• Course title: Life Linguistics. An Introduction to Language and Its Scientific Study
• Nombre d'ECTS : 4
• Référence : BCE-1
• Module(s) : I. Introductory Lectures
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:

Understand the central role language plays for human culture.

Know central concepts and approaches of linguistics to the analysis of language.

Identify and analyse aspects of everyday language use with linguistic methods.

This course provides an accessible introduction to the basic principles and approaches of linguistics, beginning with the central role of language in everyday life. Not only is language the primary tool for organizing social practice, it is also a universal symbol system for ordering and making sense of the chaotic world that surrounds us. The fundamental importance of language for human culture will be explored from a variety of thematic perspectives to show participants how many aspects of our daily lives are mediated or even made possible by language. At the same time, the course provides an introduction to the central concepts and analytical perspectives of linguistics as the scientific study of language.The course is based on a multilingual approach, taking the situation in Luxembourg as a starting point for the development of topics and using several languages for illustration. In addition, teaching materials will be developed and made available in all official languages of the BCE.Reading will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 2: ​​Written Exam (End-of-Term Assessment​) – ​​100%

available Semester 1/3/5, preferably taken Semester 1   

• Course title: Reading and Writing about Literature 1
• Nombre d'ECTS : 6
• Référence : BCE-3
• Module(s) : II. Critical Practice
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:

CREATE connections between literary features (narrative patterns, rhetorical figures, …) and the themes they generate.

EXAMINE the impact of cultural practices and historical specificities on the possible meanings of a text.

FORMULATE coherent lines of argument that reveal the nuances and complexities of the text.

For literary scholars and students of literature, text constitutes both the central object of analysis and the medium through which they construct understandings and interpretations of reality.  Critical practice is a central feature of this process and relationship. It is less concerned with making value judgments or judgments of quality, than with reading as an active process during which each individual reader negotiates between a text’s generic features, its language, style, and themes, its historical and cultural contexts, and the critical dialogues and perspectives it generates. In short, the purpose of a literary or critical analysis is to reveal the complexity of a topic or text in its relation to the world, and, as a student of literature, you will find that ‘complicating’ your initial response to a text is one of the central skills (or reflexes?) you will be required to acquire and develop.Reading and Writing about Literature 1 is the first in a series of introductions to critical practice. The seminar concentrates on the practice of in-depth reading and thematic engagement with text and emphasises the importance of careful contextualisation in the process of interpretation. Readings do not ‘just exist’: they are produced or crafted. In this introduction to the fundamental approaches to the study of literature, you will be provided with the analytical tools required to elicit viable interpretations from a text and to craft these into convincing and original lines of argument.READINGCourse materials will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%

Assessment Component 2: Preparation Tasks (Continuous Assessment) 0%

Assessment Component 3: Discussion Paper (Continuous Assessment) 20 %

Assessment Component 4: Critical Case Study (Continuous Assessment) 30 %

Assessment Component 5: Final Written Examination (2 hours) (End-of-Term Assessment) 50 %

Reading and Writing about Literature 1 is a « fundamental course » in the English Studies specialisation track of the Bachelor en Cultures Européennes.

This means that:

the course cannot be compensated: students must obtain 10/20 to validate this course;

students have a maximum of two (2) attempts at passing the course;

the grade 10/20 must be obtained by the end of semester 4 at the latest. 

Furthermore, this course is a prerequisite for all courses in Modules VII and VIII.

The above applies to students majoring in English Studies only.

• Course title: Grammar 1
• Nombre d'ECTS : 4
• Référence : BCE-5
• Module(s) : III. English Language
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: 

Label instances of English grammatical usage using terminology

Describe and explain instances of English grammatical usage using linguistic terminology

Reflect critically on English grammatical usage issues

This course provides an overview of the main grammatical rules of Standard British English. It will enhance your insight into English grammar and introduces you to key grammatical terminology so that you can describe, explain and critically discuss English grammatical usage.Reading:Simon-Vandenbergen, A. M., & Taverniers, M. (2016). English grammatical usage: a study guide. Gent: Acco. ISBN 9789462927643 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%

Assessment Component 2: Written exam (End-of-Term Assessment) 80%

Assessment Component 3: Seminar Tasks (Continuous Assessment) 20 %

• Course title: Academic Writing (group A)
• Nombre d'ECTS : 4
• Référence : BCE-214
• Module(s) : IV. Academic Writing
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:

RECOGNISE the structures of academic writing;

ORGANISE and EXPRESS your thoughts in a logical order;

EVALUATE your own writing.

What is Academic Writing? Far from being pompous, impenetrable and authoritarian, it should be clear, concise, and evidence-based. The objective of this course is to equip students with the necessary tools to write effectively within an academic context. The focus is on developing critical reading and thinking skills, thereby allowing students to analyse techniques used by other writers – for example developing thesis statements and supporting arguments. Students will also assess how essays are commonly structured and how ideas are logically connected in a text, as well as what language is appropriate to ensure an academic register. They will complete exercises and write a number of short texts to practice academic writing, working up to writing an essay at the end of the semester.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%

Assessment Component 2: Active Participation and completion of homework (Continuous Assessment) 10%

Assessment Component 3: Portfolio (2 written assignments) (Continuous Assessment) 60 %

Assessment Component 4: Final Essay (Continuous Assessment) 30%

• Course title: Popular Literature
• Nombre d'ECTS : 4
• Référence : BCE-9
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:IDENTIFY the different participants in and factors of literary reception and consumptionDIFFERENTIATE between historical and contemporary audiences and their notion of tasteANALYSE and EXPLAIN the construction of authorship and literary fame in different period

This course focuses on the generic forms associated with popular texts from the 18th century to the present day. Students will become familiar with genres such as chapbooks, sensation novels, detective stories, melodrama, yellow peril fiction, conspiracy fiction, as well as chick-lit. We will examine how notions of taste and quality are constructed and disseminated via reviews—written both by critics and by readers. We will investigate the appeal, function, and continuous reception of popular texts, engaging with theories of reception, consumption, as well performativity and theatricality. Considering the historical context of production, we will reflect on how the message of texts evolves over time.Reading will be announced on Moodle. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%Assessment Component 2: Critical Case Study (in class) (Continuous Assessment) 30%Assessment Component 3: Essay (Continuous Assessment) 30%Assessment Component 4: Exam (End-of-Term Assessment) 40%NOTE:  Assessment purpose and instructions are provided separately.

Winter (available in Semesters 1, 3 or 5)

• Course title: Speculative Fiction
• Nombre d'ECTS : 4
• Référence : BCE-6
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:EXPLAIN the function of literary devices such as ‘terror’ and ‘horror’ in speculative fiction.SHOW how speculative fiction represents the impact of different forms of order (natural, social, scientific) on humans and human agency.EVALUATE the ways in which speculative fiction both expresses and shapes cultural anxieties.

Speculative fiction is anchored in the real, extrapolated from lived experience in specific cultural moments at specific points in time. Unlike other literary genres, however, speculative fiction disrupts the comfortable fictions of stability and order that shape our relationship to ourselves and to the material conditions of our lives.We look specifically at cultural anxieties that are manifested in literary forms of terror and horror and we investigate what happens to notions of the human and human agency in confrontation with other worlds, other norms, and other forms of knowledge. Ultimately, the monsters, ‘mad scientists’, and the utopian and dystopian ‘realities’ explored in the texts on the syllabus prompt us to ask uncomfortable questions of ourselves and about ourselves.READINGAtwood, Margaret, The Handmaid’s Tale (1985; any edition)Le Guin, Ursula K., The Left Hand of Darkness (1969; any edition)Shelley, Mary, Frankenstein; or, The New Prometheus (any edition, but please make sure you read the 1818 version of the text)Stevenson, R.L., The Strange Case of Dr Jekyll and Mr Hyde (1886; any edition) MOVIES/FILMSFrankenstein, dir. by James Whale (Universal, 1931) [on DVD]

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%Assessment Component 2: Debate + Report (Individual Contribution: 80%; Teamwork: 20%) (Continuous Assessment) 30%Assessment Component 3: Class Activities and Reflection (Continuous Assessment) 10%Assessment Component 4: Final Written Exam (End-of-Term Assessment) 60%

Winter (available in Semesters 1, 3 or 5)Grades of 5.1/20 and above for the different assessment components may be compensated within the course. Failure to attempt an assessment task will result in an unjustified absence on the transcript of records. Please consult the BCE Study Guide for information about extensions and general rules about assignment submissions and completion.

• Course title: Early Modern Drama
• Nombre d'ECTS : 4
• Référence : BCE-199
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:

Read and analyse as set of early modern plays by different authors.

Identify the main elements of the different early modern dramatic genres and apply them to the plays discussed in this course.

Locate each play discussed in this course within its own specific historical, cultural and generic context.

The theatre played an important part in early modern English culture. London had a vibrant and highly competitive theatrical scene, with several outdoor and indoor theatres commissioning plays from a large number of authors and catering to spectators from across the social spectrum. This course is meant to introduce you to early modern English theatrical culture in general and to early modern drama in particular. We will discuss three different early modern plays: William Shakespeare’s tragedy Othello (1603/4), Thomas Middleton’s comedy Chaste Maid in Cheapside (c. 1613), Richard Brome’s tragicomedy The Queen and Concubine (1635-36). We will read these plays closely and locate each of them in its own specific generic, historical and cultural context.READINGIt is important that we all use the same editions of the plays we discuss in this course. Please make sure that you use only the editions listed below:William Shakespeare, Othello, ed. by Norman Sanders, new intro by Christina Luckyi, third edition (Cambridge: Cambridge University Press, 2018) – ISBN 978-1107569713Thomas Middleton, A Chaste Maid in Cheapside, ed. Linda Woodbridge, in Thomas Middleton: The Collected Works, ed. by Gary Taylor and John Lavagnino (Oxford: Clarendon Press, 2007), pp. 907-958. Ebook (available through a-z.lu)Richard Brome, The Queen and Concubine, ed. by Lucy Munro, Richard Brome Online (2010), https://www.dhi.ac.uk/brome/viewTranscripts.jsp?play=QC&act=1&type=BOTH (open access)  

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%

Assessment Component 2: 3 written statements (Continuous Assessment) 30%

Assessment Component 3: Oral Exam (End-of-Term Assessment) 70%

• Course title: English Literature: A History
• Nombre d'ECTS : 4
• Référence : BCE-182
• Module(s) : I. Introductory Lectures
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: Have an overview of and be able to identify the different epochs of English literary history.Have an overview of and be able to identify the main literary genres of English literary history.Have an overview of and be able to identify a selection of literary works (and their authors) from all epochs of English literary history.

This lecture course covers the different epochs of English literary history. Focusing on literature (mostly) in English produced in England / Britain, we will start in the medieval period and end in the twenty-first century. We will focus on selected texts from each epoch, discussing its stylistic and generic particularities as well as locating it in its specific historical-cultural context. At the end of the course, you will have a good overview not only of the epochs of English literary history, but also of the different genres, a variety of canonical and non-canonical texts and their authors.  Reading:Greenblatt, Stephen, ed, The Norton Anthology of English Literature, 10th edition, volumes A-F (New York: Norton, 2018)

Assessment Component1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component2: ​​Written Exam (End-of-Term Assessment​) – ​​100​ %​

• Course title: Sociolinguistics
• Nombre d'ECTS : 4
• Référence : BCE-61
• Module(s) : I. Introductory Lectures
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: 

ANALYSE and EXPLAIN the multiple links between language, identity and migration

CONNECT theoretical concepts to ‘real life’ situations and issues

EXAMINE and EVALUATE contemporary debates about multilingualism, education and globalization

This course will provide an introduction to the area of sociolinguistics. We will study the function of language in the real world, grappling with such issues as the nature of meaning; accent, dialect, and language; language and gender; linguistic landscapes; language change, and language ideologies. Students will also explore the key issues of multilingualism, migration and language policy in the age of late modernity.No essential textbook is set for this course. Texts will be handed out or provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 2: ​​End of year exam (End-of-Term Assessment​) – ​​100​ %​

• Course title: Reading and Writing about Literature 2
• Nombre d'ECTS : 6
• Référence : BCE-62
• Module(s) : II. Critical Practice
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:

 

UNDERSTAND the function of and relationship between different types of sources (primary sources, co-texts, secondary literature).

COMBINE the theoretical approaches introduced in this course into an effective analytical framework (‘critical lens’).

FORMULATE coherent and critically informed lines of argument that reveal the nuances and complexities of the text.

For literary scholars and students of literature, text constitutes both the central object of analysis and the medium through which they construct understandings and interpretations of reality. Critical practice is a central feature of this process and relationship. It is less concerned with making value judgments or judgments of quality, than with reading as an active process during which each individual reader negotiates between a text’s generic features, its language, style, and themes, its historical and cultural contexts, and the critical dialogues and perspectives it generates. In short, the purpose of a literary or critical analysis is to reveal the complexity of a topic or text in its relation to the world, and, as a student of literature, you will find that ‘complicating’ your initial response to a text is one of the central skills (or reflexes?) you will be required to acquire and develop.Reading and Writing about Literature 2 builds on the approaches developed in Reading and Writing about Literature 1 and combines them with literary theory and criticism. The schools of thought explored in this course agree on the principle that texts are not merely expressions of someone’s thoughts and ideas but that language – the medium through which meaning is expressed – governs (organises and categorises) thought and experience, and thereby shapes how reality is perceived. Critical practice, in this course, will require you to complicate your initial readings by examining the impact of distinct critical perspectives on your interpretation(s) of a text and the meanings they generate and to craft these into convincing and critically informed lines of argument. Course materials will be provided in class or made available on Moodle by the instructor.

