Why do people learn foreign languages today, and have these reasons changed over time? How do different motivations for language learning and conceptualizations of language shape the way we teach?

This course explores these key questions by examining historical, theoretical, and practical aspects of language learning and teaching. In the first part, we will look at the history of language instruction to understand the various motivations behind learning foreign languages. The second section will focus on influential theories from the second half of the 20th century that explain how languages are acquired. We will explore questions such as:
 Do language learners have an innate ability dedicated to language acquisition, or do they learn languages like any other skill?
 Can languages be memorized, or must they be learned through interaction and immersion?
 How do different learning environments and individual characteristics affect success in acquiring a second language?
In the final part of the course, we will bridge theory and practice by discussing how various factors influence language teaching methodologies in the classroom.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

This specific University Language Skills 1 class (ULS 1) is aimed primarily at primary school teachers but can also be taken by other students who have not yet completed ULS1. It requires 90 hours of work and earns you 3 credit points.

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP Foundation module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP Foundation module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP Foundation module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

The aim of the Culture & Communication classes is to help you to prepare for the module exam to be taken to complete the SP Proficiency module.

This particular class will look at different moments which have greatly influenced events within the English-speaking world. We will investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term implications that came about as a consequence. You will be required to think critically and research a topic of your own choice in detail in order to prepare for the Proficiency Interview ⇐ oral exam) at the end of the semester during which you will explain how this moment has been defining. You will also work on presentation skills and familiarise yourselves with the situation of speaking in front of others.

Materials are provided via StudIP.

The aim of the Culture & Communication classes is to help you to prepare for the module exam to be taken to complete the SP-Proficiency module.

This particular class will look at different moments which have greatly influenced events within the English-speaking world. We will investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term implications that came about as a consequence. You will be required to think critically and research a topic of your own choice in detail in order to prepare for the Proficiency Interview ⇐ oral exam) at the end of the semester during which you will explain how this moment has been defining. You will also work on presentation skills and familiarise yourselves with the situation of speaking in front of others.

Materials are provided via StudIP.

The aim of the Culture and Communication class is to help you prepare for the final SP2 module oral exam taken when you have completed the SP2 module. This class will deal with two different areas from which you will be able to develop ONE research project as the basis for your oral exam.
You will be looking at defining moments which have greatly influenced events within the English-speaking world. Your task will be to investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term consequences. A critical analytic approach be will necessary as you explore the causes and implications of the topic of your choice.
In addition, we will work on improving important aspects of grammar, pronunciation, intonation as well as developing the confidence and fluency needed to successfully pass the exam. Whereas CBIS was more about collaboration and teamwork, Culture and Communication allows you to build upon the research skills developed last semester as you move forward with your own project.

The aim of the Culture and Communication class is to help you prepare for the final SP2 module oral exam taken when you have completed the SP2 module. This class will deal with two different areas from which you will be able to develop ONE research project as the basis for your oral exam.
You will be looking at defining moments which have greatly influenced events within the English-speaking world. Your task will be to investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term consequences. A critical analytic approach be will necessary as you explore the causes and implications of the topic of your choice.
In addition, we will work on improving important aspects of grammar, pronunciation, intonation as well as developing the confidence and fluency needed to successfully pass the exam. Whereas CBIS was more about collaboration and teamwork, Culture and Communication allows you to build upon the research skills developed last semester as you move forward with your own project.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This specific University Language Skills 1 class (ULS 1) is aimed primarily at primary school teachers but can also be taken by other students who have not yet completed ULS1. It requires 90 hours of work and earns you 3 credit points.

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP Foundation module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP Foundation module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 (ULS 2) is a four-hour class. You have to attend the entire class. ULS 2 is the second half of the SP Foundation module. As such it builds on the basic knowledge of academic writing established in ULS 1.

While the focus during the winter semester is on the basic structure of an academic essay, during the summer semester you will be introduced to key rhetorical strategies. These strategies include essays of argumentation, cause & effect as well as comparison & contrast. Furthermore, grammatical structures needed for writing (e.g. syntax, passive voice, conditionals) will be part of the course’s syllabus.

