This class will provide an overview of the theoretical and methodological postcolonial turn within the humanities context. Students are required to engage with foundational texts that will inform their specialization modules and master’s theses. These readings cover theories addressing European colonialism, orientalism, essentialism, subalternity, Necropolitics, transculturalism, and decolonial perspectives. By the end of the course, students are expected to have gained a deep understanding of the postcolonial forces shaping both global, local, and regional specific cultures and literatures.

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 and cultural-cognitive aspects of World Englishes. In this seminar we will review recent trends and current research topics and methods in the field (e.g. model formation, lexico-grammatical variation and innovation, pragmatics, and metaphor and idioms). Students will then develop and work on corpus-based empirical research projects in which they examine selected aspects of World Englishes.

Recommended reading for this seminar (available in an inexpensive paperback edition and useful for all your future seminars on World Englishes):

Schneider, E.W. 2020. English Around the World. 2nd edition. Cambridge: Cambridge University Press.

This lecture series provides a topic-related overview over the disciplinary approaches adopted in the three profile areas of the master programme (British, North American and Postcolonial Literatures; Linguistics: Varieties, Cultures, Applications; British, North American and Postcolonial Cultural History) by addressing the three interrelated areas of language, text, and media. In the lectures we will also illustrate individual objects of analysis and highlight research topics and methods that feature prominently in the work currently being pursued by the members of the department participating in the programme.

This course is designed for students with a keen interest in topics related to language and communication. The course covers various aspects such as the interdisciplinary nature of linguistics, language teaching and applied linguistics, language acquisition, language usage, applied linguistics theories, language planning and standardisation. Moreover, it serves as a platform to demonstrate your knowledge of the principles and theories of applied linguistics.

The course is designed to develop academic writing skills at a professional level so as to prepare students for their work in the MA programme. We will review the fundamental aspects of academic writing at the structural level, including thesis statements, paragraphing, developing cohesion etc. We explore different text types that you will be expected to use in your academic studies. In addition, emphasis will be placed on further developing the language skills necessary to express complex concepts in both written and spoken form as you move forward in developing critical thinking and writing skills.

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, explore its practical approaches to comedic as well as dramatic narrative structures, consider its applications in other fields, such as language teaching, and draw comparisons between communication in improvised dialogue and other types of communication.

There will be a regular class on Thursday 16.15 - 17.45 during the semester, in which we will cover the basics of improvisational theater, followed by an intensive in the lecture-free period (24-28 February, 10am-1.30pm) led by the student assistant Tarja Spiekermann, which will focus on a specific form and prepare for a performance. There is no obligation to be part of the performances. You can also support the performances by helping with the organization and marketing.

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 (for 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.

* For questions please reach out to the tutors (jangunne@uni-bremen.de, luegern@uni-bremen.de, mahsa2@uni-bremen.de, xiaotong@uni-bremen.de, ). *
Ever wanted to just talk about your favourite movies? E-SC presents to you our 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.
The Filmclub meetings will take place on campus every second week.

For questions please reach out to the tutors (helmsdar@uni-bremen.de, xiaotong@uni-bremen.de, jangunne@uni-bremen.de).
Welcome to the English-Speaking Cultures Animeclub! Get ready to dive into the colorful and captivating world of anime with us this semester. We're all about exploring the fantastic realms of Japanese animation and sharing our love for all things anime.
In this club, we'll be doing what we love the most: watching a handpicked selection of diverse and exciting anime. But it's not just about watching! Our gatherings will be buzzing with lively discussions, where we'll unravel the layers of the shows we're watching, analyze the multifaceted characters, and dissect those jaw-dropping plot twists that keep us glued to the screen.
Whether you're a die-hard fan of shonen, slice of life, or just dipping your toes into the world of anime, this club welcomes everyone with open arms.
Participate actively in our group discussions and present an anime-related topic of your choice, and you could earn up to two credit points!
Our meetings are scheduled for Fridays, from 2 to 4 p.m. If you want to join, please register for the club on Stud.IP, and don't hesitate to contact the tutors if you have any questions or need more information.

The two-day workshop builds on the research of various academic disciplines in the teaching of intercultural content. These include anthropology (cultural concepts), linguistics (intercultural misunderstandings, communication conventions and social psychology (cultural dimensions, stereotyping, adaptation processes).
Methodologically, the course of the workshop develops from trainer input to the interactive development of content in the plenum to group work based on realistic case studies, simulations and finally practical exercises.