Assessment Component 1:

MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 2: ​​Critical Source Assessment (NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 3: Critical Case Study (Continuous Assessment) – 40%

Assessment Component 4: ​​Final Written Exam (Open Book 4 hours) (End-of-Term Assessment​) – ​​60%​

• Course title: Grammar 2
• Nombre d'ECTS : 4
• Référence : BCE-64
• Module(s) : III. English Language
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: 

Label instances of English grammatical usage using terminology

Describe and explain instances of English grammatical usage using linguistic terminology

Reflect critically on English grammatical usage issues

This course is a continuation of Grammar 1 and provides an overview of the main grammatical rules of Standard British English. We will study the remaining chapters of our textbook. The course will enhance your insight into English grammar and introduces you to key grammatical terminology so that you can describe, explain and critically discuss English grammatical usage.BibliographySimon-Vandenbergen, A. M., & Taverniers, M. (2016). English grammatical usage: a study guide. Gent: Acco. ISBN 9789462927643

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Seminar Tasks (​​Continuous Assessment)​ – ​​20​% ​​​ 

Assessment Component 3: Final written exam ​​(End-of-Term Assessment​) – ​​80% ​​

• Course title: Academic Writing (Group B)
• Nombre d'ECTS : 4
• Référence : BCE-220
• Module(s) : IV. Academic Writing
• Langue(s) :
• Obligatoire : Yes

RECOGNISE the structures of academic writing;

ORGANISE and EXPRESS your thoughts in a logical order;

EVALUATE your own writing.

What is Academic Writing? Far from being pompous, impenetrable and authoritarian, it should be clear, concise, and evidence-based. The objective of this course is to equip students with the necessary tools to write effectively within an academic context. The focus is on developing critical reading and thinking skills, thereby allowing students to analyse techniques used by other writers – for example developing thesis statements and supporting arguments. Students will also assess how essays are commonly structured and how ideas are logically connected in a text, as well as what language is appropriate to ensure an academic register. They will complete exercises and write a number of short texts to practice academic writing, working up to writing an essay at the end of the semester.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Active Participation and completion of homework (presentation) (​​Continuous Assessment)​ – ​​10​% ​​​ 

Assessment Component 3: Portfolio (3 written assignments) ​​(Continuous Assessment​) – ​​60% ​​

Assessment Component 4:

Final Essay ​​(Continuous Assessment​) – ​​30% ​​

• Course title: Sociolinguistics Methods and Analysis
• Nombre d'ECTS : 4
• Référence : BCE-221
• Module(s) : V. Language and Linguistics
• Langue(s) : EN
• Obligatoire : No

UNDERSTAND and EVALUATE methods of sociolinguistic data collection and analysis;APPLY sociolinguistic methodology to key topics of sociolinguistic research, such as multilingualism, social interaction, language attitudes, reginal variation, code switching, social mediaPLAN and EXECUTE a sociolinguistic research project (collecting and analysing data and presenting the results of your research)

This course provides a hands-on introduction to empirical methods in sociolinguistics.  The course will familiarize you with basic methodological approaches and analytical frameworks in sociolinguistic research using different domains of application as examples. This includes topics like multilingualism, social interaction, language attitudes, regional variation, code switching, or social media analysis.  You will read texts about basic theoretical considerations underlying the different methods, analyse methodological approaches as for their strengths and weaknesses, and apply empirical methods to sample data. As part of the assessment for the course, you will participate in a class research project in which you will collect and analyse data focusing on one domain of sociolinguistic research.Although this course is part of an English major programme, being a course on methods and analysis it focuses on basic competencies required for sociolinguistic field work.  Students of other majors (e.g. French, German, history) are also warmly encouraged to enrol.No textbook is assigned to this course. Weekly readings will be made available to you on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%Assessment Component 2: ​​Data collection (​​Continuous Assessment)​ – ​​30​% ​​​Assessment Component 3: Research Report ​​(Continuous Assessment​) – ​​30% ​​Assessment Component 4: Data analysis Report ​​(Continuous Assessment​) – ​​30% ​​Assessment Component 5: Participation ​​ (NON-GRADED Assessment – MANDATORY)  – ​​10% ​​ 

• Course title: English Phonetics
• Nombre d'ECTS : 4
• Référence : BCE-210
• Module(s) : III. English Language
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:

IDENTIFY the parts of the vocal tract;

CLASSIFY English vowels and consonants and DESCRIBE their production

ANALYSE English phonetic and phonological phenomena using precise terminology; and TRANSCRIBE words phonemically 

This course provides a grounding in phonetics (the study of speech sounds) and phonology (the study of sound systems) with a focus on English. You will be introduced to the general principles of phonetic description and analysis as well as basic phonological concepts. We will also look at factors affecting the precise realization of sounds and you will learn the basics of phonemic transcription.ReadingCarley, P., Mees, I. M., & Collins, B. (2018). English phonetics and pronunciation practice. Abingdon: Routledge. ISBN: 978-1-138-88634-6 (paperback); ISBN: 978-1-315-16394-9 (e-book)Please make sure you have bought this textbook before we start the course.Additional course materials will be provided in class or made available on Moodle

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Written exam

End-of-Term Assessment

100

%

available

• Course title: Anthropology of Language and Literature
• Nombre d'ECTS : 4
• Référence : BCE-299
• Module(s) : V. Language and Linguistics
• Langue(s) : EN
• Obligatoire : No

Understand the role language plays in social life Become familiar with key concepts in linguistic analysisAnalyse a broad variety of everyday written and spoken linguistic practices 

This course offers an introduction to the anthropology of language in Europe and the English-speaking world. Linguistic anthropology focuses on language in social life – how we make friends, eat and party, how we find love and romance — as well as politics and society. This course focuses on speech and popular media, from romance novels to football fan songs.  The first part of the course introduces the basics of linguistic anthropology, its roots in the travel diary, and the only homework assignment of the course: keep a field diary of your observations of language and society at the Uni Luxembourg.The second part of the course introduces some reading and key concepts of linguistic anthropology in three themes. First, food and socializing. Second, love and romance.  Third, politics and power.  We will use short readings and many media examples, which students are also encouraged to bring in and share.  By the end of the course we will be able to analyse a wide variety of textus using analytic concepts of: genre and indexicality (what do we say), style and register (what kind of person talks like this)  and identity/difference (how are community and social order made).Your final assignment will be a short paper on the role of language in one element of social life.Required Readings will be posted on Moodle.   Also recommended: Living Language: An introduction to linguistic anthropologyTeaching and examination language: English

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Final PaperEnd-of-Term Assessment80%availableAssessment Component 3Field NotebookNON-GRADED Assessment – MANDATORY20%NOT available

• Course title: Popular Literature
• Nombre d'ECTS : 4
• Référence : BCE-9
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:IDENTIFY the different participants in and factors of literary reception and consumptionDIFFERENTIATE between historical and contemporary audiences and their notion of tasteANALYSE and EXPLAIN the construction of authorship and literary fame in different period

This course focuses on the generic forms associated with popular texts from the 18th century to the present day. Students will become familiar with genres such as chapbooks, sensation novels, detective stories, melodrama, yellow peril fiction, conspiracy fiction, as well as chick-lit. We will examine how notions of taste and quality are constructed and disseminated via reviews—written both by critics and by readers. We will investigate the appeal, function, and continuous reception of popular texts, engaging with theories of reception, consumption, as well performativity and theatricality. Considering the historical context of production, we will reflect on how the message of texts evolves over time.Reading will be announced on Moodle. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%Assessment Component 2: Critical Case Study (in class) (Continuous Assessment) 30%Assessment Component 3: Essay (Continuous Assessment) 30%Assessment Component 4: Exam (End-of-Term Assessment) 40%NOTE:  Assessment purpose and instructions are provided separately.

Winter (available in Semesters 1, 3 or 5)

• Course title: Speculative Fiction
• Nombre d'ECTS : 4
• Référence : BCE-6
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:EXPLAIN the function of literary devices such as ‘terror’ and ‘horror’ in speculative fiction.SHOW how speculative fiction represents the impact of different forms of order (natural, social, scientific) on humans and human agency.EVALUATE the ways in which speculative fiction both expresses and shapes cultural anxieties.

Speculative fiction is anchored in the real, extrapolated from lived experience in specific cultural moments at specific points in time. Unlike other literary genres, however, speculative fiction disrupts the comfortable fictions of stability and order that shape our relationship to ourselves and to the material conditions of our lives.We look specifically at cultural anxieties that are manifested in literary forms of terror and horror and we investigate what happens to notions of the human and human agency in confrontation with other worlds, other norms, and other forms of knowledge. Ultimately, the monsters, ‘mad scientists’, and the utopian and dystopian ‘realities’ explored in the texts on the syllabus prompt us to ask uncomfortable questions of ourselves and about ourselves.READINGAtwood, Margaret, The Handmaid’s Tale (1985; any edition)Le Guin, Ursula K., The Left Hand of Darkness (1969; any edition)Shelley, Mary, Frankenstein; or, The New Prometheus (any edition, but please make sure you read the 1818 version of the text)Stevenson, R.L., The Strange Case of Dr Jekyll and Mr Hyde (1886; any edition) MOVIES/FILMSFrankenstein, dir. by James Whale (Universal, 1931) [on DVD]

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%Assessment Component 2: Debate + Report (Individual Contribution: 80%; Teamwork: 20%) (Continuous Assessment) 30%Assessment Component 3: Class Activities and Reflection (Continuous Assessment) 10%Assessment Component 4: Final Written Exam (End-of-Term Assessment) 60%

Winter (available in Semesters 1, 3 or 5)Grades of 5.1/20 and above for the different assessment components may be compensated within the course. Failure to attempt an assessment task will result in an unjustified absence on the transcript of records. Please consult the BCE Study Guide for information about extensions and general rules about assignment submissions and completion.

• Course title: Early Modern Drama
• Nombre d'ECTS : 4
• Référence : BCE-199
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:Read and analyse as set of early modern plays by different authors.Identify the main elements of the different early modern dramatic genres and apply them to the plays discussed in this course.Locate each play discussed in this course within its own specific historical, cultural and generic context.

The theatre played an important part in early modern English culture. London had a vibrant and highly competitive theatrical scene, with several outdoor and indoor theatres commissioning plays from a large number of authors and catering to spectators from across the social spectrum. This course is meant to introduce you to early modern English theatrical culture in general and to early modern drama in particular. We will discuss three different early modern plays: William Shakespeare’s tragedy Othello (1603/4), Thomas Middleton’s comedy Chaste Maid in Cheapside (c. 1613), Richard Brome’s tragicomedy The Queen and Concubine (1635-36). We will read these plays closely and locate each of them in its own specific generic, historical and cultural context.READINGIt is important that we all use the same editions of the plays we discuss in this course. Please make sure that you use only the editions listed below:William Shakespeare, Othello, ed. by Norman Sanders, new intro by Christina Luckyi, third edition (Cambridge: Cambridge University Press, 2018) – ISBN 978-1107569713Thomas Middleton, A Chaste Maid in Cheapside, ed. Linda Woodbridge, in Thomas Middleton: The Collected Works, ed. by Gary Taylor and John Lavagnino (Oxford: Clarendon Press, 2007), pp. 907-958. Ebook (available through a-z.lu)Richard Brome, The Queen and Concubine, ed. by Lucy Munro, Richard Brome Online (2010), https://www.dhi.ac.uk/brome/viewTranscripts.jsp?play=QC&act=1&type=BOTH (open access)  

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%Assessment Component 2: 3 written statements (Continuous Assessment) 30%Assessment Component 3: Oral Exam (End-of-Term Assessment) 70%

• Course title: Victorian Literature
• Nombre d'ECTS : 6
• Référence : BCE-67
• Module(s) : VII. Advanced Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: 

DEMONSTRATE an understanding of a variety of themes in Victorian literature, art and popular culture;

QUESTION views of the Victorian age as generally associated with structural social discipline and emotional repression;

ANALYSE and EXPLAIN the relation between literary works and the context of their production.

This course presents an overview of literary texts produced (predominantly) in Britain between the mid-1830s and 1900, a period that is characterised by deep-rooted social, economic, political and cultural changes. We will analyse the links between the individual and society, examining ideas of physicality, sexuality, the emotions and the domestic sphere in light of macro-societal developments such as industrialisation, secularisation, scientific innovation, consumer culture and social mobility. Our interdisciplinary investigation of literary works will draw connections between literary texts and visual culture, press discourse and socio-economic contexts.ReadingBrontë, Charlotte, Jane Eyre, ed. by Stevie Davies (London: Penguin Classics, 2011). ISBN: 978-0141441146

 

Description

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Weight 

Second Session 

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0

%

NOT available

Assessment Component 2

Oral component

Continuous Assessment

30

%

available

Assessment Component 3

Written component

Continuous Assessment

30

%

NOT available

Assessment Component 4

Exam

Continuous Assessment

40

%

NOT available

• Course title: Text and Context
• Nombre d'ECTS : 6
• Référence : BCE-8
• Module(s) : VII. Advanced Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: ANALYSE the impact of changing social, cultural, and economic conditions on the reception of (literary) texts. COMBINE key scholarly perspectives into a nuanced and critically informed literature review. DEMONSTRATE your ability to carry out a critical and contextualised close reading of your primary text both orally and in writing. 

