Kommentare zu den Lehrveranstaltungen im

Transcription

Universität Vechta
Department III
Fach Anglistik
Kommentare zu den
Lehrveranstaltungen
im Sommersemester 2016
Stand: 30.03.2016
Anglistik
Kommentare zu den Lehrveranstaltungen
Bachelorstudiengang
Modul AN-2: Language Course I
Mitchell,{ XE "Mitchell, A." } A.: Pronunciation Exercises
(American English)
31022
S
5 AP
Mo 14-16
(Group A) E 034
Di 12-14
(Group B) E 034
Beginn: 4. April 2016 (Group A), 5. April 2016 (Group B)
By participating in this course, students will be able to improve their aural
and oral skills in English.
Each course is limited to a maximum of eighteen participants only.
rd
Course Book: Walter Sauer, American English Pronunciation. 3
Heidelberg: Universitätsverlag Winter, 2006/2011.
th
or 4
Wright, D.: Pronunciation Exercises (British English)
31022
S
Edition.
Di 16-18
E 034
Beginn: 5. April 2016
In participating in this course, students will be able to improve their aural
and oral skills in English.
Each course is limited to a maximum of eighteen participants only.
Course Book: Walter Sauer, A Drillbook of English Phonetics. Heidelberg: Universitätsverlag Winter 2006
Wright, D.: Grammar Exercises
31023
S
Mo 14-16
(Gruppe 1) Q 112
Di 14-16
(Gruppe 2) Q 015
Mi 12-14
(Gruppe 3) S 102
Do 12-14
(Gruppe 4) E 034
Do 16-18
(Gruppe 5) E 034
Beginn: 4. April 2016 (Gruppe 1), 5. April 2016 (Gruppe 2), 6. April 2016
(Gruppe 3), 7. April 2016 (Gruppe 4, Gruppe 5)
An introductory course dealing with the fundamentals of English grammar.
Particular attention will be paid to those aspects which frequently pose
problems for students.
Textgrundlage: See StudIP
Prüfungsform: 1 Abschlussklausur (1-st) am Ende von „Grammar Exercises“.
Modul AN-3: Einführung in die englische Literaturwissenschaft
7 AP
Lennartz, N.: Einführung in die allgemeine Literaturwissenschaft
31031
VL
Mi 8-10
Q 015
Die Studierenden werden in diesem Grundlagenkurs mit den wichtigsten
Themen, Fragestellungen und Theoriemodellen der Literaturwissenschaft
vertraut gemacht: Wie entsteht und verändert sich ein Literaturkanon? Wie
nützlich und problematisch sind Epocheneinteilungen? Oder welche Fragen
trägt ein New Critic gegenüber einem New Historicist an einen
ausgewählten Text heran? Diese sind nur einige Aspekte, die in diesem
Kurs diskutiert und reflektiert werden.
Der Kurs wird in deutscher Sprache abgehalten.
Vorbereitende und begleitende Lektüre:
Literature in Context, ed. Paul Poplawski. Cambridge UP, 2007.
English and American Studies. Theory and Practice, ed. Martin Middeke et al.
Stuttgart: Metzler, 2012.
Prüfungsform: s. 31032
Lennartz, N.: Einführung in die anglistische Literaturwissenschaft
31032
S
Do 10-12
(Gruppe 1) R 023
Hausmann, M.: Einführung in die anglistische
Literaturwissenschaft
31032
S
Di 8-10
(Gruppe 2) R 023
Schmidt, O.: Einführung in die anglistische Literaturwissenschaft
31032
S
Di 16-18
(Gruppe 3) R 023
Diese Veranstaltung ist so konzipiert, dass sie zum einen in die
theoretischen Grundlagen des Fachs einführt und zum anderen in die
Grundbegriffe, Techniken und Methoden der Textanalyse, und zwar
vorrangig im Hinblick auf die drei Grundgattungen Lyrik, Erzählprosa und
Drama.
Außerdem
werden
grundsätzliche
Techniken
und
Vorgehensweisen beim Abfassen von Seminararbeiten thematisiert. Neben
dem theoretischen Erkenntnisgewinn steht auch die praktische Analyse im
Vordergrund, weshalb die Begriffe und theoretischen Konzepte stets
anhand konkreter literarischer Bespiele erläutert werden.
Für die Veranstaltung müssen folgende Texte besorgt werden:
Nünning Ansgar und Vera Nünning, An Introduction to the Study of English
and American Literature. Stuttgart: Klett, 2014.