2. seminar content

۰Accordance of participant expectations and seminar program
۰Model of intercultural encounters
۰Cultural onion
۰Cultural dimensions - cross-cultural
۰Role-playing games,
۰Stereotypes and perception
۰Case studies (“critical incidents”)
۰Stay abroad curve, culture shock
۰Perspectives for action

3. seminar objectives

Participants should be able to analyze situations of intercultural communication from different perspectives and on the basis of various theoretical cultural studies approaches. The main focus here is on recognizing personal cultural influences and their positive and negative potential (synergies, ethnocentrism).
The seminar contributes to the development of strategic competence, through which situational meanings can be recognized and appropriate strategies and action skills can be developed.

An UTU Empowerment Workshop for BIPOC students offers a unique approach to empowerment, rooted in African philosophical concepts of interconnectedness, humanity, and collective well-being. This workshop, grounded in the Swahili concept of utu (humanity), aligns with principles of Ubuntu and emphasizes the importance of solidarity, collective uplift, and personal empowerment within institutional spaces. This workshop not only provides space for critical reflection but also encourages participants to leave with concrete plans for positive change and strategies to uphold utu in university settings, amplifying the power of community and collective action among BIPOC students.
Objectives
• Empower BIPOC students to critically engage with their academic and social environments.
• Equip participants with practical strategies for resilience, self-advocacy, and community building.
• Foster a supportive network among BIPOC students for continued empowerment and solidarity.
• Provide resources and processes for continued engagement and institutional change.
• The empowerment workshop encourages BIPOC students to embrace their unique perspectives, advocate for change, and build a supportive community network that extends beyond university.

Students can receive 1 CP for MA E-SC SuStMo or BA E-SC General Studies for attending the workshop and preparation and follow-up work.

The acronym "BIPoC" is a term that refers to Black, Indigenous, and People of Color. People of Color, abbreviated PoC, is a term for people who are considered non-white by the majority society and face everyday and other forms of racism because of their ethnicity. In Germany, the term has tended to be used in academic contexts and as a self-designation. People of Color refers to all ethnicized people who are of varying degrees of African, Asian, Latino, Arab, Jewish, Indigenous, or Pacific Islander descent or origin. (source and for more information: https://vielfalt.uni-koeln.de/en/anti-discrimination/glossary-discrimination-anti-racism/bipoc)

For a workshop directed white students, please see the "Unlearning Whiteness: A Path Toward Solidarity and Social Justice in Universities" workshop in the teaching program.
The workshop is organized by Corina Wieser-Cox, Krutika Patri, Oluwadunni Talabi and Paula von Gleich. It will be held by an expert trainer (tba).

This interactive workshop invites white students to critically examine the concepts of whiteness, privilege, and power from an intersectional and decolonial perspective. By exploring the ways whiteness operates in academic institutions, we aim to foster a deeper understanding of the systemic impact of race on education, opportunity, and belonging. Participants will engage in reflective exercises, discussions, and strategy sessions to better understand how whiteness shapes their worldview and their role within institutional spaces. This workshop equips white students with an understanding of their own positionality, a framework for accountability, and tools for impactful allyship, encouraging an ongoing commitment to decolonial and anti-racist practices in university spaces.

Objectives
• Build awareness of whiteness as a social construct and explore its impact within the university.
• Encourage participants to examine their own positions of privilege and power within an intersectional framework.
• Develop strategies for allyship that support and amplify marginalized voices.
• Foster a commitment to decolonial practices and institutional change.

Students can receive 1 CP for MA E-SC SuStMo or BA E-SC General Studies for attending the workshop and preparation and follow-up work.

For a workshop directed specifically to BIPOC students, please see the "UTU Empowerment Workshop" in the teaching program.
The workshop is organized by Corina Wieser-Cox, Krutika Patri, Oluwadunni Talabi and Paula von Gleich. It will be held by an expert trainer (tba).

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 through both written and oral assignments that will clarified in more detail in class. Materials are provided via StudIP.

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 through both written and oral assignments that will clarified in more detail in class. Materials are provided via StudIP.

This class is open to PhD students and MA students from the E-SC Master Program at U Bremen, who plan to write their MA Thesis in the Summer Semester 2025. All reading and information material will be made available through the U Bremen teaching and learning platform Stud.IP; hence prior enrollment via Stud.IP is mandatory.