This course examines the significance of context in the process interpretation. It is designed to encourage you to situate your own reading in relation to the conditions in which texts are produced, published, read, assessed, and re-imagined. Jane Austen’s Pride and Prejudice, for instance, was published in 1813, and Joseph Conrad’s Heart of Darkness in 1899. How relevant is this information? What does it reveal about the novels, their authors, and the worlds they depict? How remote – in space, time, and culture – do they seem to you? Why are they still read and debated? This course invites you to explore these issues and to reflect on whether what you know or do not know about texts and their contexts ultimately matters, and why.READINGAusten, Jane, Pride and Prejudice, ed. by Donald Gray and Mary A. Favret, 4th edn (New York and London: Norton, 2016). ISBN: 978-0393264883Conrad, Joseph, Heart of Darkness, ed. by Paul B. Armstrong, 4th edn (New York and London: Norton, 2006). ISBN: 978-0393926361MOVIES Apocalypse Now, dir. by Francis Ford Coppola (United Artists, 1979) [on DVD]Pride and Prejudice, dir. by Simon Langton (BBC, 1995) [on DVD]Bridget Jones’ Diary, dir. by Sharon Maguire (Universal, 2001) [on DVD]Further reading and additional materials are available on Moodle. The Norton Critical Editions of the novels cited above provide contextual information as well as critical essays. 

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Critical Case Study + ReportContinuous Assessment30%NOT availableAssessment Component 3Preparation TasksNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 4Critical Source Assessment / Literature Review(2 sources)End-of-Term Assessment10%NOT availableAssessment Component 5Final Written ExamEnd-of-Term Assessment60%available

Available from Semester 3 onwards

• Course title: British Theatre from the Postwar Era to the 21st Century
• Nombre d'ECTS : 6
• Référence : BCE-300
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: IDENTIFY the different movements and forms within post-1945 British theatre and their characteristics.  FORMULATE a research question/hypothesis to ANALYSE the form and content of a play by drawing on its socio-political and historical context.   TRANSFER the knowledge acquired to other plays and be able to understand their agenda. 

This seminar explores the development of British theatre from the end of WWII throughout the second half of the 20th century and into the 21st century. Reading and watching plays which represent different movements and forms of theatre, most importantly the Angry Young Men, the Theatre of the Absurd, In-Yer-Face Theatre, Postdramatic Theatre, and Digital Theatre, we are going to analyse how theatre has been a mirror of societal change, cultural expression, and the political climate in the UK throughout the decades. Our class also includes a one-night excursion to the theatre to watch a contemporary play in English that we are going to choose together.We are going to read and discuss the following plays:- John Osborne, Look Back in Anger- Samuel Beckett, Waiting for Godot- Sarah Kane, Blasted- Jasmine Lee-Jones, seven methods of killing kylie jennerPlease make sure to obtain a copy of each of the four plays; you are free to choose the format and edition. Make sure to bring along the text to the respective seminar session(s).The performances of plays that we are going to watch are all available on Youtube; more information can be found in the syllabus.Secondary texts (see syllabus) will be provided on Moodle.

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Oral ParticipationContinuous Assessment10%NOT availableAssessment Component 3Short Written StatementContinuous Assessment10%NOT availableAssessment Component 4Thesis Statement and Abstract for EssayContinuous Assessment10%NOT availableAssessment Component 5Essay (1.500 – 2.000 words)End-of-Term Assessment70%available

• Course title: "American" Narratives: Key Texts and Debates
• Nombre d'ECTS : 6
• Référence : BCE-12
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:EXAMINE the claims to universality embedded in the founding documents of the United States of America.ASSESS the hegemonic power of dominant ‘American’ narratives in a set of key texts and debates.CONTEXTUALISE and EVALUATE the diachronic and synchronic features of literary and non-literary sources methodically and critically.

 

 This course focuses on the narratives and ideas that shape contemporary perceptions of the United States of America. By looking at a selection of key literary and non-literary texts, we will examine and test preconceived beliefs about ‘America’ and the multifaceted web of signification the term evokes against the historical, social, and cultural complexities of ‘American’ realities. Starting with The Declaration of Independence and selected defining moments in the history and culture of the United States of America, we will explore the variety of meanings associated with the idea of ‘America’ and the narratives that produce and/or disrupt them. The coursework and the class activities combine factual enquiry with debates and traditional literary criticism. This combination should allow you to develop a better understanding of some of the difficult conversations that shape contemporary ‘American’ identities and concerns.READINGBeecher-Stowe, Harriet, Uncle Tom’s Cabin, ed. by Elizabeth Ammons, 2nd edn (New York: Norton, 2010). ISBN: 978-0393933994 [Excerpts]Douglass, Frederick, ‘Independence Day Speech’, in J. T. Skerrett, Literature, Race, and Ethnicity: Contesting American Identities, The Longman Literature and Culture Series (New York: Longman, 2002), pp. 43-48.Hawthorne, Nathaniel, The Scarlet Letter, ed. by Leland S. Person, 4th edn (New York: Norton, 2005). ISBN: 978-0393979534Jacobs, Harriet A., Incidents in the Life of a Slave Girl, Written by Herself, ed. by Jean Fagan Yellin (Cambridge: Harvard University Press, 2000). ISBN: 978-0674002715 [Excerpts]Miller, Arthur, The Crucible (London and New York: Penguin, 2000). ISBN: 978-0141182551 Thoreau, Henry David, ‘Civil Disobedience’ and Other Writings, ed. by William Rossi, 3rd edn (New York: Norton, 2008). ISBN: 978-0393930900 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Reader’s Journal

Continuous Assessment

20

%

NOT available

Assessment Component 3

Trial Simulation + Report

Continuous Assessment

30

%

NOT available

Assessment Component 4

Final Essay (Topic proposal + 2000 words essay)

End-of-Term Assessment

50

%

available

Winter (available in Semester 3 or 5)

• Course title: Postcolonial Literature
• Nombre d'ECTS : 6
• Référence : BCE-140
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: 

UNDERSTAND the historical context of colonialism, the evolution of postcolonialism and the concepts that inform postcolonial theory.ANALYSE literary texts through a postcolonial lens.EVALUATE the significance of postcolonial criticism for literary and cultural studies.

In this introductory seminar to postcolonial literature and theory, we are going to explore how and why postcolonialism is essential to understanding the global entanglements and power hierarchies that have been shaping our complex reality in the 21st century. Reading and discussing some of the most important thinkers within postcolonial studies, such as Edward Said, Frantz Fanon, Homi K. Bhabha, and Gayatri Spivak, we will engage with the concepts of place and displacement, margin and centre, the “Other”, language, and power. In keeping with the postcolonial practice of reading contrapuntally, we are going to analyse both canonical postcolonial literary texts, such as Jean Rhys’s Wide Sargasso Sea, and less well-known, but equally important authors and works from different literary genres, such as poetry, short stories, and performance. Please obtain a copy of the following works, which we are going to work with closely throughout the semester:Jean Rhys, Wide Sargasso Sea (Penguin Classics, 2000). ISBN 978 0 141 18285 8. John McLeod, Beginning Postcolonialism (Manchester University Press, 2010). ISBN 978 0 7190 7858 3All other texts will be made available on Moodle.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Oral Participation

Continuous Assessment

10

%

NOT available

Assessment Component 3

Source Discussion

Continuous Assessment

10

%

NOT available

Assessment Component 4

Bibliography Exercise

Continuous Assessment

10

%

NOT available

Assessment Component 5

Research Proposal

End-of-Term Assessment

70

%

available

Course available from semester 3 onwards

• Course title: History of the English Language (ca. 400 – ca. 1600)
• Nombre d'ECTS : 4
• Référence : BCE-65
• Module(s) : V. Language and Linguistics
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: RECOGNISE the major developments of the English language in the medieval periodSHOW how linguistic developments are linked to political and social contexts IDENTIFY what hides behind many common references to the medieval period in English-language culture, from Shakespeare’s plays to current popular media

This course offers a radically interdisciplinary introduction to the history of the English language from its emergence (ca. 400 AD) until its development into modern English (ca. 1600). It explores how political and social contexts shaped the development of English, and how these changes are reflected in different primary sources, not least Old English and Middle English literature. Each session centres on linguistic phenomena or historical events, which are in turn explained with reference to current scholarly debates and set within their wider European context. Whenever appropriate, discussions on specific issues will be based on students’ reading of selected texts. The course will make ample use of historical documents, both written and visual. Reading:Charles Barber, Joan C. Beal, and Philip A. Shaw, The English Language: A Historical Introduction, 2nd edn (Cambridge: Cambridge University Press, 2012) Albert C. Baugh and Thomas Cable, A History of the English Language, 6th edn (London: Routledge, 2013) Seth Lerer, Inventing English, A Portable History of the Language, revised and expanded edn (New York: Columbia University Press, 2015) C. M. Milliward and Mary Hayes, A Biography of the English Language, 3rd edn (Boston: Wadsworth, 2012) 

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​2 Multiple Choice Tests (​​Continuous Assessment)​ – ​​30​% ​​​ Assessment Component 3: Final Oral Examination ​​(End-of-term Assessment​) – ​​70% ​​

• Course title: Language Acquisition
• Nombre d'ECTS : 4
• Référence : BCE-163
• Module(s) : V. Language and Linguistics
• Langue(s) : EN
• Obligatoire : No

By the end of this course you should be able to:

Comment on first and multilingual language acquisition theories

Conduct and write up a semi-structured interview

Summarize and present literature on language acquisition in a way that demonstrates and promotes an understanding of the key points

​​This course introduces you to concepts and models of first language acquisition, including issues of child multilingual language acquisition. ​ 

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Micro-teaching (​​Continuous Assessment)​ – ​​40​% ​​​ 

Assessment Component 3: Case study child bilingual language acquisition ​​(Continuous Assessment​) – ​​40% ​​

Assessment Component 4: In-class texts (Continuous Assessment​) – ​​20% ​​

• Course title: Sociolinguistics Methods and Analysis
• Nombre d'ECTS : 4
• Référence : BCE-221
• Module(s) : V. Language and Linguistics
• Langue(s) : EN
• Obligatoire : No

UNDERSTAND and EVALUATE methods of sociolinguistic data collection and analysis;

APPLY sociolinguistic methodology to key topics of sociolinguistic research, such as multilingualism, social interaction, language attitudes, reginal variation, code switching, social media

PLAN and EXECUTE a sociolinguistic research project (collecting and analysing data and presenting the results of your research)

This course provides a hands-on introduction to empirical methods in sociolinguistics.  The course will familiarize you with basic methodological approaches and analytical frameworks in sociolinguistic research using different domains of application as examples. This includes topics like multilingualism, social interaction, language attitudes, regional variation, code switching, or social media analysis.  You will read texts about basic theoretical considerations underlying the different methods, analyse methodological approaches as for their strengths and weaknesses, and apply empirical methods to sample data. As part of the assessment for the course, you will participate in a class research project in which you will collect and analyse data focusing on one domain of sociolinguistic research.Although this course is part of an English major programme, being a course on methods and analysis it focuses on basic competencies required for sociolinguistic field work.  Students of other majors (e.g. French, German, history) are also warmly encouraged to enrol.No textbook is assigned to this course. Weekly readings will be made available to you on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 2: ​​Data collection (​​Continuous Assessment)​ – ​​30​% ​​​

Assessment Component 3: Research Report ​​(Continuous Assessment​) – ​​30% ​​

Assessment Component 4: Data analysis Report ​​(Continuous Assessment​) – ​​30% ​​

Assessment Component 5: Participation ​​ (NON-GRADED Assessment – MANDATORY)  – ​​10% ​​ 

• Course title: Early Modern Poetry
• Nombre d'ECTS : 6
• Référence : BCE-183
• Module(s) : VII. Advanced Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:Read and analyse a set of early modern poems by different authors.Identify the main characteristics of a number of early modern poetic genres.Locate the poems discussed in this seminar within their own specific historical, cultural and generic contexts.

“So long as men can breathe or eyes can see,        So long lives this, and this gives life to thee.”These verses, which are the closing lines of William Shakespeare’s sonnet 18 (‘Shall I compare thee to a summer’s day?’, publ. 1609), have proven to be programmatic for many texts of early modern poetry. Up to this day, many early modern poems continue to delight readers, who have kept them ‘alive’ by reading and re-reading them and by doing so have bestowed longevity on their authors, too. In this seminar, you’ll learn how to read and analyse early modern poetry and how to appreciate its rich and fascinating variety. The early modern period is one of the most fertile epochs in English poetry. A list of poets who wrote during this time includes prominent names (in alphabetical order) such as John Donne, John Milton, Philip Sidney, Edmund Spenser, Walter Ralegh, William Shakespeare, and Mary Wroth, all of whom deeply influenced later generations of poets. In this seminar we will read, analyse and discuss poems and excerpts of poems by canonical authors such as Spenser, Shakespeare and others as well as by less well-known writers such as Aemilia Lanyer, Anne Lock, and Isabella Whitney. We will pay close attention to the texts’ formal particularities, the themes and topics they deal with, and the cultural contexts from which they emerge. We will discuss various poetic genres as well as their cultural and/or political functions in the society of early modern England. At the end of this seminar, you will have a good overview of early modern poetry, its forms, and its functions.A reader with a selection of texts will be made available at the beginning of the semester.

