight diverse aspects of the (imagined) lives of Queen Elizabeth (1533-1603) and William Shakespeare (1564-1616).
Shekhar Kapur's film ELIZABETH: THE GOLDEN AGE (2007) foregrounds a Queen who is threatened with assassination while her country has to cope with a large-scale invasion. 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. And finally, Barbara Willis Sweete's TV-production ELIZABETH REX (2002), which focusses on Elizabeth I and her Bard, features some lively debates about masculinities and femininities as well as about literary and royal power.
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 Queen Elizabeth I and the playwright William Shakespeare. And it will be interesting to see how their iconic images are being refashioned by means of the multimodal quality of the corpus under scrutiny.

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

Prior enrolment via Stud.IP is mandatory. The enrolment period ends on March 15.

In this class we will learn about approaches and tools to literary analysis and we will look at how we read texts specifically from a postcolonial perspective. We will read and discuss William Shakespeare’s play The Tempest and several rewrites: Aimé Césaire’s play A Tempest, Dev Virahsawmy’s play Toufann: A Mauritian Fantasy, Julie Taymore’s film The Tempest, and Margaret Atwood’s novel Hag Seed. Please purchase the following books at the university book store (on Universitätsboulevard): Shakespeare The Tempest Norton Critical Edition (12 €), Aimé Césaire A Tempest. Translation by Richard Miller (16 €) and Margaret Atwood Hag Seed. Shakespeare Hogarth Series (12,50 €). All other texts are provided via StudIP.
Class requirements are regular attendance and active class discussion as well as in-depth knowledge of reading and viewing material. Reading the texts and watching the film is mandatory. Please note that prior enrollment through StudIP is mandatory. Maximum number of participants: 30.

In this course empirical methods for the analysis of audiovisual media will be introduced and then developed specifically in the context of audiovisual news media and the use of audiovisuals in news and journalistic contexts. A specific focus will be placed on examining to what extent such media products 'tell stories', either deliberately or by accident, and the consequences of such stories for their reception by audiences. Particular areas of concern will be narratives that (either intentionally or unintentionally) 'disinform' their audiences by setting up narrative expectations of various kinds. These kinds of uses will be addressed empirically in concrete analysis. The course meshes broadly with an ongoing research project on 'fake narratives', whose progress can be followed at: https://fakenarratives.github.io/ Participants will be encouraged to engage with the method of analysis being developed in this project and so receive firsthand experience in research methods.

In the last decades, the research paradigm of World Englishes has experienced a proliferation of detailed studies of different aspects of Englishes across the world. These descriptions have largely focused on phonological, lexical, morphosyntactic, and, more recently, also pragmatic characteristics of World Englishes. However, the field of figurative language use, as manifest e.g. in conceptual metaphors and idioms, has largely been neglected so far.

The English language and its worldwide diversification provides rich potential for looking into aspects of variation in conceptual and linguistic metaphor, and for exploring how the culturally specific settings of the many Englishes may determine some of that variation. Thus, research on metaphor in World Englishes addresses the nexus of language and culture and is therefore a truly interdisciplinary research field located at the interface of Cognitive Linguistics and Conceptual Metaphor Theory, Cultural Linguistics, and World Englishes.

In this seminar, we will first deal with Conceptual Metaphor Theory as a major strand within Cognitive Linguistics and then address recent developments in Cognitive Sociolinguistics and Cultural Linguistics before reviewing the merging research on metaphor in World Englishes. The following main questions will be discussed:

­To what extent are electronic corpora viable sources of data to examine metaphor and figurativ elanguage in World Englishes, and what are state-of-the-art approaches to the identification and retrieval of metaphorical expressions and idioms from corpus data?

­What source and target domains can be identified as fruitful for the study of metaphor and idioms in World Englishes (e.g. the conceptualization of emotions, FOOD / EATING as source domains)?

­Can certain types of figurative language serve as markers of nativization / indigenization in World Englishes?

­How do metaphors and idioms relate to underlying differences in cultural conceptualizations in World Englishes?

Required preparatory reading for this class:
Kövecses, Z. (2010), Metaphor. A Practical Introduction. 2nd edition. Oxford: Oxford University Press. Chapters 1 and 14.

This class deals with linguistic inequality in different social contexts. We will begin general discussions on the linguistics of accents, and expand upon those findings to promote equity in education, employment, medicine, amateur football and the law. This class deals with these studies, devoted to the advancement of equality and justice globally.

In an internationalized Higher Education landscape, academic-linguistic competencies in English as lingua franca gain increasing importance. Students' linguistic preparedness is a known factor affecting academic success. To evaluate academic-linguistic preparedness of students, assessment tasks are required that integrate the skills of reading, listening, speaking, and writing, e.g.by asking for a summary (Cumming, 2013).
This seminar offers you a unique chance to get both theoretical knowledge about integrated academic assessment and practical insights from a large-scale research project.
In this hands-on seminar, we will develop our own integrated tasks, compete integrated tasks, and learn to assess written products. You will get to know the research project and learn to use instruments developed within it. You will also get familiarized with the construct of integrated writing and learn about existing integrated tasks and rating scales. Additionally, you will gain insights about methods for the research of rater cognition and rating strategies. Finally, we aim to develop and present own small-scale project at the end of the seminar.

• We will meet every two weeks on campus. You will need a laptop for work in class.

Face-to-face interactions are fundamental, because they make up a great amount in our daily communication routines and constitute the kind of interaction type children are first exposed to. Dedicated to analysing this fundamental communicational practice, Interactional Linguistics takes a closer look at interactional phenomena, such as turn-taking, repair and action formation, from a decidedly linguistic vantage point.