In this class students will learn how to develop a research topic, collect bibliographical material, develop a theoretical background and formulate research questions. They will then individually develop the research topic for their master’s thesis. Finally, students will write research proposals and individually present these in class for peer-review.
Class requirements are regular attendance, developing theoretical and historical backgrounds of topic, reading secondary sources at home, and active class participation.

This is a research colloquium for MA 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.

Content
In the colloquium/seminar, we will explore selected research approaches and analytic methods relevant for language, linguistics and cultural studies. On the one hand, the sessions aim to develop your skills in understanding and critically evaluating methodological aspects in the research literature. On the other hand, the sessions will prepare you for your MA thesis: We will look at important steps for planning, design, data collection, analysis and presentation.
We will cover empirical and hermeneutical approaches, quantitative and qualitative analyses, mixed-methods designs, and instruments such as questionnaires, interviews and think-aloud approaches. Besides these, you are welcome to bring your own focus to the seminar. We will illustrate theoretical aspects with practical examples – you are very welcome to bring in your own ideas and projects.
At the end of the seminar, you will have developed an initial or mock research proposal that you present in class.
(! Students on the Research Module: You will develop and write your final research proposal for your MA thesis with your supervisor!).
Learning outcomes
At the end of the seminar, students are familiar with:

• a variety of field-relevant data collection methods,
• techniques for processing data,
• methods of data evaluation,
• key components of a research proposal.

Students will develop:

• an in-depth understanding and awareness of selected key themes and approaches in language, linguistics and cultural studies,
• an advanced comprehension of sophisticated theories and methodologies,
• the ability to apply theoretical approaches and methodologies to the reading and analysis of a range of primary sources.

Students’ skills include:

• finding and formulating research questions,
• justifying the choice of appropriate research methods and methods of data evaluation,
• developing and structuring a research proposal.

Overview and dates
We meet face-to-face the following seven Tuesdays, from 12:15am to 15:45pm. Prerequisite is that you do the preparatory and homework tasks on StudIP.
This way we have enough space to engage in group work and discussions.
Preliminary semester plan:
15.10.2024 Introduction: research traditions, research designs, research questions, first steps in planning and structuring research
29.10.2024 Qualitative approaches: data collection, coding and analyses
19.11.2024 Quantitative approaches, introduction to basic statistical terms; what do data sets look like; how do I handle my variables
3.12.2024 Key concepts of research quality; Interviews, think-aloud protocols, retrospective interviews: design, coding, analyses
07.01.2025 Surveys and questionnaires: design, coding, analyses
21.01.2025 Mixed-methods approaches: design and analyses, how to handle data sets
04.02.2025 Presentation of (mock) research proposals, feedback
MA ESC Research Module: 6# CPs (Studienleistung, unbenotet) or
MA ESC Specialization Module: 3 CPs (Studienleistung, unbenotet)
1. Regular and active participation in preparatory tasks, seminar groups, discussions, and teamwork.
2. Preparatory reading of the assigned texts and preparation of the tasks that will be published in advance on StudIP.
3. Initial development and presentation of a (mock) research proposal
# For completing the Research Module, you need develop and write your final research proposal for your MA thesis with your supervisor.
Initial reading
*Cohen, L., L. Mannion and K. Morrison. 2007 (6th ed.). Research methods in education. London and New York: Routledge Palmer.
*Creswell, J. W. 2014 (4th ed.). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
Further reading
*Brown, J. D. & Rodgers, T. S. 2002. Doing Second Language Research. Oxford: Oxford University Press.
*Creswell, J. & Plano Clark, V. 2018 (3rd ed.). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Dörnyei, Z. 2012. Research Methods in Applied Linguistics. Oxford: Oxford University Press.
*Hua, Z. (ed.) 2016. Research Methods in Intercultural Communication: A Practical Guide. Chichester: Wiley-Blackwell.
King, K. & Mackey, A. 2016. Research methodology in second language studies: trends, concerns, and new directions. The Modern Language Journal 100, 209-227.
*Mackey, A. & Gass, S. M. 2012. Research Methods in Second Language Acquisition: A Practical Guide. Chichester: Wiley-Blackwell.
*McDonough, J. & McDonough, S. 2016. Research Methods for English Language Teachers. London: Hodder.
*Muijs, D. 2011. Doing Quantitative Research in Education with SPSS. London: Sage.
Noble H, Smith J. 2015. Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18:34-35.
*Nunan, D. 1999. Research Methods in Language Learning. Cambridge: Cambridge University Press.
*Saldana, J. 2021. The coding manual for qualitative researchers. London: Sage.
Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11, 522–537.