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​3 written statements (​​Continuous Assessment)​ – ​​30​% ​​​ Assessment Component 3: Oral exam ​​(End-of-term Assessment​) – ​​70% ​​

• Course title: Creative Writing
• Nombre d'ECTS : 6
• Référence : BCE-72
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

Perceive, discuss, and assess pieces of your own creative writing in concrete terms, e.g.  source(s) of tension, narrative perspective, structure, and what risks it takes. 

Read another writer’s draft, recognize what it is trying to do, and provide feedback that helps them better hit that goal. 

Produce creative written work, incorporate outside perspectives on it, and edit it to improve it. 

In this course, we will treat creative writing as a practice: How can you perceive your own work in the hard terms of its craft? How can you incorporate (or ignore) feedback tactfully? And how can you help other writers improve their drafts to meet their own goals? One part of the course will be devoted to experimentation: we will look at examples of creative writing and break down how they work, whereafter you will play with those techniques yourself. Another part will comprise a workshop in which you will, in small groups, share your drafts and give/get feedback.  Reading:On Writing by Stephen King 

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Workshop submission 1 (​​Continuous Assessment)​ – ​​10​% ​​​ 

Assessment Component 3: Workshop submission 2 ​​(Continuous Assessment​) – ​​10% ​​

Assessment Component 4: Peer feedback (written) ​​(Continuous Assessment​) – ​​20% ​​

Assessment Component 5: Portfolio (End-of-term Assessment)  – ​​60% ​​

• Course title: Dragons, Knights, and Pilgrims: Making Sense of Literature in Medieval England
• Nombre d'ECTS : 6
• Référence : BCE-145
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: CONTEXTUALISE major pieces of medieval literature from England within larger European currentsEXPLAIN with the help of concrete examples how these pieces express cultural values or attitudesIDENTIFY and ANALYSE major medieval literary topoi

This course will look in more depth at some topics from History of the English Language (ca. 400 – ca. 1600) and at works mentioned in English Literature: A History. It will explore a multi-lingual selection of literary pieces from medieval England that were heard or read by its Anglo-Saxon settlers, Scandinavian invaders, Norman aristocrats, and English burghers. The class will study these works in their political, cultural, and socio-linguistic contexts, paying particular attention to how they fit into larger European currents.Since this class is aimed at advanced students, it will try to do justice to their particular interests and encourage initiatives of their own.ReadingBeowulf.Marie de France, Lais.Geoffrey of Monmouth, De gestis Britonum / Historia Regum Brittaniae.Geoffrey Chaucer, Troilus and Criseyde.Geoffrey Chaucer, The Canterbury Tales.

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​Active Participation (​​Continuous Assessment)​ – ​​10​% ​​​ Assessment Component 3: In-class presentations ​​(Continuous Assessment​) – ​​40% ​​Assessment Component 4: Written Examination ​​(End-of-term Assessment​) – ​​50% ​​

• Course title: Literary Theory and Criticism
• Nombre d'ECTS : 6
• Référence : BCE-68
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: 

IDENTIFY the theoretical debates that have shaped how critics approach literature since the 1950s.

FORMULATE critical arguments about the interaction(s) between texts, writing and reading.

EVALUATE the relationship between literary texts and ‘reality’ from a critically informed perspective.

This course provides a critical introduction to the major developments in literary theory and criticism since the 1950s. You will engage with key theoretical concepts and positions and explore the ways in major schools of thought frame and shape both how we read and how we conceptualise and interact with the worlds we are a part of. Ultimately, this course aims to inspire students to experiment with different critical lenses and to consciously seek out ways of reading that challenge their initial interpretations.ReadingBennett, Andrew, and Nicholas Royle, An Introduction to Literature, Criticism and Theory, 6th edn (Routledge, 2023). ISBN: 9781032158846. Set text.Barthes, Roland, ‘The Death of the Author’, in Modern Criticism and Theory:  A Reader, ed. by David Lodge and Nigel Wood, 3rd edn (Routledge, 2013), pp. 311–16Baudrillard, Jean, ‘Simulacra and Simulations’, in Modern Criticism and Theory:  A Reader, ed. by David and Nigel Wood, 3rd edn (Routledge, 2013), pp. 421–32ADDITIONAL RECOMMENDED READINGBarry, Peter, Beginning Theory: An Introduction to Literary and Cultural Theory, 4th edn (Manchester University Press, 2017)Murfin, Ross, and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms, 4th edn (Bedford/St Martin’s, 2018)

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Annotated Timeline (NON-GRADED Assessment – MANDATORY) ​ – ​​0​% ​​​ 

Assessment Component 3: Debate and Report ​​(Continuous Assessment​) – ​​50% ​​

Assessment Component 4: Final Written Exam (Open-Book 4 hours) ​​(End-of-term Assessment​) – ​​50% ​​

 

• Course title: Auto/biography
• Nombre d'ECTS : 6
• Référence : BCE-70
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

DISTINGUISH between the author as a civil and moral person, the autobiographical “I” and the literary narrator.

 

RECOGNISE and EXPLAIN the ways in which autobiographical writing mirrors, responds to and shapes the context in which it is produced.

 

CONSTRUCT a coherent argument on the literary and fictional qualities of semi-/non-fictional writing.

 

This course widens the category of literature as defined by novels, poems, and short stories. It situates autobiography as a facet of biographical writing, challenging the distinction between public and private writing and highlighting the interface between fact and fiction. Putting a particular accent on graphic memoirs and biographies, we will investigate the techniques of self-construction evident in these texts based on the cultural, historical, and medial context of their production, and consider the ideas of respectability, dissidence, and compliance that transpire. Based on theories of auto/biography and authorship, we will examine the ways in which the texts in question reflect and shape notions of personhood, selfhood, and the value of the individual within a given cultural context.  Reading:Course materials will be provided in class or made available on Moodle by the instructor. 

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Oral component ​​(Continuous Assessment​) – ​​30% ​​

Assessment Component 3: Written component ​​(End-of-term Assessment​) – ​​40% ​​

Assessment Component 4: Workshop participation ​​(Continuous Assessment​) – ​​30% ​​

• Course title: English Poetry and Science
• Nombre d'ECTS : 6
• Référence : BCE-293
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

Name and explain the cultural impacts of some of the major scientific developments of the last 200 years and understand the complexities of poetic responses they engendered. Identify and analyse key poetic devices and terms employed in the close reading of poetry.Formulate coherent and research-backed arguments about the intersections between poetry and science. 

Since the industrial revolution, science and technology have seeped into every aspect of modern life. Scientific progress has prolonged our lifespan, sent humans to the moon, split the atom, and spawned AI technologies that promise to save our world but are also jeopardising democratic processes, leading to job displacement and ethical concerns. How have poets, since the Romantic Age, responded to the dramatic changes in our worldview brought about by the sciences? What is poetry’s role in this changed world? In this course, we will study poems exalting science, at one extreme, and decrying its effects, at the other. Starting with the Romantic poets and ending with contemporary poetry, we shall analyse poetry as climate activism, poetry written by scientists, avant-garde poems that experiment with words the way scientists experiment with the natural world, and poems appropriating scientific jargon and metaphors to say something new about our changed world. Alongside the poetry, we will also discuss critical theory, ranging from new materialism to theories of the lyric.  Reading: Most primary reading material will be made available on Moodle.Dark Matter: Poems of Space. Ed. by Maurice Riordan and Jocelyn Bell Burnell. Calouste Gulbenkian Foundation, 2008. A Quark for Mister Mark: 101 Poems About Science. Ed. Maurice Riordan. Faber Poetry, 2000.Verse and Universe: Poems About Science and Mathematics. Ed. Kurt Brown. Milkweed Editions, 1998. Inside Outer Space: New Poems of the Space Age. Ed. Robert Vas Dias. Anchor Books, 1970.Bauer, Susan Wise. The Story of Western Science: From the Writings of Aristotle to the Big Bang Theory. Norton, 2015. 

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​Preparation and participation ​​(Continuous Assessment​) – ​​20% ​​Assessment Component 3: Research essay ​​(End-of-term Assessment​) – ​​50% ​​Assessment Component 4: Oral exam ​​(End-of-term Assessment​) – ​​30% ​​

• Course title: Research seminar 1
• Nombre d'ECTS : 1
• Référence : BCE-155
• Module(s) : IX. Research Seminar
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: 

DEFINE a productive and viable research area and topic;

COMPOSE an organised and representative annotated bibliography;

DEVELOP a long piece of academic writing.

The purpose of this Research Seminar is to provide students with general guidance in the development and writing of their Bachelor thesis in the field of English Studies. The course proposes a series of collaborative workshops, in which you will be introduced to the main aspects of research in English literature and linguistics. Research Seminar 1 (Semester 4)The first part of the Research Seminar consists of hands-on in-class activities and assignments that are designed to help you to develop the skills and strategies you will need to define your research questions and thesis topic. We will focus on the importance of critically assessing and selecting your source materials (critical source assessment), developing a critical or theoretical framework that will inform both your choice of data and sources and their analysis (annotated bibliography), and to plan and formulate initial ideas and components of your study (abstract and draft research proposal).

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Preparation Tasks ​​(NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 3: Researcher’s Journal ​​(End-of-term Assessment​) – ​​80%

Assessment Component 4: In-class Tasks ​​(Continuous Assessment​) – ​​20%

Assessment Component 5: Abstract

(NON-GRADED Assessment – MANDATORY) – 0%

Assessment Component 6: ​​DRAFT Research Proposal ​​(NON-GRADED Assessment – MANDATORY) – 0% 

• Course title: Anthropology of Language and Literature
• Nombre d'ECTS : 4
• Référence : BCE-299
• Module(s) : V. Language and Linguistics
• Langue(s) : EN
• Obligatoire : No

Understand the role language plays in social life Become familiar with key concepts in linguistic analysisAnalyse a broad variety of everyday written and spoken linguistic practices 

This course offers an introduction to the anthropology of language in Europe and the English-speaking world. Linguistic anthropology focuses on language in social life – how we make friends, eat and party, how we find love and romance — as well as politics and society. This course focuses on speech and popular media, from romance novels to football fan songs.  The first part of the course introduces the basics of linguistic anthropology, its roots in the travel diary, and the only homework assignment of the course: keep a field diary of your observations of language and society at the Uni Luxembourg.The second part of the course introduces some reading and key concepts of linguistic anthropology in three themes. First, food and socializing. Second, love and romance.  Third, politics and power.  We will use short readings and many media examples, which students are also encouraged to bring in and share.  By the end of the course we will be able to analyse a wide variety of textus using analytic concepts of: genre and indexicality (what do we say), style and register (what kind of person talks like this)  and identity/difference (how are community and social order made).Your final assignment will be a short paper on the role of language in one element of social life.Required Readings will be posted on Moodle.   Also recommended: Living Language: An introduction to linguistic anthropologyTeaching and examination language: English

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Final PaperEnd-of-Term Assessment80%availableAssessment Component 3Field NotebookNON-GRADED Assessment – MANDATORY20%NOT available

• Course title: Popular Literature
• Nombre d'ECTS : 4
• Référence : BCE-9
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:

IDENTIFY the different participants in and factors of literary reception and consumption

DIFFERENTIATE between historical and contemporary audiences and their notion of taste

ANALYSE and EXPLAIN the construction of authorship and literary fame in different period

This course focuses on the generic forms associated with popular texts from the 18th century to the present day. Students will become familiar with genres such as chapbooks, sensation novels, detective stories, melodrama, yellow peril fiction, conspiracy fiction, as well as chick-lit. We will examine how notions of taste and quality are constructed and disseminated via reviews—written both by critics and by readers. We will investigate the appeal, function, and continuous reception of popular texts, engaging with theories of reception, consumption, as well performativity and theatricality. Considering the historical context of production, we will reflect on how the message of texts evolves over time.Reading will be announced on Moodle. 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%

Assessment Component 2: Critical Case Study (in class) (Continuous Assessment) 30%

Assessment Component 3: Essay (Continuous Assessment) 30%

Assessment Component 4: Exam (End-of-Term Assessment) 40%

NOTE:  Assessment purpose and instructions are provided separately.

Winter (available in Semesters 1, 3 or 5)

• Course title: Speculative Fiction
• Nombre d'ECTS : 4
• Référence : BCE-6
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:

EXPLAIN the function of literary devices such as ‘terror’ and ‘horror’ in speculative fiction.

SHOW how speculative fiction represents the impact of different forms of order (natural, social, scientific) on humans and human agency.

EVALUATE the ways in which speculative fiction both expresses and shapes cultural anxieties.