Requirements:
• Regular and active participation
• Thorough preparation of each session
• Written assignments (approx. 2000 words)

Materials are provided via StudIP

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

University Language Skills 2 is the second part of the SP1 module and will earn you a total of 6CPs. It is a four-hour class with two consecutive time slots, both of which MUST be attended.
The following seminar will build on skills acquired in ULS1. We will review and further develop writing skills regarding the different phases in writing, essay structure and good writing style. In addition, we will explore and develop more complex writing strategies including problem/solution, argumentation, cause/effect, and comparison/contrast.
Emphasis will be placed on the ability to recognize individual errors and work on challenging aspects of language. You will therefore continue to work on grammar and lexis at an individual, needs-based level and will be able to access self-study material to work on independently according to your own requirements outside of the classroom. This is essential in developing an autonomous learning style which will subsequently enable you to critically assess and correct your own work.
You will be expected to attend class regularly and actively participate in group discussions and activities. Task assigned to be completed between sessions must also be completed on time as well as the graded assignments to be discussed in class.

The aim of the Culture & Communication classes is to help you to prepare for the module exam to be taken to complete the SP Proficiency module.

This particular class will look at different moments which have greatly influenced events within the English-speaking world. We will investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term implications that came about as a consequence. You will be required to think critically and research a topic of your own choice in detail in order to prepare for the Proficiency Interview ⇐ oral exam) at the end of the semester during which you will explain how this moment has been defining. You will also work on presentation skills and familiarise yourselves with the situation of speaking in front of others.

Materials are provided via StudIP.

The aim of the Culture & Communication classes is to help you to prepare for the module exam to be taken to complete the SP-Proficiency module.

This particular class will look at different moments which have greatly influenced events within the English-speaking world. We will investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term implications that came about as a consequence. You will be required to think critically and research a topic of your own choice in detail in order to prepare for the Proficiency Interview ⇐ oral exam) at the end of the semester during which you will explain how this moment has been defining. You will also work on presentation skills and familiarise yourselves with the situation of speaking in front of others.

Materials are provided via StudIP.

The aim of the Culture and Communication class is to help you prepare for the final SP2 module oral exam taken when you have completed the SP2 module. This class will deal with two different areas from which you will be able to develop ONE research project as the basis for your oral exam.
You will be looking at defining moments which have greatly influenced events within the English-speaking world. Your task will be to investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term consequences. A critical analytic approach be will necessary as you explore the causes and implications of the topic of your choice.
In addition, we will work on improving important aspects of grammar, pronunciation, intonation as well as developing the confidence and fluency needed to successfully pass the exam. Whereas CBIS was more about collaboration and teamwork, Culture and Communication allows you to build upon the research skills developed last semester as you move forward with your own project.

The aim of the Culture and Communication class is to help you prepare for the final SP2 module oral exam taken when you have completed the SP2 module. This class will deal with two different areas from which you will be able to develop ONE research project as the basis for your oral exam.
You will be looking at defining moments which have greatly influenced events within the English-speaking world. Your task will be to investigate the processes which led to a particular event, define the event itself and explore the long-term and short-term consequences. A critical analytic approach be will necessary as you explore the causes and implications of the topic of your choice.
In addition, we will work on improving important aspects of grammar, pronunciation, intonation as well as developing the confidence and fluency needed to successfully pass the exam. Whereas CBIS was more about collaboration and teamwork, Culture and Communication allows you to build upon the research skills developed last semester as you move forward with your own project.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

In this seminar, students get an introduction to the history of English, i.e. Old English, Middle English and Early Modern English. This class includes weekly discussions and tasks. In the second half of the seminar, we continue to study the historical events, current status of major varieties and differences of world varieties from North America, Australia to Africa and Asia with a focus on their structural and phonological features. We will follow the debates about English as a cause of language death, and talk about the place of English in language policies and language planning.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

T

This colloquium is for all students who plan to write their BA thesis in Linguistics in the summer term. Together we will find a topic for you and go through all the steps towards your final thesis: search for literature in the library catalogue and linguistic databases, find or collect the data for the analysis, choose an appropriate method of analysis, and do the actual research. You will learn how to plan your time realistically (and stick to the plan), how to structure your BA thesis, and you can finish your thesis this semester.

This colloquium is designed for students who wish to write their B.A. or M.A. theses in the field of cultural studies of the English-Speaking world. The focus will be esp. on the analysis of non-fictional texts and film as well as other media in North America, the Caribbean, and the Atlantic. Students will be given the opportunity to develop specific cultural studies research projects in these and related areas, including compelling research questions, a strong thesis statement, clear chapter outline, and a well-selected bibliography. Students will practice a number of strategies for planning, structuring and writing B.A./M.A. dissertations and also brush up their knowledge of formal requirements, such as format and layout as well as citation style etc. You will work both individually and in smaller groups and you will present work in progress in oral and written form. Module choices are Bachelor thesis module P or L and Master thesis module MA The respectively.
Prior enrolment via Stud.IP is mandatory.