*You can find these books in the Semesterapparat in the library.
All journal articles are accessible online via the library.
Research Examples that will be discussed in the colloquium/seminar
Mixed-methods design:
Harsch, C., Ushioda, E. & Ladroue, C. 2017. Investigating the predictive validity of TOEFL iBT scores and their use in informing policy in a U.K. university setting (TOEFL iBT Research Report TOEFL iBT – 30, ETS Research Report RR – 17-41). Princeton, NJ: Educational Testing Service (peer-reviewed). Available online at http://onlinelibrary.wiley.com/doi/10.1002/ets2.12167/full
Quantitative design:
Harsch, C. & Hartig, J. 2016. Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing 33, 555-575.
Qualitative design:
Harsch, C. & Poehner, M. 2016. Enhancing student experience abroad: The potential of dynamic assessment to develop student interculturality. Language and Intercultural Communication 16(3), 470-490.

Content
In the colloquium/seminar, we will explore selected research approaches and analytic methods relevant for language, linguistics and cultural studies. On the one hand, the sessions aim to develop your skills in understanding and critically evaluating methodological aspects in the research literature. On the other hand, the sessions will prepare you for your MA thesis: We will look at important steps for planning, design, data collection, analysis and presentation.
We will cover empirical and hermeneutical approaches, quantitative and qualitative analyses, mixed-methods designs, and instruments such as questionnaires, interviews and think-aloud approaches. Besides these, you are welcome to bring your own focus to the seminar. We will illustrate theoretical aspects with practical examples – you are very welcome to bring in your own ideas and projects.
At the end of the seminar, you will have developed an initial or mock research proposal that you present in class.
(! Students on the Research Module: You will develop and write your final research proposal for your MA thesis with your supervisor!).
Learning outcomes
At the end of the seminar, students are familiar with:

• a variety of field-relevant data collection methods,
• techniques for processing data,
• methods of data evaluation,
• key components of a research proposal.

Students will develop:

• an in-depth understanding and awareness of selected key themes and approaches in language, linguistics and cultural studies,
• an advanced comprehension of sophisticated theories and methodologies,
• the ability to apply theoretical approaches and methodologies to the reading and analysis of a range of primary sources.

Students’ skills include:

• finding and formulating research questions,
• justifying the choice of appropriate research methods and methods of data evaluation,
• developing and structuring a research proposal.

Overview and dates
We meet face-to-face the following seven Tuesdays, from 12:15am to 15:45pm. Prerequisite is that you do the preparatory and homework tasks on StudIP.
This way we have enough space to engage in group work and discussions.
Preliminary semester plan:
15.10.2024 Introduction: research traditions, research designs, research questions, first steps in planning and structuring research
29.10.2024 Qualitative approaches: data collection, coding and analyses
19.11.2024 Quantitative approaches, introduction to basic statistical terms; what do data sets look like; how do I handle my variables
3.12.2024 Key concepts of research quality; Interviews, think-aloud protocols, retrospective interviews: design, coding, analyses
07.01.2025 Surveys and questionnaires: design, coding, analyses
21.01.2025 Mixed-methods approaches: design and analyses, how to handle data sets
04.02.2025 Presentation of (mock) research proposals, feedback
MA ESC Research Module: 6# CPs (Studienleistung, unbenotet) or
MA ESC Specialization Module: 3 CPs (Studienleistung, unbenotet)
1. Regular and active participation in preparatory tasks, seminar groups, discussions, and teamwork.
2. Preparatory reading of the assigned texts and preparation of the tasks that will be published in advance on StudIP.
3. Initial development and presentation of a (mock) research proposal
# For completing the Research Module, you need develop and write your final research proposal for your MA thesis with your supervisor.
Initial reading
*Cohen, L., L. Mannion and K. Morrison. 2007 (6th ed.). Research methods in education. London and New York: Routledge Palmer.
*Creswell, J. W. 2014 (4th ed.). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
Further reading
*Brown, J. D. & Rodgers, T. S. 2002. Doing Second Language Research. Oxford: Oxford University Press.
*Creswell, J. & Plano Clark, V. 2018 (3rd ed.). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Dörnyei, Z. 2012. Research Methods in Applied Linguistics. Oxford: Oxford University Press.
*Hua, Z. (ed.) 2016. Research Methods in Intercultural Communication: A Practical Guide. Chichester: Wiley-Blackwell.
King, K. & Mackey, A. 2016. Research methodology in second language studies: trends, concerns, and new directions. The Modern Language Journal 100, 209-227.
*Mackey, A. & Gass, S. M. 2012. Research Methods in Second Language Acquisition: A Practical Guide. Chichester: Wiley-Blackwell.
*McDonough, J. & McDonough, S. 2016. Research Methods for English Language Teachers. London: Hodder.
*Muijs, D. 2011. Doing Quantitative Research in Education with SPSS. London: Sage.
Noble H, Smith J. 2015. Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18:34-35.
*Nunan, D. 1999. Research Methods in Language Learning. Cambridge: Cambridge University Press.
*Saldana, J. 2021. The coding manual for qualitative researchers. London: Sage.
Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11, 522–537.