Speculative fiction is anchored in the real, extrapolated from lived experience in specific cultural moments at specific points in time. Unlike other literary genres, however, speculative fiction disrupts the comfortable fictions of stability and order that shape our relationship to ourselves and to the material conditions of our lives.We look specifically at cultural anxieties that are manifested in literary forms of terror and horror and we investigate what happens to notions of the human and human agency in confrontation with other worlds, other norms, and other forms of knowledge. Ultimately, the monsters, ‘mad scientists’, and the utopian and dystopian ‘realities’ explored in the texts on the syllabus prompt us to ask uncomfortable questions of ourselves and about ourselves.READINGAtwood, Margaret, The Handmaid’s Tale (1985; any edition)Le Guin, Ursula K., The Left Hand of Darkness (1969; any edition)Shelley, Mary, Frankenstein; or, The New Prometheus (any edition, but please make sure you read the 1818 version of the text)Stevenson, R.L., The Strange Case of Dr Jekyll and Mr Hyde (1886; any edition) MOVIES/FILMSFrankenstein, dir. by James Whale (Universal, 1931) [on DVD]

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%

Assessment Component 2: Debate + Report (Individual Contribution: 80%; Teamwork: 20%) (Continuous Assessment) 30%

Assessment Component 3: Class Activities and Reflection (Continuous Assessment) 10%

Assessment Component 4: Final Written Exam (End-of-Term Assessment) 60%

Winter (available in Semesters 1, 3 or 5)

Grades of 5.1/20 and above for the different assessment components may be compensated within the course. Failure to attempt an assessment task will result in an unjustified absence on the transcript of records. Please consult the BCE Study Guide for information about extensions and general rules about assignment submissions and completion.

• Course title: Early Modern Drama
• Nombre d'ECTS : 4
• Référence : BCE-199
• Module(s) : VI. Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:Read and analyse as set of early modern plays by different authors.Identify the main elements of the different early modern dramatic genres and apply them to the plays discussed in this course.Locate each play discussed in this course within its own specific historical, cultural and generic context.

The theatre played an important part in early modern English culture. London had a vibrant and highly competitive theatrical scene, with several outdoor and indoor theatres commissioning plays from a large number of authors and catering to spectators from across the social spectrum. This course is meant to introduce you to early modern English theatrical culture in general and to early modern drama in particular. We will discuss three different early modern plays: William Shakespeare’s tragedy Othello (1603/4), Thomas Middleton’s comedy Chaste Maid in Cheapside (c. 1613), Richard Brome’s tragicomedy The Queen and Concubine (1635-36). We will read these plays closely and locate each of them in its own specific generic, historical and cultural context.READINGIt is important that we all use the same editions of the plays we discuss in this course. Please make sure that you use only the editions listed below:William Shakespeare, Othello, ed. by Norman Sanders, new intro by Christina Luckyi, third edition (Cambridge: Cambridge University Press, 2018) – ISBN 978-1107569713Thomas Middleton, A Chaste Maid in Cheapside, ed. Linda Woodbridge, in Thomas Middleton: The Collected Works, ed. by Gary Taylor and John Lavagnino (Oxford: Clarendon Press, 2007), pp. 907-958. Ebook (available through a-z.lu)Richard Brome, The Queen and Concubine, ed. by Lucy Munro, Richard Brome Online (2010), https://www.dhi.ac.uk/brome/viewTranscripts.jsp?play=QC&act=1&type=BOTH (open access)  

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment) – MANDATORY 0%Assessment Component 2: 3 written statements (Continuous Assessment) 30%Assessment Component 3: Oral Exam (End-of-Term Assessment) 70%

• Course title: Victorian Literature
• Nombre d'ECTS : 6
• Référence : BCE-67
• Module(s) : VII. Advanced Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: DEMONSTRATE an understanding of a variety of themes in Victorian literature, art and popular culture;QUESTION views of the Victorian age as generally associated with structural social discipline and emotional repression;ANALYSE and EXPLAIN the relation between literary works and the context of their production.

This course presents an overview of literary texts produced (predominantly) in Britain between the mid-1830s and 1900, a period that is characterised by deep-rooted social, economic, political and cultural changes. We will analyse the links between the individual and society, examining ideas of physicality, sexuality, the emotions and the domestic sphere in light of macro-societal developments such as industrialisation, secularisation, scientific innovation, consumer culture and social mobility. Our interdisciplinary investigation of literary works will draw connections between literary texts and visual culture, press discourse and socio-economic contexts.ReadingBrontë, Charlotte, Jane Eyre, ed. by Stevie Davies (London: Penguin Classics, 2011). ISBN: 978-0141441146

 DescriptionComponent Type Weight Second Session Assessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Oral componentContinuous Assessment30%availableAssessment Component 3Written componentContinuous Assessment30%NOT availableAssessment Component 4ExamContinuous Assessment40%NOT available

• Course title: Text and Context
• Nombre d'ECTS : 6
• Référence : BCE-8
• Module(s) : VII. Advanced Literary Studies
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: 

ANALYSE the impact of changing social, cultural, and economic conditions on the reception of (literary) texts. 

COMBINE key scholarly perspectives into a nuanced and critically informed literature review. 

DEMONSTRATE your ability to carry out a critical and contextualised close reading of your primary text both orally and in writing. 

This course examines the significance of context in the process interpretation. It is designed to encourage you to situate your own reading in relation to the conditions in which texts are produced, published, read, assessed, and re-imagined. Jane Austen’s Pride and Prejudice, for instance, was published in 1813, and Joseph Conrad’s Heart of Darkness in 1899. How relevant is this information? What does it reveal about the novels, their authors, and the worlds they depict? How remote – in space, time, and culture – do they seem to you? Why are they still read and debated? This course invites you to explore these issues and to reflect on whether what you know or do not know about texts and their contexts ultimately matters, and why.READINGAusten, Jane, Pride and Prejudice, ed. by Donald Gray and Mary A. Favret, 4th edn (New York and London: Norton, 2016). ISBN: 978-0393264883Conrad, Joseph, Heart of Darkness, ed. by Paul B. Armstrong, 4th edn (New York and London: Norton, 2006). ISBN: 978-0393926361MOVIES Apocalypse Now, dir. by Francis Ford Coppola (United Artists, 1979) [on DVD]Pride and Prejudice, dir. by Simon Langton (BBC, 1995) [on DVD]Bridget Jones’ Diary, dir. by Sharon Maguire (Universal, 2001) [on DVD]Further reading and additional materials are available on Moodle. The Norton Critical Editions of the novels cited above provide contextual information as well as critical essays. 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Critical Case Study + Report

Continuous Assessment

30

%

NOT available

Assessment Component 3

Preparation Tasks

NON-GRADED Assessment – MANDATORY

0

%

NOT available

Assessment Component 4

Critical Source Assessment / Literature Review(2 sources)

End-of-Term Assessment

10

%

NOT available

Assessment Component 5

Final Written Exam

End-of-Term Assessment

60

%

available

Available from Semester 3 onwards

• Course title: British Theatre from the Postwar Era to the 21st Century
• Nombre d'ECTS : 6
• Référence : BCE-300
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: 

IDENTIFY the different movements and forms within post-1945 British theatre and their characteristics.  FORMULATE a research question/hypothesis to ANALYSE the form and content of a play by drawing on its socio-political and historical context.   TRANSFER the knowledge acquired to other plays and be able to understand their agenda. 

This seminar explores the development of British theatre from the end of WWII throughout the second half of the 20th century and into the 21st century. Reading and watching plays which represent different movements and forms of theatre, most importantly the Angry Young Men, the Theatre of the Absurd, In-Yer-Face Theatre, Postdramatic Theatre, and Digital Theatre, we are going to analyse how theatre has been a mirror of societal change, cultural expression, and the political climate in the UK throughout the decades. Our class also includes a one-night excursion to the theatre to watch a contemporary play in English that we are going to choose together.We are going to read and discuss the following plays:- John Osborne, Look Back in Anger- Samuel Beckett, Waiting for Godot- Sarah Kane, Blasted- Jasmine Lee-Jones, seven methods of killing kylie jennerPlease make sure to obtain a copy of each of the four plays; you are free to choose the format and edition. Make sure to bring along the text to the respective seminar session(s).The performances of plays that we are going to watch are all available on Youtube; more information can be found in the syllabus.Secondary texts (see syllabus) will be provided on Moodle.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Oral Participation

Continuous Assessment

10

%

NOT available

Assessment Component 3

Short Written Statement

Continuous Assessment

10

%

NOT available

Assessment Component 4

Thesis Statement and Abstract for Essay

Continuous Assessment

10

%

NOT available

Assessment Component 5

Essay (1.500 – 2.000 words)

End-of-Term Assessment

70

%

available

• Course title: "American" Narratives: Key Texts and Debates
• Nombre d'ECTS : 6
• Référence : BCE-12
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:EXAMINE the claims to universality embedded in the founding documents of the United States of America.ASSESS the hegemonic power of dominant ‘American’ narratives in a set of key texts and debates.CONTEXTUALISE and EVALUATE the diachronic and synchronic features of literary and non-literary sources methodically and critically. 

 This course focuses on the narratives and ideas that shape contemporary perceptions of the United States of America. By looking at a selection of key literary and non-literary texts, we will examine and test preconceived beliefs about ‘America’ and the multifaceted web of signification the term evokes against the historical, social, and cultural complexities of ‘American’ realities. Starting with The Declaration of Independence and selected defining moments in the history and culture of the United States of America, we will explore the variety of meanings associated with the idea of ‘America’ and the narratives that produce and/or disrupt them. The coursework and the class activities combine factual enquiry with debates and traditional literary criticism. This combination should allow you to develop a better understanding of some of the difficult conversations that shape contemporary ‘American’ identities and concerns.READINGBeecher-Stowe, Harriet, Uncle Tom’s Cabin, ed. by Elizabeth Ammons, 2nd edn (New York: Norton, 2010). ISBN: 978-0393933994 [Excerpts]Douglass, Frederick, ‘Independence Day Speech’, in J. T. Skerrett, Literature, Race, and Ethnicity: Contesting American Identities, The Longman Literature and Culture Series (New York: Longman, 2002), pp. 43-48.Hawthorne, Nathaniel, The Scarlet Letter, ed. by Leland S. Person, 4th edn (New York: Norton, 2005). ISBN: 978-0393979534Jacobs, Harriet A., Incidents in the Life of a Slave Girl, Written by Herself, ed. by Jean Fagan Yellin (Cambridge: Harvard University Press, 2000). ISBN: 978-0674002715 [Excerpts]Miller, Arthur, The Crucible (London and New York: Penguin, 2000). ISBN: 978-0141182551 Thoreau, Henry David, ‘Civil Disobedience’ and Other Writings, ed. by William Rossi, 3rd edn (New York: Norton, 2008). ISBN: 978-0393930900 

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Reader’s JournalContinuous Assessment20%NOT availableAssessment Component 3Trial Simulation + ReportContinuous Assessment30%NOT availableAssessment Component 4Final Essay (Topic proposal + 2000 words essay)End-of-Term Assessment50%available

Winter (available in Semester 3 or 5)

• Course title: Postcolonial Literature
• Nombre d'ECTS : 6
• Référence : BCE-140
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: UNDERSTAND the historical context of colonialism, the evolution of postcolonialism and the concepts that inform postcolonial theory.ANALYSE literary texts through a postcolonial lens.EVALUATE the significance of postcolonial criticism for literary and cultural studies.

In this introductory seminar to postcolonial literature and theory, we are going to explore how and why postcolonialism is essential to understanding the global entanglements and power hierarchies that have been shaping our complex reality in the 21st century. Reading and discussing some of the most important thinkers within postcolonial studies, such as Edward Said, Frantz Fanon, Homi K. Bhabha, and Gayatri Spivak, we will engage with the concepts of place and displacement, margin and centre, the “Other”, language, and power. In keeping with the postcolonial practice of reading contrapuntally, we are going to analyse both canonical postcolonial literary texts, such as Jean Rhys’s Wide Sargasso Sea, and less well-known, but equally important authors and works from different literary genres, such as poetry, short stories, and performance. Please obtain a copy of the following works, which we are going to work with closely throughout the semester:Jean Rhys, Wide Sargasso Sea (Penguin Classics, 2000). ISBN 978 0 141 18285 8. John McLeod, Beginning Postcolonialism (Manchester University Press, 2010). ISBN 978 0 7190 7858 3All other texts will be made available on Moodle.