Shakespeare, William, Romeo and Juliet. ed. René Weis (Arden
Shakespeare Third), London, New Delhi, New York, Sydney: Bloomsbury,
2012.
Alle weiteren Texte werden zu Beginn des Semesters elektronisch auf
Stud.IP zugänglich gemacht werden.
Prüfungsform: eine 2-stündige Klausur (für das Gesamtmodul)
Modul AN-5: Language Course II (5 AP)
Mitchell, A.: Academic Writing 1
31051
S
Mo 12-14
(Gruppe 1), E 034
Mi 10-12
(Gruppe 2), E 034
Do 10-12
(Gruppe 3), E 034
Do 14-16
(Gruppe 4), R 117a
(Gruppe 3, Gruppe 4)
Wright, D.: Academic Writing 1
31051
S
Mo 16-18
(Gruppe 5), E 034
Di 12-14
(Gruppe 6), Q 112
Do 14-16
(Gruppe 7), E 034
(Gruppe 7)
Rudzinski, K.: Academic Writing 1
31051
S
Fr 10-12
(Gruppe 8), E 033
Mo 14-16
(Gruppe 9), R 117a
Mi 12-14
(Gruppe 10) R 117a
(Gruppe 10)
Participants will be encouraged to develop their command of written
English.
Modul AN-6: Cultural Studies (Survey Course)
Wahlpflicht
Rudzinski, K.: Cultural Studies: GB Survey Course
31061
S
5 AP
Mi 10-12
(Gruppe 1), R 023
Fr 8-10
(Gruppe 2), E 034
Di 14-16
(Gruppe 3), E 034
(Gruppe 3)
This course is intended to give students a basic understanding of the way
people live in Britain today. Aspects of public and private life will be
discussed, including the organisation of government, the education system
and housing. The nature of the course is that of a survey rather than an indepth treatment of any one particular aspect.
Mitchell{ XE "Mitchell, A." }, A.: Cultural Studies: USA
Survey Course
31061
S
Mo 10-12
(Gruppe 1), E 034
Di 10-12
(Gruppe 2), E 034
Mi 12-14
(Gruppe 3), E 034
(Gruppe 3)
This course introduces students to the USA by covering essential topics
such as the government, immigration, and education. Students will learn
about the nation as well as its culture.
Prüfungsform: eine 90-minutige Klausur über die Inhalte des gesamten Moduls
Course Book: See StudIP
Please note that the course exam for module AN-6 (GB and USA survey
courses) will take place in Q 016 at two o'clock on Monday, 18th July.
Modul AN-7: Disciplines of Linguistics
Modul AN-13: Advanced Linguistic Analysis
Schubert, C.: English Semantics and Lexicology
31071 (neu/alt)/31131 S
Fr 10-12
E 133
The disciplines of semantics and lexicology offer a variety of perspectives
on the English vocabulary. While componential analysis defines the
meaning of words with the help of distinctive components, prototype theory
makes use of culture-dependent cognitive models categorizing reality.
Lexical field theory refers to different semantic areas of the vocabulary,
investigating paradigmatic sense relations between individual lexemes and
corresponding hierarchical structures. As for syntagmatic relations, we will
look at collocations, selection restrictions and idioms. In general, the
synchronic approach will be complemented by diachronic issues
concerning foreign influences on the English lexicon. From the perspective
of applied linguistics, it is also illuminating to address lexicographical
questions regarding the organization of the vocabulary in monolingual
dictionaries.
Recommended textbooks:
Cruse, David Alan. 2011. Meaning in Language: An Introduction to Semantics and
Pragmatics. 3rd ed. Oxford: OUP.
Leonhard Lipka. 2002. English Lexicology: Lexical Structure, Word Semantics &
Word-formation. 3rd ed. Tübingen: Narr.
Bolte, St.: English Morphology and Word-formation
31071 (neu/alt)/31131 S
Do 16-18
E 133
This seminar investigates the structure of words and provides a survey of
English word-formation patterns as well as the underlying morphological
processes, including allomorphs and morphonology (e.g. invade –
invasion). In addition to the major types of compounding (e.g. teapot),
prefixation (e.g. unhappy), suffixation (e.g. writer), and conversion
(e.g. to bridge), we will discuss the minor types of acronymy (e.g. USA),
blending (e.g. motel), clipping (e.g. phone), reduplication (e.g. ping-pong),
and back-formation (e.g. to sight-see). Furthermore, theoretical issues such
as productivity, institutionalization, and lexicalization will be covered, and
the make-up of technical terminology will be taken into account
(e.g. biochemical).