This class will give you the opportunity to improve confidence and competence when using English in the context of the primary school classroom. We will be exploring a variety of materials that can be directly applied to the classroom setting whilst at the same time developing individual language skills in terms of pronunciation and intonation, important skills as a role model for your future pupils. In this way, the work you do this semester will be largely hands-on and practical, relating to the specific needs you have as future primary school teachers.
We will look into areas of vocabulary necessary at this primary level of learning and explore different strategies and methods for presenting them to young learners. For example, is the best way to teach
the parts of the body through a physical activity game or a craftwork task? How might these
approaches work differently for different pupils and does it have to be one or the other? You will be
able to explore the advantages and challenges of different approaches as you move forward to
develop your own teaching style.
In addition to this teaching-related content, we will also focus on spoken language itself, on the
correct pronunciation of important terms and words as well as how to use intonation as a teaching
tool. Through storytelling and reading, and group and pair work you will be able to improve fluency
and confidence in speaking. We will also discuss practice language and phrases used for classroom
discourse and management.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

In this seminar, students get an introduction to the history of English, i.e. Old English, Middle English and Early Modern English. This class includes weekly discussions and tasks. In the second half of the seminar, we continue to study the historical events, current status of major varieties and differences of world varieties from North America, Australia to Africa and Asia with a focus on their structural and phonological features. We will follow the debates about English as a cause of language death, and talk about the place of English in language policies and language planning.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This course continues the general introduction to English Linguistics from last semester, focusing on how to do empirical work in linguistics. Students will be introduced to the different methods and tools to collect, process and analyze linguistic data. In this course, we focus on observation and diaries as well as corpus studies.

Coursework and assessment
You are expected to read and prepare selected texts for each session. The coursework will focus on real-life linguistic data and exercises which are designed to help you apply selected methods and tools and critically discuss their usefulness. By the end of the term, you are required to submit a portfolio comprising reading assignments, data-based tasks, and participation in linguistic experiments.

Literature
Rose, Heath & Jim McKinley & Jessica Briggs Baffoe-Djan. 2020. Data Collection Research Methods in Applied Linguistics. Bloomsbury Academic.
Wray, Alison & Aileen Bloomer. 2012. Projects in Linguistics and Language Studies. 3rd edition. London: Hodder Education.

This course continues the general introduction to English Linguistics from last semester, focusing on how to do empirical work in linguistics. Students will be introduced to the different ways, methods and tools to obtain, process and analyze linguistic data. The following topics will be covered: research methodology and design, types of data collection, experiments, corpus linguistics, online dictionaries, linguistic fieldwork, and transcription.

Coursework and assessment

You are expected to read and prepare selected texts for each session. The coursework will focus on real-life linguistic data and exercises which are designed to help you apply selected methods and tools and critically discuss their usefulness. You are required to submit a portfolio comprising different data-based tasks ("worksheets") and other assignments that will be worked on in the course of the semester.

Basic introductory textbooks

Sealey, A. (2010), Researching English Language. A resource book for students. London: Routledge.
Wray, A. & A. Bloomer (2012), Projects in Linguistics and Language Studies. 3rd edition. London: Hodder Education.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

In this seminar, students get an introduction to the history of English, i.e. Old English, Middle English and Early Modern English. This class includes weekly discussions and tasks. In the second half of the seminar, we continue to study the historical events, current status of major varieties and differences of world varieties from North America, Australia to Africa and Asia with a focus on their structural and phonological features. We will follow the debates about English as a cause of language death, and talk about the place of English in language policies and language planning.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

Why do people learn foreign languages today, and have these reasons changed over time? How do different motivations for language learning and conceptualizations of language shape the way we teach?