*You can find these books in the Semesterapparat in the library.
All journal articles are accessible online via the library.
Research Examples that will be discussed in the colloquium/seminar
Mixed-methods design:
Harsch, C., Ushioda, E. & Ladroue, C. 2017. Investigating the predictive validity of TOEFL iBT scores and their use in informing policy in a U.K. university setting (TOEFL iBT Research Report TOEFL iBT – 30, ETS Research Report RR – 17-41). Princeton, NJ: Educational Testing Service (peer-reviewed). Available online at http://onlinelibrary.wiley.com/doi/10.1002/ets2.12167/full
Quantitative design:
Harsch, C. & Hartig, J. 2016. Comparing C-tests and Yes/No vocabulary size tests as predictors of receptive language skills. Language Testing 33, 555-575.
Qualitative design:
Harsch, C. & Poehner, M. 2016. Enhancing student experience abroad: The potential of dynamic assessment to develop student interculturality. Language and Intercultural Communication 16(3), 470-490.

This class will introduce students to graphic novels, a genre between art and literature. We will read and discuss some theory on graphic novels and read the following four graphic novels in class: The Night Wanderer: A Graphic Novel by Drew Hayden Taylor (2013, 13,50€), Maus by Art Spiegelmann (1980, 22€), Wake: The Hidden History of Women-Led Slave Revolts by Rebecca Hall (2022, 20€), and The Best We Could Do: An Illustrated Memoir by Thi Bui (2018, 18,50€).
All graphic novels can be purchased at the university bookstore at the beginning of the semester. All other texts will be uploaded on StudIP.
Pls note that regular attendance, class participation and preparation of all reading materials are mandatory. You must register on StudIP for this class.

This seminar will give you an understanding of the sociolinguistic situation in pidgin and creole-speaking countries and then give you a comprehensive introduction into West African Pidgin English - one of the major languages spoken in Africa. In the course of the semester, we will discuss and analyse authentic data produced in English-based pidgins and creoles.

This colloquium is designed for E-SC MA or linguistics MA students planning to write their thesis in the winter semester 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. Candidates should have already completed their thesis project plans and discussed their final thesis topics with me; the course is not appropriate for students who have not yet determined their thesis area. Examples of media being targeted include: film, comics, graphic novels, advertisements and so on. Particularly of interest are research questions where language (spoken or written) need to be considered together with visual representations of any kind. Theoretical and methodological approaches for characterizing combinations of language and visual information need to have been adopted for the selected research topics, adopting practical methods for corpus work (particularly involving mixed media, but not only), and considering how to construct strong thesis statements in order to focus your search for information, to tackle your subject and to construct your argument.

References

Bateman/Wildfeuer/Hiippala (2017): Multimodality: Foundations, Research and Analysis – A Problem-Oriented Introduction. Mouton de Gruyter.

Wildfeuer/Bateman/Hiippala (2020): Multimodalität: Grundlagen, Forschung und Analyse – Eine problemorientierte Einführung. Mouton de Gruyter.

Introductory online seminars to the scientific study of multimodality can be found here:

https://ml.zmml.uni-bremen.de/video/5f994e43d42f1ca1278b4569
and here:
https://www.youtube.com/watch?v=ZM7Ui7BBWcU (Wildfeuer)