Plag, Ingo. 2003. Word-Formation in English. Cambridge: Cambridge UP.
Schmid, Hans-Jörg. 2011. English
Introduction. Berlin: Erich Schmidt.
Morphology
Pham, T.: English Phonetics and Phonology
31071 (neu/alt)/31131 NEU S
and
Word-formation:
An
Mi 10-12
U 020
This seminar provides a detailed introduction to the phonetics and
phonology of present-day English. It focusses on the phonemes of the
English language and their articulatory features as well as on connected
speech phenomena, syllable structure, phonotactics and the relationship
between spelling and pronunciation. We will also deal with pronunciation
differences between British and American English and the pronunciation of
English and American dialects. Special attention will be drawn to the
phonetic and phonological characteristics of the German language and to
common pronunciation mistakes of German native speakers when
speaking English, in order to provide future teachers with useful information
for their classrooms. Furthermore, the seminar will provide a thorough
introduction to the practice of phonemic transcription.
Recommended reading:
8
Gimson, Alfred C.; Alan Cruttenden. 2014. Gimson’s Pronunciation of English.
London: Arnold.
18
Jones, Daniel. 2011. English Pronouncing Dictionary. Peter Roach; James
Hartman (Eds.). Cambridge: CUP.
4
Roach, Peter. 2010. English Phonetics and Phonology: A practical course.
Cambridge: CUP. (The third edition from 2004 can also be used.)
Schubert, C.: English Text Linguistics
31072 (neu/alt)/31132 S
Do 14-16
E 133
This class investigates the structures and functions of written, spoken, and
electronic discourse above the level of single sentences. Focusing on
differences regarding medium, we will discuss the following questions: How
can the sentences of a text be connected by cohesion (lexical and
grammatical ties on the surface level) and coherence (logical connections
inferred by the reader/hearer)? In which way is the progression of given
and new information organized in discourse? How can texts be classified
into types (e.g. descriptive, narrative, or argumentative) and genres (e.g.
story, recipe, essay, review, advertisement, or prayer)? How does
interaction in conversation work (e.g. turn-taking, adjacency pairs, and
repair sequences)? In which way does electronic communication (e.g. email, text messaging, social media) differ from written or spoken texts? For
illustrative purposes, we will discuss these issues with the help of fictional
and non-fictional sample texts.
Johnstone, Barbara. 2008. Discourse Analysis. 2nd ed. Oxford: Blackwell.
Schubert, Christoph. 2012. Englische Textlinguistik: Eine Einführung. 2nd ed.
Berlin: Erich Schmidt.
Pham, T.: English Sociolinguistics
31072 (neu/alt)/31132 S
Mi 8-10
U 020
Everyday anew the attentive listener can realize that there is not only one
form of English, but rather an indefinite diversity of Englishes existing side
by side.
This seminar will first focus on English dialects, i.e. the varieties of the
English language which are conditioned by the regional provenance of the
speaker. Consequently, the seminar will provide a detailed introduction to
the characteristics (pronunciation, vocabulary, syntax, morphology,
orthography, etc.) of the most important national standards (British and
American English). We will also deal with dialects within England and the
USA and with a selection of worldwide dialects of English, such as Scottish
or Irish English. In addition we will also have a look at sociolects (e.g.
Cockney, Estuary English and African American Vernacular English),
regional varieties of English which have emerged from language contact
(Pidgins and Creoles) as well as varieties according to style and medium
(e.g. the language of digital communication).
Recommended reading:
Quirk, Randolph; Sidney Greenbaum, Geoffrey Leech, Jan Svartvik. 1985. A
Comprehensive Grammar of the English Language (CGEL). Harlow: Longman.
[Chapter 1: „The English language“]
Schneider, Edgar W. 2011. English Around the World: An Introduction. Cambridge:
CUP.
4
Trudgill, Peter. 2007. Sociolinguistics: An Introduction to Language and Society.
London: Penguin.
Modul AN-8: Epochs of Literary History in English
Modul AN-12: Advanced Literary Analysis
Lennartz, N.: The Late Victorians
31081/31121
VL
Di 10-12
Q 111
This lecture series will deal with one aspect of the long Victorian Age: its
sceptical and decadent side. While the proper Victorians endorsed ideas of
hard work, duty and patriarchal superiority, the late Victorians were
attracted by counter-worlds of decadence, drugs and kinky sex. Most of the
late Victorians re-modelled their behaviour on the Romantics that had
ushered in a new period of freedom and revolution. The spectacular lawsuit
against Oscar Wilde by the end of the Victorian period (1895) is thus also
meant to be attack launched by the Establishment on all critics and heretics
who refused to believe in the axioms of the Victorian Age.