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Oral ParticipationContinuous Assessment10%NOT availableAssessment Component 3Source DiscussionContinuous Assessment10%NOT availableAssessment Component 4Bibliography ExerciseContinuous Assessment10%NOT availableAssessment Component 5Research ProposalEnd-of-Term Assessment70%available

Course available from semester 3 onwards

• Course title: Portfolio
• Nombre d'ECTS : 6
• Référence : BCE-113
• Module(s) : X. Portfolio
• Langue(s) : EN
• Obligatoire : No

 

• Course title: History of the English Language (ca. 400 – ca. 1600)
• Nombre d'ECTS : 4
• Référence : BCE-65
• Module(s) : III. English Language
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: 

RECOGNISE the major developments of the English language in the medieval period

SHOW how linguistic developments are linked to political and social contexts 

IDENTIFY what hides behind many common references to the medieval period in English-language culture, from Shakespeare’s plays to current popular media

This course offers a radically interdisciplinary introduction to the history of the English language from its emergence (ca. 400 AD) until its development into modern English (ca. 1600). It explores how political and social contexts shaped the development of English, and how these changes are reflected in different primary sources, not least Old English and Middle English literature. Each session centres on linguistic phenomena or historical events, which are in turn explained with reference to current scholarly debates and set within their wider European context. Whenever appropriate, discussions on specific issues will be based on students’ reading of selected texts. The course will make ample use of historical documents, both written and visual. Reading:Charles Barber, Joan C. Beal, and Philip A. Shaw, The English Language: A Historical Introduction, 2nd edn (Cambridge: Cambridge University Press, 2012) Albert C. Baugh and Thomas Cable, A History of the English Language, 6th edn (London: Routledge, 2013) Seth Lerer, Inventing English, A Portable History of the Language, revised and expanded edn (New York: Columbia University Press, 2015) C. M. Milliward and Mary Hayes, A Biography of the English Language, 3rd edn (Boston: Wadsworth, 2012) 

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​2 Multiple Choice Tests (​​Continuous Assessment)​ – ​​30​% ​​​ 

Assessment Component 3: Final Oral Examination ​​(End-of-term Assessment​) – ​​70% ​​

• Course title: Language Acquisition
• Nombre d'ECTS : 4
• Référence : BCE-163
• Module(s) : III. English Language
• Langue(s) : EN
• Obligatoire : No

By the end of this course you should be able to:Comment on first and multilingual language acquisition theoriesConduct and write up a semi-structured interviewSummarize and present literature on language acquisition in a way that demonstrates and promotes an understanding of the key points

​​This course introduces you to concepts and models of first language acquisition, including issues of child multilingual language acquisition. ​ 

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​Micro-teaching (​​Continuous Assessment)​ – ​​40​% ​​​ Assessment Component 3: Case study child bilingual language acquisition ​​(Continuous Assessment​) – ​​40% ​​Assessment Component 4: In-class texts (Continuous Assessment​) – ​​20% ​​

• Course title: Early Modern Poetry
• Nombre d'ECTS : 6
• Référence : BCE-183
• Module(s) : VII. Advanced Literary Studies
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to:Read and analyse a set of early modern poems by different authors.Identify the main characteristics of a number of early modern poetic genres.Locate the poems discussed in this seminar within their own specific historical, cultural and generic contexts.

“So long as men can breathe or eyes can see,        So long lives this, and this gives life to thee.”These verses, which are the closing lines of William Shakespeare’s sonnet 18 (‘Shall I compare thee to a summer’s day?’, publ. 1609), have proven to be programmatic for many texts of early modern poetry. Up to this day, many early modern poems continue to delight readers, who have kept them ‘alive’ by reading and re-reading them and by doing so have bestowed longevity on their authors, too. In this seminar, you’ll learn how to read and analyse early modern poetry and how to appreciate its rich and fascinating variety. The early modern period is one of the most fertile epochs in English poetry. A list of poets who wrote during this time includes prominent names (in alphabetical order) such as John Donne, John Milton, Philip Sidney, Edmund Spenser, Walter Ralegh, William Shakespeare, and Mary Wroth, all of whom deeply influenced later generations of poets. In this seminar we will read, analyse and discuss poems and excerpts of poems by canonical authors such as Spenser, Shakespeare and others as well as by less well-known writers such as Aemilia Lanyer, Anne Lock, and Isabella Whitney. We will pay close attention to the texts’ formal particularities, the themes and topics they deal with, and the cultural contexts from which they emerge. We will discuss various poetic genres as well as their cultural and/or political functions in the society of early modern England. At the end of this seminar, you will have a good overview of early modern poetry, its forms, and its functions.A reader with a selection of texts will be made available at the beginning of the semester.

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​3 written statements (​​Continuous Assessment)​ – ​​30​% ​​​ Assessment Component 3: Oral exam ​​(End-of-term Assessment​) – ​​70% ​​

• Course title: Creative Writing
• Nombre d'ECTS : 6
• Référence : BCE-72
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

Perceive, discuss, and assess pieces of your own creative writing in concrete terms, e.g.  source(s) of tension, narrative perspective, structure, and what risks it takes. Read another writer’s draft, recognize what it is trying to do, and provide feedback that helps them better hit that goal. Produce creative written work, incorporate outside perspectives on it, and edit it to improve it. 

In this course, we will treat creative writing as a practice: How can you perceive your own work in the hard terms of its craft? How can you incorporate (or ignore) feedback tactfully? And how can you help other writers improve their drafts to meet their own goals? One part of the course will be devoted to experimentation: we will look at examples of creative writing and break down how they work, whereafter you will play with those techniques yourself. Another part will comprise a workshop in which you will, in small groups, share your drafts and give/get feedback.  Reading:On Writing by Stephen King 

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​Workshop submission 1 (​​Continuous Assessment)​ – ​​10​% ​​​ Assessment Component 3: Workshop submission 2 ​​(Continuous Assessment​) – ​​10% ​​Assessment Component 4: Peer feedback (written) ​​(Continuous Assessment​) – ​​20% ​​Assessment Component 5: Portfolio (End-of-term Assessment)  – ​​60% ​​

• Course title: Dragons, Knights, and Pilgrims: Making Sense of Literature in Medieval England
• Nombre d'ECTS : 6
• Référence : BCE-145
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: 

CONTEXTUALISE major pieces of medieval literature from England within larger European currents

EXPLAIN with the help of concrete examples how these pieces express cultural values or attitudes

IDENTIFY and ANALYSE major medieval literary topoi

This course will look in more depth at some topics from History of the English Language (ca. 400 – ca. 1600) and at works mentioned in English Literature: A History. It will explore a multi-lingual selection of literary pieces from medieval England that were heard or read by its Anglo-Saxon settlers, Scandinavian invaders, Norman aristocrats, and English burghers. The class will study these works in their political, cultural, and socio-linguistic contexts, paying particular attention to how they fit into larger European currents.Since this class is aimed at advanced students, it will try to do justice to their particular interests and encourage initiatives of their own.ReadingBeowulf.Marie de France, Lais.Geoffrey of Monmouth, De gestis Britonum / Historia Regum Brittaniae.Geoffrey Chaucer, Troilus and Criseyde.Geoffrey Chaucer, The Canterbury Tales.

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Active Participation (​​Continuous Assessment)​ – ​​10​% ​​​ 

Assessment Component 3: In-class presentations ​​(Continuous Assessment​) – ​​40% ​​

Assessment Component 4: Written Examination ​​(End-of-term Assessment​) – ​​50% ​​

• Course title: Literary Theory and Criticism
• Nombre d'ECTS : 6
• Référence : BCE-68
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: IDENTIFY the theoretical debates that have shaped how critics approach literature since the 1950s.FORMULATE critical arguments about the interaction(s) between texts, writing and reading.EVALUATE the relationship between literary texts and ‘reality’ from a critically informed perspective.

This course provides a critical introduction to the major developments in literary theory and criticism since the 1950s. You will engage with key theoretical concepts and positions and explore the ways in major schools of thought frame and shape both how we read and how we conceptualise and interact with the worlds we are a part of. Ultimately, this course aims to inspire students to experiment with different critical lenses and to consciously seek out ways of reading that challenge their initial interpretations.ReadingBennett, Andrew, and Nicholas Royle, An Introduction to Literature, Criticism and Theory, 6th edn (Routledge, 2023). ISBN: 9781032158846. Set text.Barthes, Roland, ‘The Death of the Author’, in Modern Criticism and Theory:  A Reader, ed. by David Lodge and Nigel Wood, 3rd edn (Routledge, 2013), pp. 311–16Baudrillard, Jean, ‘Simulacra and Simulations’, in Modern Criticism and Theory:  A Reader, ed. by David and Nigel Wood, 3rd edn (Routledge, 2013), pp. 421–32ADDITIONAL RECOMMENDED READINGBarry, Peter, Beginning Theory: An Introduction to Literary and Cultural Theory, 4th edn (Manchester University Press, 2017)Murfin, Ross, and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms, 4th edn (Bedford/St Martin’s, 2018)

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​Annotated Timeline (NON-GRADED Assessment – MANDATORY) ​ – ​​0​% ​​​ Assessment Component 3: Debate and Report ​​(Continuous Assessment​) – ​​50% ​​Assessment Component 4: Final Written Exam (Open-Book 4 hours) ​​(End-of-term Assessment​) – ​​50% ​​ 

• Course title: Auto/biography
• Nombre d'ECTS : 6
• Référence : BCE-70
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

DISTINGUISH between the author as a civil and moral person, the autobiographical “I” and the literary narrator. RECOGNISE and EXPLAIN the ways in which autobiographical writing mirrors, responds to and shapes the context in which it is produced. CONSTRUCT a coherent argument on the literary and fictional qualities of semi-/non-fictional writing. 

This course widens the category of literature as defined by novels, poems, and short stories. It situates autobiography as a facet of biographical writing, challenging the distinction between public and private writing and highlighting the interface between fact and fiction. Putting a particular accent on graphic memoirs and biographies, we will investigate the techniques of self-construction evident in these texts based on the cultural, historical, and medial context of their production, and consider the ideas of respectability, dissidence, and compliance that transpire. Based on theories of auto/biography and authorship, we will examine the ways in which the texts in question reflect and shape notions of personhood, selfhood, and the value of the individual within a given cultural context.  Reading:Course materials will be provided in class or made available on Moodle by the instructor. 

 Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% Assessment Component 2: ​​Oral component ​​(Continuous Assessment​) – ​​30% ​​Assessment Component 3: Written component ​​(End-of-term Assessment​) – ​​40% ​​Assessment Component 4: Workshop participation ​​(Continuous Assessment​) – ​​30% ​​

• Course title: English Poetry and Science
• Nombre d'ECTS : 6
• Référence : BCE-293
• Module(s) : VIII. Electives
• Langue(s) : EN
• Obligatoire : No

Name and explain the cultural impacts of some of the major scientific developments of the last 200 years and understand the complexities of poetic responses they engendered.

 

Identify and analyse key poetic devices and terms employed in the close reading of poetry.

Formulate coherent and research-backed arguments about the intersections between poetry and science.

 

Since the industrial revolution, science and technology have seeped into every aspect of modern life. Scientific progress has prolonged our lifespan, sent humans to the moon, split the atom, and spawned AI technologies that promise to save our world but are also jeopardising democratic processes, leading to job displacement and ethical concerns. How have poets, since the Romantic Age, responded to the dramatic changes in our worldview brought about by the sciences? What is poetry’s role in this changed world? In this course, we will study poems exalting science, at one extreme, and decrying its effects, at the other. Starting with the Romantic poets and ending with contemporary poetry, we shall analyse poetry as climate activism, poetry written by scientists, avant-garde poems that experiment with words the way scientists experiment with the natural world, and poems appropriating scientific jargon and metaphors to say something new about our changed world. Alongside the poetry, we will also discuss critical theory, ranging from new materialism to theories of the lyric.  Reading: Most primary reading material will be made available on Moodle.Dark Matter: Poems of Space. Ed. by Maurice Riordan and Jocelyn Bell Burnell. Calouste Gulbenkian Foundation, 2008. A Quark for Mister Mark: 101 Poems About Science. Ed. Maurice Riordan. Faber Poetry, 2000.Verse and Universe: Poems About Science and Mathematics. Ed. Kurt Brown. Milkweed Editions, 1998. Inside Outer Space: New Poems of the Space Age. Ed. Robert Vas Dias. Anchor Books, 1970.Bauer, Susan Wise. The Story of Western Science: From the Writings of Aristotle to the Big Bang Theory. Norton, 2015. 

 

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Preparation and participation ​​(Continuous Assessment​) – ​​20% ​​

Assessment Component 3: Research essay ​​(End-of-term Assessment​) – ​​50% ​​

Assessment Component 4: Oral exam ​​(End-of-term Assessment​) – ​​30% ​​

• Course title: Research Seminar 2
• Nombre d'ECTS : 3
• Référence : BCE-195
• Module(s) : IX. Research Seminar
• Langue(s) : EN
• Obligatoire : Yes

By the end of this course, you should be able to: 

DEFINE a productive and viable research area and topic

COMPOSE an organised and representative annotated bibliography.

DEVELOP a long piece of academic writing.

The purpose of this Research Seminar is to provide students with general guidance in the development and writing of their Bachelor thesis in the field of English Studies. The course proposes a series of collaborative workshops, in which you will be introduced to the main aspects of research in English literature and linguistics.Research Seminar 2 (Semester 6) The second part of the Research Seminar (Semester 6) combines regular sessions on advanced academic writing, an off-campus writing retreat and ad-hoc workshops on topics such as formatting large documents or preparing for your defence. During this period, you will carry out your research and develop your study, work closely with your supervisor, and complete and submit your thesis. The three mandatory meetings with your supervisor are part of the attendance requirement and count towards the completion of this course. You may arrange more supervisory meetings if needed. ReadingReading materials will be provided on Moodle.