Learning outcomes. In this class, you will:
• Gain an insight into some of the central topics in the field of Interactional Linguistics
• Learn to transcribe interactions in sufficient detail, including multimodal aspects of delivery
• Analyse interactions with regard to the language-related accomplishment of communicative tasks

In this intensive block course held physically in Örebro, Sweden, and via Zoom, participants receive a thorough grounding in 8 different contemporary approaches to the investigation of multimodal phenomena at the international forefront of the field and led by a team of internationally renowned researchers. The course presents theoretical and methodological approaches to multimodality aimed at revealing how different modes of communication combine for meaning-making in different contexts. The research field is theoretically and methodologically multifaceted, and it is for this reason that the course introduces important sub-fields, spanning multimodal discourse analysis, multimodality and learning, multimodal interaction analysis, and rhetorical multimodal analysis. Students have the opportunity to do an in-depth study within one or a few of these approaches, if possible with direct relevance to their own developing research specialisations. Contact me (bateman@uni-bremen.de) directly if you are interested in participating (either online or in presence in Örebro!) in order to get more detailed practical information concerning how the course will run. Since numbers are limited, only those who are seriously considering the multimodality area of specialisation should apply. NOTE: information about the course and practicalities will be sent to those interested on *2nd March* !!! Until then you can sign up on Stud.IP as usual for the course -- attendance will be required *at least in the Zoom sessions* for all of the sessions from 7th-11th March.

Students of the Master program English-Speaking Cultures are invited to participate in the organisation of the teacher-training day on Canada and Québec organized by the Bremen Institute for Canada and Québec Studies (BICQS). Students will receive 1 CP for the module AWE1 for participating in the teacher training day and supporting its organization before and during the workshop.
The teacher-training day will introduce (future) English and French teachers from Bremen and Lower Saxony to Canada and Québec as a valuable topic for their foreign-language teaching. The Bremen Institute for Canada and Québec Studies has invited several scholars from the University of Bremen, other institutions in Germany and the United States to give presentations and lead workshops on the topic. The parallel program in English and French will give insight into the diversity of Canadian and Québec literatures, languages, and cultures and provide hands-on material for the classroom.
MA E-SC students enrolling in this module will attend workshops as audience members and support the organization of this teacher-training day in various ways (e.g. registration of workshop participants, organization of coffee breaks, assisting presenters in workshops etc.).
Please note that plans for the event may change due to the pandemic.
After enrolment, participants will manually be selected. A preparatory meeting will take place on April 19, 4-6pm (GW2 B2890), where additional information will be given and tasks assigned.
If you have any questions, please contact Dr. Paula von Gleich (paulavgleich@uni-bremen.de).

Teaching method: We will meet in weekly Zoom sessions.

This course is one of the specific colloquia designed for students planning their final dissertation either on undergraduate or graduate level in the field of literary studies (Module choices: Bachelor thesis module P or Master thesis module MA The). We shall look at a number of strategies for planning, structuring and writing longer pieces of work and this course will include formal issues such as format and layout of the final assignment. Please register on Stud. IP and explore the sections “Information” and “Schedule” on Stud. IP. for further details. List of potential supervisors and co-supervisors in the area Literary and Cultural Studies in English: https://www.uni-bremen.de/fb-10/studium/english-speaking-cultures/literatur-und-kulturwissenschaften/research-foci-supervision

All students, who are planning to write their final dissertations in the field of literary studies, are welcome to join my course. In addition, I am happy to take on the role of a supervisor or co-supervisor for projects that correspond to my research and teaching foci, in other words, students who have a supervisor or co-supervisor that is not me are also welcome to join this course.

This module is one of the specific colloquia designed for Master students writing their MA-thesis in the field of literature or film studies. On the basis of your research proposals, we shall look at a number of strategies for producing a longer piece of work, and this programme will also include formal issues such as format and layout of the final thesis.

In view of my expertise, I can offer to supervise MA-theses in the following areas:

British theatre and drama, including the work of William Shakespeare,
the literature of the 20th and 21st century,
and film.

Prior enrolment via Stud.IP is mandatory. Since no more than 15 students can participate in the final course, early registration is strongly recommended.

This course is designed as a colloquium for young researchers writing their MA or PhD thesis. Depending on particpants and their research topics, we will read theoretical or other texts suggested by the participants. Participants are invited to present their research topic, proposal, table of contents and/or written chapters and get constructive feedback in plenum discussions.
Pls register online through StudIP. Max number of participants: 15

Colloquium: by invitation only: Colloquium for PhD / MA students who are currently pursuing their thesis with me (in Englisch) - Brief information

This is a research colloquium for MA and PhD students who planning on writing or are are currently working on their final theses in the fields of (applied) English linguistics, World Englishes or SLA.

This colloquium is designed for all students planning to write their thesis in the fields of (i) multimodal linguistics and its application to treatments of mixed media artefacts or performances and (ii) for critical discourse analysis, particularly empirically based studies. Examples of media that might be targetted include: film, comics, graphic novels, advertisements and so on. Particularly of interest will be areas where language (spoken or written) works together with visual representations of any kind. We will discuss theoretical and methodological approaches for characterising combinations of language and visual information, consider practical methods for corpus work (particularly involving mixed media, but not only), develop outlines and structures of the thesis, and consider how to construct strong thesis statements in order to focus your search for information, to tackle your subject and to construct your argument. Students will be expected to present and discuss their project in various stages of progression both in class as well as in individual monitoring sessions as well as to give input to others. Standard styles of presenting work within linguistics will be discussed as well as ways of addressing and analysing data and showing that analyses are adequate.