The lectures will familiarise the students with and introduce them into the
subversive works of the late Victorians such as James Thomson B.V.,
Algernon Charles Swinburne, Thomas Hardy, Oscar Wilde and many
others who confronted the 19th century with the concepts of 'New Women,'
of uninhibited sexuality, evolutionism and a variety of other provocations.
A reading list will be provided at the beginning of the semester.
Lennartz, N.: Literature of and about the 1930s
31082/31122
S
Do 16-18
Q 115
The 1930s left many people in a state of insecurity and distress. The impact
of the First World War was still palpable and most of the writers and artists
were painfully aware of another war looming large.
This feeling of threat and depression was translated into various literary
forms. While Charles Chaplin elicited much comedy from the menace of a
mechanised modernity in Modern Times (1936), poems by W.H. Auden
emphasise the tragedy of modern man's depression and alienation. One of
George Orwell's lesser known novels, Keep the Aspidistra Flying (1936),
which revolves around the dull life of an anti-hero stuck in misery and
dissatisfaction, confirms this pervasive tragic outlook on life.
By the end of the class, we want to look how the 1930s are reflected in
novels written much later, such as Ian McEwan's Atonement, shortlisted for
the Booker Prize in 2001.
Required Texts:
George Orwell, Keep the Aspidistra Flying . Penguin Classics 2000, reprint 2011.
Ian McEwan, Atonement, Vintage Books, 2001
Jahn, D.: Crime Fiction from Edgar A. Poe to Oscar
Wilde
31082/31122
S
Mo 16-18
Q 115
Edgar Allan Poe’s short stories such as The Murders in the Rue Morgue
(1841), The Mystery of Marie Rôget (1842) and The Purloined Letter (1845)
as well as well as Sir Arthur Conan Doyle’s The Adventures of Sherlock
Holmes might be the first works to come to your mind when you think of
crime fiction. In addition to these ‘prototypical’ detective stories, this course
also deals with Oscar Wilde and the idea of an aesthetic of crime. Texts will
be made available on stud.ip. Students are required to give an oral
presentation and to hand in a paper at the end of the semester.
Tambling, J.: Charles Dickens: Bleak House – Close
Reading
31082/31122
S
Blockseminar:
Do, 02.06.16, 18-20, N 09
Fr, 03.06.16, 14-20, N 09
Do, 09.06.16, 18-20, N 09
Fr, 10.06.16, 14-20, Q 111
Do, 16.06.16, 18-20, N 09
Fr, 17.06.16, 14-20, Q 114
Tutor: Jeremy Tambling
Blockseminar
Dickens’ Bleak House (1853) is one of the finest of Dickens’ novels, and
this course will examine it in detail over four weeks. Lectures and
discussions will enable students to relate to its plot; its language, its
contexts, literary, social and political; and the concepts and unconscious
structures behind it which make it unique.
It will help to have read the novel beforehand however quickly, but we will
not assume this. It will be covered over the four weeks, and each week,
specific chapters will be looked at for their detail and their language.
Week one: Chapters 1-10
Topics here include: Dickens’ two narrative voices, the unknown narrator
who writes in the present, and Esther, who narrates in the past; discussion
of London, the novel’s first word, through relation to Blake’s ‘London’ and
Wordsworth’s account of it in The Prelude Book 7; London in 1851 and the
Great Exhibition, and a first approach to Dickens’s styles, and modes of
writing, including serialisation in monthly parts with two illustrations in the
mode of Hogarth, for each issue. We will also look at Dickens’ relation to
the Brönte sisters.
Week Two: Chapter 11 to 32.
Analysis will pay attention to political and social changes in Britain,
focussed on industry and the industrial revolution, and the ‘Ironmaster’, and
the movement from aristocratic privilege to the rule of the police; the idea of
the ‘dandy’, and use of Carlyle and Disraeli; discussion of realism, and
Dickens’ Preface to the novel, and his argument with G.H. Lewes.
