Institute of English Languages and Literatures

Teaching and Theses Supervision

Archive of Courses Taught

Teaching English as a Foreign Language
Bachelor of Education
Basic Module
Teaching Literature – Why? What? How?
Advanced Module
Keep It Short Not Simple: Short Stories in the Advanced EFL Classroom
InBetween: Teaching Multiethnic Literature in the EFL Classroom 
Intercultural Learning through Literature
Songs and Music Video Clips in the EFL Classroom
Films in the EFL Classroom 
"I draw because words are too limited": Multimodal Novels in the Intermediate and Advanced EFL Classroom
Master of Education
Doing Research in the EFL Classroom (Project Seminar)
"Caring Hearts and Critical Minds": The Theory and Practice of Value-Oriented Education
 
Literary and Cultural Studies
Undergraduate Level
First-Year Courses
Introduction to Literary Studies
Second-Year Courses
What Is (the) Avant-Garde? Theories of the Avant-Garde
African-American Drama: 1959-1975
Difficulty and Twentieth-Century American Poetry
American Poetry of the 1950s and '60s
Postmodern American Short Fiction
Art as Experience: Pragmatism and Aesthetics

Theses Supervision

Bachelor Theses

"Fostering Intercultural Communicative Competence through Student Exchange: The Limits of the Classroom and the Potential of Student Exchange"

"Integrating Democratic Education into the EFL Classroom – A Class Project on the Topic of Migration"
"The Teaching Potential of Short Stories of Initiation in the EFL Classroom"
"Fostering Intercultural Communicative Competence with Drama Methods"

"Teaching Dystopian Fiction in the EFL Classroom"

"The Potential of Fictions of Migration for the Enhancement of Intercultural Competence in the EFL Classroom"
"Entertainment and/or Education? The Teaching Potential of Songs and Music Video Clips in the EFL Classroom"
"Let's watch the movie! – An Integrated Approach to Suzanne Collins' Dystopia
The Hunger Games in the EFL Classroom"
"Chances and Challenges of Differentiation in the EFL Classroom"
"An Antiracist Approach to Angie Thomas's The Hate U Give: Teaching the Novel in the Advanced EFL Classroom"

Education is not an affair of 'telling' and being told, but an active and constructive process.

John Dewey (1916)

Philosophy of Teaching

As an instructor, I feel committed to academic teaching rooted in three guiding principles: individual accountability, collaborative action, and critical (self-)reflection.­

One of my main goals is to create a learning environment where students are encouraged to assume responsibility for their learning. This means that participants are led to abandon the commonplace notion of students as passive receivers of knowledge and to take an active role in planning, organizing, and managing their own learning process instead. I understand learning here to also mean learning with and from one another. Therefore, I foster student collaboration in the sense of mutual engagement and interaction among participants. To these ends, I implement student-centered teaching formats and methods aimed at holding students accountable for their learning – both as individuals and as members of the class as a community. These formats and methods offer opportunities for self-directed and self-regulated individual study and also include in-class and out-of-class peer instruction activities such as student presentations, student-led discussions, or peer evaluation and feedback. Last, but not least, critical inquiry lies at the core of my teaching philosophy. My goal is to empower students as future teachers of English by supporting them in their efforts to cultivate a habit of critical (self-)reflection. On the level of self-reflection, I routinely invite students to review how personal beliefs, experiences, and expectations influence their professionalization. What is more, I encourage students to scrutinize the institutions and practices of (English) education and their embeddedness in complex networks of political, social, and cultural forces.  ­

My strategies in course design are geared towards making use of the benefits of blended learning. My preferred course format is therefore web-enhanced, i.e. a format that integrates web-based technology, specifically, the functionalities of the e-learning platform Moodle, to facilitate learning.­

True to the precept of lifelong learning, I strive for continuous refinement and improvement of my teaching practice based equally on student feedback, collaboration with colleagues, and self-monitoring.