Assessment Component 1:

MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: 

Draft Component (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 3: Final Research Proposal: Progress and Feedback Discussion (with assigned supervisor) (Continuous Assessment) – 100% 

Assessment Component 4: 

Writing Retreat (NON-GRADED Assessment – MANDATORY) – 0% 

• Course title: Portfolio
• Nombre d'ECTS : 6
• Référence : BCE-113
• Module(s) : X. Portfolio
• Langue(s) : EN
• Obligatoire : Yes

​At university, success is measured by more than merely memorising and reproducing information. To succeed academically, you will need to engage with both subject matters and academic approaches actively and critically. In the BCE English Studies, this includes interdisciplinary enquiry: you will explore diverse academic methods and perspectives, and this portfolio encourages you to bring them together in your own unique way.  This involves taking on academic responsibilities, participating in various activities, and most importantly, taking charge of your academic journey. You will document and reflect on your experiences and learning, with the portfolio serving as a tool to guide and empower you throughout this process. ​Practical Information ​The portfolio is composed of mandatory, non-graded activities and assignments to be completed each semester (attendance, reflection papers) or year (academic advisory meetings), which will be recorded on your transcript in the semester you are currently enrolled in.  Once you have validated all your modules, successfully defended your Bachelor Thesis, and completed your portfolio critical reflection and self-evaluation, you will be awarded a grade and 6 ECTS for the course in your final semester.   

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0% 

Assessment Component 2: ​​Academic Events (14; 2-3 per semester; includes Focus Europe events)​ (​​NON-GRADED Assessment – MANDATORY)​ – ​​0​% ​​​ 

Assessment Component 3: Academic Proficiency and Transferrable Skills Activities (5)​ (NON-GRADED Assessment – MANDATORY) –​ 0​%

Assessment Component 4: Reflection (minimum 3 advisory meetings, 1 per year)​ ​​(NON-GRADED Assessment – MANDATORY)​ ​​– 0​ % ​​

Assessment Component 5: ​​Reflection Papers (minimum 5, 1 per semester)​ ​​(NON-GRADED Assessment – MANDATORY)​ – ​​0​ % ​​

Assessment Component 6: ​​Portfolio: Critical Reflection and Self-Evaluation (final semester)​ ​​(End-of-Term Assessment​) – ​​100​ % ​​

• Course title: Bachelor Thesis and Defence
• Nombre d'ECTS : 14
• Référence : BCE-181
• Module(s) : XI. Bachelor Thesis
• Langue(s) : FR
• Obligatoire : Yes

• Course title: Focus Europe Events – Winter 2024-25
• Nombre d'ECTS : 1
• Référence : BCE_EU-216
• Module(s) : EU1: Lecture Series
• Langue(s) : EN, FR, DE
• Obligatoire : No

By the end of this course, you should be able to: 

COMPOSE a critical and balanced account of the information and positions presented at the events you attended. 

POSITION yourself in debates about potentially sensitive issues thoughtfully and constructively.  

COMPARE and CONTRAST academic approaches and methodologies productively. 

In a world marked by shifting geopolitical realities and changing cultural and demographic landscapes, the idea of Europe, its past and present roles, its impacts and the values and biases it conveys cannot remain unexamined. This course engages both students and staff of the BCE in an interdisciplinary reflection about Europe and European cultures in a series of dedicated academic events.  In a break from the usual routine of the 14-week semester, most teaching and learning activities are mostly concentrated in Week 10, the BCE Focus Europe Week, in which standard courses do not meet. In addition to the three Focus Europe Events, you will also have the chance to meet BCE graduates who agreed to share their experience and career paths with current BCE students. Assessment for this course is designed to encourage participation and reflective learning by inviting you to think critically, engage in debates on relevant or controversial topics, share ideas with students and professors from different fields, and explore new and intriguing research areas.Please consult BCE-107: Focus Europe for more information.

Language of examination: English, French or German

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY AttendanceWeek 3 (Engaging Europe Plenary) and Week 10.

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Preparation (Includes: Engaging Europe – Event Engagement activity)

Continuous Assessment

20

%

NOT available

Assessment Component 3

Reflection Paper (Event Review or alternative, if available)

Continuous Assessment

70

%

NOT available

Assessment Component 4

Final Report

Continuous Assessment

10

%

available

 

The event will take place during Week 10 (18-22 November). The event sessions will be created later on. 

• Course title: Lëtzebuerger Kulturgeschicht
• Nombre d'ECTS : 4
• Référence : F3_SECEDUC-104
• Module(s) : EU1: Lecture Series
• Langue(s) : LB
• Obligatoire : No

Um Enn vun dësem Cours, kënnen d’Studenten an d‘Studentinnen

D’Entwécklungsstadie vun der Kulturgeschicht IDENTIFIZÉIEREN a BESCHREIWEN;

Vergaange Positiounen zur Kulturgeschicht ËMRÄISSEN a kritesch HANNERFROEN;

Eegestänneg Positiounen zu der Entwécklung PRODUZÉIEREN

D’Virliesungsrei bitt e breet ugeluechten Abléck an d’Entwécklung vun der Kulturgeschicht vu Lëtzebuerg. Ausgoend vun engem oppene Kulturbegrëff, dee sech net op d’Héichkultur beschränkt, ma dee Kultur souwuel als materiell Artefakten (Biller, Texter, Museksstécker, etc.) wéi och Aktivitéiten, Ritualer, Traditiounen a Wësse versteet, féieren déi eenzel Virliesungen an d’Entwécklung vun der Konscht, der populärer Musek an dem Musekswiesen, dem Film, de Medien, dem Comic an d’Graphic Novel an dem Theater an.

Combined assessment:

 

 

Description

Component

Type

Weight

Second

Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0 %

NOT available

Assessment Component 2

Charing/Sebriefing

Continuous Assessment

30 %

NOT available

Assessment Component 3

Active participation in the course

Continuous Assessment

10 %

available

Assessment Component 4

Exam

End-of-Term Assessment

60%

available

 

Bibliographie:

Gëtt iwwer Moodle matgedeelt

 

• Course title: Life Linguistics. An Introduction to Language and Its Scientific Study
• Nombre d'ECTS : 4
• Référence : BCE-1
• Module(s) : EU1: Lecture Series
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to:Understand the central role language plays for human culture.Know central concepts and approaches of linguistics to the analysis of language.Identify and analyse aspects of everyday language use with linguistic methods.

This course provides an accessible introduction to the basic principles and approaches of linguistics, beginning with the central role of language in everyday life. Not only is language the primary tool for organizing social practice, it is also a universal symbol system for ordering and making sense of the chaotic world that surrounds us. The fundamental importance of language for human culture will be explored from a variety of thematic perspectives to show participants how many aspects of our daily lives are mediated or even made possible by language. At the same time, the course provides an introduction to the central concepts and analytical perspectives of linguistics as the scientific study of language.The course is based on a multilingual approach, taking the situation in Luxembourg as a starting point for the development of topics and using several languages for illustration. In addition, teaching materials will be developed and made available in all official languages of the BCE.Reading will be provided on Moodle.

Assessment Component 1: MANDATORY Attendance (NON-GRADED Assessment – MANDATORY) – 0%Assessment Component 2: ​​Written Exam (End-of-Term Assessment​) – ​​100%

available Semester 1/3/5, preferably taken Semester 1   

• Course title: Einführung in die Archäologie Luxemburgs
• Nombre d'ECTS : 4
• Référence : BCE-57
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : DE
• Obligatoire : No

Die Studierenden sollen in diesem Seminar die Grundlagen der archäologischen Forschung und ihre spezifischen Methoden kennenlernen.

Die Studierenden sollen eine Auswahl von wichtigen archäologischen Stätten, Monumenten und Grabungen in Luxemburg kennen lernen – von der Antike bis in die frühe Neuzeit.

Die Studierenden sollen die Lage der archäologischen Stätten im historischen Raum nachvollziehen und aus den Überresten “lesen” lernen.

VORAUSSETZUNGENAllgemeines Interesse für die Archäologie/Vorgeschichte Im Gegensatz zur Geschichtswissenschaft, die sich in erster Linie auf schriftliche Quellen stützt, werden in der Archäologie fast ausschließlich materielle Hinterlassenschaften (Funde und Fundzusammenhänge) studiert. Nach einem kurzen historischen und chronologischem Überblick werden in diesem Kurs auch methodische Aspekte der Disziplin einführend erläutert und an ausgewählten archäologischen Stätten, Monumenten und Grabungen in Luxemburg praktisch erprobt. Deshalb besteht das Seminar überwiegend aus Exkursionen zu Institutionen der Archäologie und Denkmalpflege sowie von Grabungen und Museen. Thema dieser Veranstaltung werden Befestigungen sein (Wallanlagen, Burgen, Festungen) – von der Antike bis in die Gegenwart.  BIBLIOGRAFIE:Le Brun, Foni, u.a., Unter unseren Füssen : Archäologie in Luxemburg 1995-2010 : Ausstellung im MNHA vom 20. Oktober bis zum 2. September 2012 = Sous nos pieds : archéologie au Luxembourg 1995-2010 : exposition au MNHA du 20 octobre 2011 au 2 septembre 2012, Luxembourg 2011.Le Brun, Foni u.a., Préhistoire et protohistoire au Luxembourg, Luxembourg 2005.Luxembourg, de la préhistoire au moyen âge. Les dossiers d’archéologie. hors-série n° 5. Dijon 1995.Paulke, Matthias u.a., Archäologischer Rundgang durch Luxemburg, Luxembourg 2019.Kenzler, Hauke, u.a. (Hg.), Archäologie des Mittelalters und der Neuzeit. Grundwissen. Darmstadt 2016.Atlas der Vorgeschichte: Europa von den ersten Menschen bis Christi Geburt. Mit Beiträgen von Bernhard Hänsel, Schnurbein, Siegmar von [Hrsg.] und Bernhard Hänsel, Stuttgart 2010.Eine thematische Bibliographie wird auf Moodle bereitgestellt.  

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

 

NOT available

Assessment Component 2

Referat

Continuous Assessment

30%

NOT available

Assessment Component 3

Kleinere schriftliche Arbeiten

Continuous Assessment

70%

available

Teaching Language: German

Language of Examination: German, French, English

• Course title: Introduction à la Diplomatique du Moyen Âge et de la première époque moderne
• Nombre d'ECTS : 4
• Référence : BCE-127
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : FR
• Obligatoire : No

Au terme du cours, l’étudiant sera capable de lire, critiquer et interpréter les actes et documents de la période médiévale et du début de l’époque moderne, ainsi que d’en faire une édition diplomatique.

Prérequis: Connaissance de base du latin et du moyen français/moyen allemandLa diplomatique est la science auxiliaire de l’histoire vouée à l’étude et à la critique des instruments de tous types (diplômes d’empereurs et souverains; actes pontificaux ; chartes épiscopales, monastiques, comtales, urbaines, etc.), consignant les actions juridiques les plus variées, intéressant tous les secteurs de la société. L’étudiant apprendra à classer par catégories les actes et les documents, à analyser leur tradition (original, copie, brouillon, etc.), à en reconnaître les parties constitutives et leur agencement, à interpréter leurs formules et leur vocabulaire, à détecter les anomalies dues à des falsifications/interpolations. Il sera amené à s’intéresser à l’élaboration des actes écrits (organisation des chancelleries pour les actes publics, modes de passation des conventions pour les actes privés), ainsi qu’à en faire une édition critique (dans ce cadre, il recevra aussi des notions de chronologie et de sigillographie). BIBLIOGRAPHIEGUYOT-JEANNIN Olivier, PYCKE Jacques, TOCK Benoît-Michel, Diplomatique médiévale, Turnhout, Brepols, 1993 (L’atelier du médiéviste, 2). BERTRAND, Paul, Les écritures ordinaires. Sociologie d’un temps de révolution documentaire (entre royaume de France et empire, 1250-1350), Paris, Publications de la Sorbonne, 2015.ORTI Milagros C. (éd.), Vocabulaire international de la diplomatique, Valence, Université de Valence/, Conselleria de Cultura, 1994 (Oberta, 28) BERLIOZ Jacques, Identifier sources et citations, Turnhout, Brepols, 1994 (Atelier du médiéviste, 1). ROSENTHAL Joel T., Understanding medieval primary sources: using historical sources to discover medieval Europe, Londres/New York, Routledge, 2011.FOSSIER Robert, Sources de l’histoire économique et sociale du Moyen Âge occidental : questions, sources, documents commentés, Turnhout, Brepols, 1999 (Atelier du médiéviste, 6). VAUCHEZ André, CABY Cécile (dir.), L’histoire des moines, chanoines et religieux au Moyen Âge : guide de recherche et documents, Turnhout, Brepols, 2003 (Atelier du médiéviste, 9).

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY25%NOT availableAssessment Component 2Oral examEnd-of-Term Assessment75% available 

• Course title: Einführung in die lateinische Sprache I
• Nombre d'ECTS : 4
• Référence : BCE_EU-4
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : DE
• Obligatoire : No

Am Ende des Kurses sollen die Studierenden:

das Grundvokabular der lateinischen Sprache beherrschen.

die wichtigsten Fundamente der lateinischen Grammatik kennen.

imstande sein, lateinische Texte zu lesen, zu verstehen und zu übersetzen.