Week Three: Chapters 33-48
There will be attention to the meanings of law for Dickens, including some
comparison with Kafka, and with Derrida’s reading of Kafka’s ‘Before the
Law’; discussion of law and the police in relation to women; discussion of
what allegory means for Dickens and how it works through the novel;
discussion of Dickens and the detective novel, with reference to Poe;
continued discussion of the novel in relation to the nation and its attempt to
encompass a while civilization.
Week Four: Chapters 49-66
This week we will return to Dickens’ modes of writing, exploring how
unconscious structures emerge in it; his attention to delirium and to
madness, his interest in both the knowable and the unknowable; the ways
in which the novel is both of its time, and modern. We will also look at
critical approaches to it: notably from deconstruction (Hillis Miller, often
reprinted, from his Introduction to the 1971 Penguin edition of Bleak
House), and from Foucault (D.A. Miller: The Novel and the Police [1988]).
The edition quoted from will be the Penguin, ed. Nicola Bradbury
(2003).
No other reading is essential for the course, but the following are
recommended:
Edmund Wilson, ‘Dickens, the two Scrooges; in The Wound and the Bow for an
introduction to Dickens;
Michael Slater: Dickens (Yale, 2012): the best modern biography, though you
should also look at the biography by Dickens’ friend, John Forster;
Philip Collins, Dickens and Crime, for a first introduction to a clue subject for
Dickens
Jeremy Tambling, (editor) Bleak House: A New Casebook (1998), which gives a
bibliography of work up till then. I reprint both Hillis Miller and D.A. Miller.
Jeremy Tambling, Dickens’ Novels as Poetry (London: Routledge, 2014)
Many more titles will be suggested for people who want to take their
reading further.
I hope the course will be enjoyable, and look forward to working on this
most consistently fascinating of all Dickens’ works: the central one for
understanding Dickens.
Modul AN-9: Foundations of Language Teaching Methodology
Jöckel, A.: Film-based foreign language teaching
31091
S
Blockseminar
17.05.2016, 10-17, E 033
18.05.2016, 10-17, E 033
19.05.2016, 10-17, E 0 33
This seminar is concerned with aspects cross-curricular teaching in the EFL
classroom. We will be dealing with different approaches of cross-curricular
EFL Teaching and Learning such as the topic approach or Content and
Language Integrated Learning. The seminar will both set the theoretical
foundations and will give you the chance to plan and try out content-based
teaching and learning activities within micro teaching sessions. Credit
requirements etc. will be announced in the first seminar session, i.e.
attendance is mandatory.
Möbus, B.: (Digital) Game-based learning in the EFL
classroom
31091
S
Do 14-16
E 033
The integration of games – analog or digital – into education is a
controversially discussed theme. For language educators however, the use
of games in the language classroom, has always played an important role
and has long been a relevant teaching instrument in primary school.
Nevertheless, integrating any kind of games in the classroom means
thoroughly choosing appropriate material in accordance with standards and
curricula as well as a good knowledge of didactic techniques to work with
the material appropriately. Participants in this course will be introduced to a
variety of ways in which the teaching and learning of English as a foreign
language can be enhanced and supported by integrating different kinds of
games into the language classroom. Furthermore, we will not only discuss
the chances and constraints of using games in the EFL classroom, but also
learn about different approaches and deal with current research results on
the effectiveness of game-based language learning. In this seminar,
students are expected to work in teams, do preparatory reading and
contribute creatively.
Wilden, E.: Heterogeneity in foreign language
education
31092
S
Di 14-18:
5.4.
19.4.
3.5.
24.5
7.6.
14.6.
5.7.
R 117
Due to various phenomena such as globalization or migration heterogeneity
is a common phenomenon on all levels of society. This is also true for
school education, thus, 21st century teachers need to be equipped for
educating pupils with heterogeneous characteristics, predispositions and
goals. In this course we will therefore explore the opportunities and pitfalls
of foreign language teaching (FLT) in the heterogeneous classroom. A
special focus will be on (a) inclusive education, (b) literature-based
inclusive FLT, (c) cultural heterogeneity in FLT and (d) Queer approaches
in FLT.