This course explores these key questions by examining historical, theoretical, and practical aspects of language learning and teaching. In the first part, we will look at the history of language instruction to understand the various motivations behind learning foreign languages. The second section will focus on influential theories from the second half of the 20th century that explain how languages are acquired. We will explore questions such as:
 Do language learners have an innate ability dedicated to language acquisition, or do they learn languages like any other skill?
 Can languages be memorized, or must they be learned through interaction and immersion?
 How do different learning environments and individual characteristics affect success in acquiring a second language?
In the final part of the course, we will bridge theory and practice by discussing how various factors influence language teaching methodologies in the classroom.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

This class will give you the opportunity to improve confidence and competence when using English in the context of the primary school classroom. We will be exploring a variety of materials that can be directly applied to the classroom setting whilst at the same time developing individual language skills in terms of pronunciation and intonation, important skills as a role model for your future pupils. In this way, the work you do this semester will be largely hands-on and practical, relating to the specific needs you have as future primary school teachers.
We will look into areas of vocabulary necessary at this primary level of learning and explore different strategies and methods for presenting them to young learners. For example, is the best way to teach
the parts of the body through a physical activity game or a craftwork task? How might these
approaches work differently for different pupils and does it have to be one or the other? You will be
able to explore the advantages and challenges of different approaches as you move forward to
develop your own teaching style.
In addition to this teaching-related content, we will also focus on spoken language itself, on the
correct pronunciation of important terms and words as well as how to use intonation as a teaching
tool. Through storytelling and reading, and group and pair work you will be able to improve fluency
and confidence in speaking. We will also discuss practice language and phrases used for classroom
discourse and management.

T

This colloquium is for all students who plan to write their BA thesis in Linguistics in the summer term. Together we will find a topic for you and go through all the steps towards your final thesis: search for literature in the library catalogue and linguistic databases, find or collect the data for the analysis, choose an appropriate method of analysis, and do the actual research. You will learn how to plan your time realistically (and stick to the plan), how to structure your BA thesis, and you can finish your thesis this semester.

This colloquium is designed for students who wish to write their B.A. or M.A. theses in the field of cultural studies of the English-Speaking world. The focus will be esp. on the analysis of non-fictional texts and film as well as other media in North America, the Caribbean, and the Atlantic. Students will be given the opportunity to develop specific cultural studies research projects in these and related areas, including compelling research questions, a strong thesis statement, clear chapter outline, and a well-selected bibliography. Students will practice a number of strategies for planning, structuring and writing B.A./M.A. dissertations and also brush up their knowledge of formal requirements, such as format and layout as well as citation style etc. You will work both individually and in smaller groups and you will present work in progress in oral and written form. Module choices are Bachelor thesis module P or L and Master thesis module MA The respectively.
Prior enrolment via Stud.IP is mandatory.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

In this seminar, students get an introduction to the history of English, i.e. Old English, Middle English and Early Modern English. This class includes weekly discussions and tasks. In the second half of the seminar, we continue to study the historical events, current status of major varieties and differences of world varieties from North America, Australia to Africa and Asia with a focus on their structural and phonological features. We will follow the debates about English as a cause of language death, and talk about the place of English in language policies and language planning.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

This is the second part of the foundation module. It provides an introduction to the history of the English language from Old English to Present-Day English, the spread and transplantation of English to other parts of the world as well as the subsequent diversification of the English language into World Englishes.

Why do people learn foreign languages today, and have these reasons changed over time? How do different motivations for language learning and conceptualizations of language shape the way we teach?

This course explores these key questions by examining historical, theoretical, and practical aspects of language learning and teaching. In the first part, we will look at the history of language instruction to understand the various motivations behind learning foreign languages. The second section will focus on influential theories from the second half of the 20th century that explain how languages are acquired. We will explore questions such as:
 Do language learners have an innate ability dedicated to language acquisition, or do they learn languages like any other skill?
 Can languages be memorized, or must they be learned through interaction and immersion?
 How do different learning environments and individual characteristics affect success in acquiring a second language?
In the final part of the course, we will bridge theory and practice by discussing how various factors influence language teaching methodologies in the classroom.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.

When teaching a foreign language class, teachers have to decide which materials, resources and activities to use in a specific context, i.e. within a specific school, with specific students, within a specific class dynamic etc. They need to be able to act autonomously in that regard as they should be the expert for their respective context. In this class we will first take a look at available teaching materials, analyze them, and discuss their structure and layout. Second, we are striving to evaluate these materials when put into practice in how well they served their in-tended purpose within a specific classroom (e.g. with regard to fostering speaking skills). For that reason, we are also going to look at action research studies and methodologies which might be used as starting points for students' own projects. All this is designed to help students become reflective and autonomous practitioners.