Requirements for credit points: active participation in class, participating in
out-of-class school visit, presentation/micro-teaching, term paper
Ehmke, J.: Teaching English as a foreign language to
primary school students with migrant background
31092
S
Do 12-14
Q 111
Multilingualism is a growing worldwide phenomenon. Due to globalization
and increased mobility many countries are dealing with an increasing
amount of multilingual classrooms. In 2001 the PISA study showed that
students with migrant background are disadvantaged in the German school
system if they have not perfectly mastered the German language yet. It
became obvious that there seems to be a correlation between German
language proficiency and educational success which leads to the
assumption that students with migrant background do not have the same
chances to obtain higher educational achievements like their German
classmates. Consequently, there is an urgent need to find ways to use the
students’ linguistic diversity productively and no longer mark it as a barrier
to learning and thus as an instrument of selection. This course wants to
have a closer look on how the teaching of EFL can contribute to
appreciating students’ multilingual performances. Therefore we will deal
with the term ‘multilingualism’ first and discuss the differences in language
acquisition for monolingual and multilingual students. Then, we will focus
on how different language biographies can enrich the EFL classroom and
thereby foster the multilingual competences of students. Requirements will
be announced in the first seminar session, i.e. attendance is mandatory.
Studiengang Master of Education
PPM: Betreuung der Praxisphase im Fach Englisch
Ehmke, J./Schmid, S.: Begleitseminar zum
Praxissemester im Fach Englisch
PPM-1.2
15.4., R 225
29.4., N 09
13.5., R 225
27.5., R 225
17.6., N 09
Fr 10-13
2wöchentlich
Schlieckmann, R./Schmid, S.: Begleitseminar zum
Praxissemester im Fach Englisch
PPM-1.2
Fr 10-13
2wöchentlich
15.4, R 117
29.4., R 117
13.5., R 117 a
27.5., R 117
17.6., R 117
Wilden, E./Werthen-Giles, K.: Begleit/Auswertungsseminar im Fach Englisch
PPM-1.2
Blockseminar
Blockseminar:
Mi, 06.04.16, 16-20, R 117
Di, 26.4.16, 16-20, R 225
Mi, 11.05.16, 16-20, R 117
Fr, 10.06.16, 10-14, R 117
Sa, 11.06.16, 8-16, R 117
This class has been designed for teacher students during their intership
(Praxissemester) in the summer term. In the individual sessions we will
draw upon your practical school experience to further develop your
professional competence as EFL teachers. Students should be prepared to
actively participate in each session and share their practical experiences in
various ways (video recordings, teaching resources, etc.).
PJM: Betreuung des Projektbandes im Fach Englisch
Wilden, E.: Doing school-based action research
(Begleitveranstaltung zum Projektband)
PJM-1.3
Blockseminar
Blockseminar:
Di, 12. April 2016, 18-19 (Vorbesprechung), R 225
Fr, 3. Juni 2016, 14-20, R 117
Sa, 4. Juni 2016, 8-14, R 117
This module has been designed to support trainee EFL students in
conducting a school-based action research study during their internship
(Praxissemester). The course consists of three parts: (1) Introduction to
research methodology & planning an action research study (winter term),
(2) conducting an action research study (summer term) and (3) evaluating
study and reporting on the outcomes (winter term).
Jahn, D.: Begleitveranstaltung zum Projektband:
Literaturwissenschaft
PJM-1.3
Blockseminar:
27.5., 16-19
Blockseminar
E 034
3.6., 16-19
17.6., 16-19
24.6., 16-19
Im Sinne eines Peer Coachings werden in dieser Veranstaltung die im
Rahmen von PJM-1.2 erarbeiteten Projektideen weiter konkretisiert und in
ihrer Durchführung während des Praxissemesters begleitet.
BWM-5 Anfangsunterricht
Bach, I.: English for Young Learners
BWM-5.3
S
Blockseminar
Blockseminar:
Fr, 8.4., 14:00-18:30, E 033
Mi 27.4., 16:00-20:30, A 219
Fr, 27.5., 14:00-18:30, E 033
Mi, 15.6., 14:00-18:30, R 225
Fr. 1.7., 14:00-18:30, E 033
Breuer, K.: English for Young Learners
BWM-5.3
S
Blockseminar
Blockseminar:
08.04.16, 15:00-18:30, N 01
27.05.16, 15:00-18:30, N 07
17.06.16, 15:00-18:30, E 133
18.06.16, 09:00-14:00, E 133
01.07.16, 15:00-18:30, E 133
02.07.16, 09:00-14:00, E 133
Kolloquium – zusätzliches Angebot für Studierende der
Anglistik
Wilden, E.: Übung zum wissenschaftlichen Arbeiten
K
Mi 14-16
14-täglich
E 034
Lennartz, N.: Forschungskolloquium
K
Mi 18-20
14-täglich
E 034

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Gender(ed) Troubles – Nationalism, Violence and Gender in