 Der Kurs behandelt den 1. Teil des Lateinkurses Latinum Ausgabe B (Lektionen 1 bis 12). BibliographieLatinum Ausgabe B, Vandenhoeck & Ruprecht, ISBN 978-3-525-71403-4

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

 available

Assessment Component 2

Zwischenklausur – schriftliches Examen

Continuous Assessment

50

%

available

Assessment Component 3

Schlussklausur – schriftliches Examen

End-of-Term Assessment

50%

available

 

• Course title: Geschichte der Philosophie. Antike
• Nombre d'ECTS : 4
• Référence : BCE-45
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : DE
• Obligatoire : No

Auf der Basis einer genauen Lektüre der Texte sollen im Seminar die wesentlichen Fragestellungen und Thesen Platons herausgearbeitet, seine Argumente nachvollzogen und anschließend kritisch bewertet werden. Dabei soll Platon einerseits als systematischer Philosoph verstanden werden, der Fragen aufgeworfen hat, die uns auch heute noch interessieren können, und dessen Lösungsvorschläge immer noch diskutierenswert sind.Andererseits soll Platon aber auch als historischer Autor wahrgenommen werden, an dessen Texte man den besonderen Charakter der griechisch-antiken Philosophie studieren kann.

Auch wenn der britische Philosoph Alfred N. Whitehead mit seinem Bonmot, die europäische Philosophiegeschichte lasse sich als eine Abfolge von Fußnoten zu Platon begreifen, gewiss eine Übertreibung begangen hat, darf man sich wohl guten Gewissens der allgemeinen Einschätzung Platons als eines Denkers anschließen, der die Entwicklung der Philosophie auf weitreichende und nachhaltige Weise geprägt hat. Als Kernstück der platonischen Philosophie gilt allgemein die Ideenlehre, und das, obwohl Platon sie nirgends zu einer systematischen Theorie ausgearbeitet hat, und zumindest die späten Dialoge Zweifel daran aufkommen lassen, ob er sie tatsächlich als eine befriedigende Antwort auf die grundlegenden metaphysischen und erkenntnistheoretischen Probleme verstanden wissen wollte. Im Seminar werden wir versuchen, uns anhand der einschlägigen Passagen aus den wichtigsten Dialogen Platons ein klares Verständnis seiner Ideenlehre zu erarbeiten. Dabei werden die beiden mittleren Dialoge Phaidon und Politeia, in denen Platon seine Vorstellungen von den Ideen in ihren wesentlichen Zügen präsentiert hat, im Zentrum stehen. Zuvor sollen jedoch einige Auszüge aus früheren Dialogen gelesen werden, um zunächst die Probleme nachzuvollziehen, die Platon zur Entwicklung seiner Ideenlehre bewogen haben. Obwohl der Kurs in erster Linie der Philosophie Platons gewidmet ist, werden wir auch einige Textausschnitte anderer antiker Autoren lesen und diskutieren, um einerseits den historisch-philosophischen Rahmen kennenzulernen, in dem Platon seine Philosophie entwickelt hat, und andererseits am Beispiel des Aristoteles zu sehen, auf welche Weise Platons Philosophie kritisch rezipiert und weiterentwickelt worden ist.  Die Texte Platons werden in der Übersetzung von Friedrich Schleiermacher gelesen.Weitere Literatur wird im Seminar bekannt gegeben.

  DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Written examinationEnd-of-Term Assessment80%availableAssessment Component 3ReferatContinuous Assessment20%NOT available

• Course title: Initiation au Latin I
• Nombre d'ECTS : 4
• Référence : BCE_EU-5
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : FR
• Obligatoire : No

 

 

– maîtriser la morphologie élémentaire du latin ;- reconnaître les structures syntaxiques fondamentales.

 

 

Le cours a pour but d’amener l’étudiant n’ayant jamais fait de latin au lycée à une maîtrise des structures de base de la langue latine. Il implique l’étude de la morphologie nominale et verbale, du vocabulaire de base et des structures syntaxiques fondamentales. Bibliographie- GASON, Jacques/ LAMBERT, Alain, Invitation au latin 5e, Paris, Magnard, 1997. ISBN 9782210475045- Myriam MELCHIOR, Vocabulaire de latin 6e – 1re, Éducation Nationale, Luxembourg, 2016. ISBN 9789995910549

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0

%

NOT available

Assessment Component 2

Contrôle continu

Continuous Assessment

50

%

NOT available

Assessment Component 3

Final exam

End-of-Term Assessment

50

%

available

 

• Course title: Introduction au latin médiéval I
• Nombre d'ECTS : 4
• Référence : BCE_EU-22
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : FR
• Obligatoire : No

À la fin du semestre, l’étudiant(e) devra être capable :

de reproduire et d’exposer, sous forme de synthèses structurées, les points de programme traités pendant le cours ;

d’identifier les principaux traits « vulgaires » d’un texte latin littéraire ou documentaire ;

de classer ces vulgarismes de différents points de vue linguistiques (phonétique, morpho-syntaxique, …);

de comprendre, dans une perspective diachronique, comment on a pu passer, par différentes étapes, des structures latines aux structures romanes.

Il s’agit d’un cours d’initiation qui vise à une étude approfondie de la langue et des textes latins tardifs.Deux thèmes principaux seront abordés durant les séances :1) La problématique du latin « vulgaire » : définitions, sources, évolution du système morphologique, syntaxique et lexical du latin aux langues romanes.2) Lecture et commentaire de textes littéraires représentatifs de l’époque médiévale – en particulier des sources narratives en latin médiéval relatant la Romfahrt de Henri VII, empereur et comte de Luxembourg (1310-1313)Ce cours sera donné en français et s’adresse à tout étudiant s’intéressant aux textes anciens et médiévaux et à l’histoire de la langue. BIBLIOGRAPHIE:BANNIARD, Michel, Du latin aux langues romanes, Paris 1997.BOUET, P. / CONSO, D. / KERLOUÉGAN F., Initiation au système de la langue latine, Paris 1975.HERMAN, J., Le latin vulgaire, Paris 1967.KRAMER, J., Vulgärlateinische Alltagsdokumente auf Papyri, Ostraka, Täfelchen und Inschriften, Berlin 2007.MÜLLER, R., Sprachbewusstsein und Sprachvariation im lateinischen Schriftttum der Antike. München 2001.SERBAT, G., Les structures du latin, Paris 41994.VÄÄNÄNEN, V., Introduction au latin vulgaire, Paris 31981.

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0

%

NOT available

Assessment Component 2

Travaux dirigés

Continuous Assessment

100

%

NOT available

 

• Course title: Introduction à l'Éthique
• Nombre d'ECTS : 4
• Référence : BCE-43
• Module(s) : EU3: Movements and Trends in European Thought
• Langue(s) : FR
• Obligatoire : No

By the end of this course, you should be able to:

Should know the basic ethical concepts and currents

should know something about Aristotle, Kant, utilitarianism

should be able to identify different domains of applied ethics

L’étudiant(e) doit être en mesure de distinguer les grandes théories éthiques, notamment l’éthique utilitariste, l’éthique kantienne et la famille de théories dites aristotélicienne et savoir les identifier dans un texte où les noms ne figurent pas explicitement. L’étudiant(e) doit être en mesure de connaître les courants et arguments en éthique environnementale et les courants en éthique sur la possibilité ou non d’accorder des droits aux animaux.

 L’objectif de ce cours est de présenter trois grande famille de théories éthiques : la théorie aristotélicienne, la théorie kantienne et l’utilitarisme et d’aborder deux domaines d’éthique appliquée: il s’agit de l’éthique de l’environnement et de l’éthique de la protection des animaux avec une insistance sur le rapport de l’homme à l’environnement et aux différentes espèces d’animaux. Deux notions seront discutées dans le contexte de l’éthique appliquée : l’anthropocentrisme reproché aux théories éthiques traditionnelles et celle de specism  en tant qu’équivalent du racisme en éthique du droit des animaux et les différentes théories en éthique environnementale.Une bibliographie sera fournie au début du cours. 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Essay

End-of-Term Assessment

80

%

available

Assessment Component 3

Active participation

Continuous Assessment

20

%

NOT available

• Course title: Histoire de l'Europe au XXe siècle
• Nombre d'ECTS : 4
• Référence : BCE-53
• Module(s) : EU3: Movements and Trends in European Thought
• Langue(s) : FR
• Obligatoire : No

A la fin du cours l’étudiant(e) devra être capable de:

Comprendre et analyser les grands événements, évolutions et articulations de l’histoire européenne au XXe siècle

Comprendre les grands débats historiographiques qui y sont liés et les concepts mobilisés par les différentes écoles historiographiques au sujet du XXe siècle

Comprendre des éléments fondamentaux de la méthode historienne:- Concepts à mobiliser pour la « Fabrique de l’Histoire »,- Méthodologie de l’analyse et de l’interprétation des sources primaires.

Cet enseignement est une introduction à l’histoire politique et sociale de l’Europe au XXe siècle. L’accent sera mis sur les grandes évolutions des sociétés européennes et sur l’histoire européenne dans une perspective internationale.BIBLIOGRAPHIE:La bibliographie sera donnée lors du premier enseignement.Pré-requis:Aucun. Toutefois, un travail régulier sera nécessaire.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Exercices écrits (moodle)

Continuous Assessment

20

%

NOT available

Assessment Component 3

Travaux écrits à rendre au fil du semestre

Continuous Assessment

30

%

available

Assessment Component 4

Examen final

End-of-Term Assessment

50

%

available

IMPORTANT! Cours obligatoire: Choix entre Europäische Geschichte des 20. Jahrhunderts OU Histoire de l’Europe au XXe siècle

WICHTIG! Pflichtkurs: Wählen Sie bitte

Europäische Geschichte des 20. Jahrhunderts ODER

Histoire de l’Europe au XXe siècle.

• Course title: Historische Einführung in die Philosophie
• Nombre d'ECTS : 4
• Référence : BCE-44
• Module(s) : EU3: Movements and Trends in European Thought
• Langue(s) : DE
• Obligatoire : No

Die Studierenden lernen, die Hauptideen klassischer philosophischer Autoren systematisch zu erfassen, miteinander zu vergleichen und zu bewerten. Dabei erwerben sie Grundkenntnisse in den philosophischen Epochen von der Antike bis zur Moderne sowie die Fähigkeit, philosophische Theorien historisch einzuordnen und in ihren Argumenten systematisch zu rekonstruieren. 

Philosophie wird oft mit Vernunft assoziiert. Sieht man sich aber die etwa 2500jährige Geschichte der westlichen Philosophie an, so stellt man fest, dass viele Philosophen – mittels der Vernunft! – die Ansprüche der Vernunft in Frage gestellt, wenn nicht sogar geleugnet haben. Auf der Ebene der reinen Erkenntnis wurde etwa geleugnet, dass die Vernunft uns zu einer sicheren Erkenntnis der Wirklichkeit führen kann, und auf der Ebene des Handelns wurde einerseits geleugnet, dass die Vernunft in der Lage ist, uns zu moralischem Handeln zu motivieren, und andererseits, dass die Vernunft in der Lage ist, das menschliche Zusammenleben optimal zu organisieren. Auf der Ebene der Selbsterkenntnis wurde schließlich geleugnet, dass die Vernunft in der Lage ist, sich selbst zu verstehen.In dieser Einführung soll der Kampf der Vernunft mit ihren Kontrahenten (die Sinne, die Gefühle, …) in seinen großen Linien nachgezeichnet werden. Wir beginnen mit den Vorsokratikern, die der mythologischen eine rationale Erklärung der Wirklichkeit entgegensetzen und damit der Vernunft einen Platz im menschlichen Diskurs zuweisen und jene Disziplin gründen, die fortan als „Philosophie“ bezeichnet wird – wiewohl einige Fragen mit denen sie sich beschäftigten später dem Bereich der Naturwissenschaften zugeordnet wurden. Unser Streifzug durch die Geschichte der Philosophie wird uns an mehreren großen Stationen vorbeiführen, u.a. Plato, Aristoteles, die Skeptiker, die Stoiker, Augustinus, die muslimischen Philosophen des Mittelalters (Al-Farabi, Ibn Sina, Ibn Rushd), Thomas von Aquin, Machiavelli, Montaigne, Bacon, Descartes, Pascal, Hobbes, Locke, Hume, Kant, Marx, Freud, Wittgenstein, die Frankfurter Schule (Horkheimer, Adorno, Habermas) oder noch das sogenannte „schwache Denken“ eines Gianni Vattimo.Auch wenn Frauen in der Philosophie vor der Mitte des 20. Jahrhunderts fast unsichtbar waren, werden wir in der letzten Vorlesung des Semesters spezifisch auf das „unsichtbare Geschlecht“ eingehen, und dort kurz das Denken einiger bekannter Philosophinnen und Denkerinnen diskutieren.Bibliographie1) Große Einführungen:Deutsch: Die bei der Wissenschaftlichen Buchgesellschaft erschienene 9bändige Philosophen-Ausgabe (von Philosophen der Antike bis zu Philosophen der Gegenwart). Mehrere Herausgeber.Französisch: Jacques Chevalier, Histoire de la pensée, 3 tomes, Paris.2) Kleine Einführungen:Deutsch: Hans-Joachim Störig, Kleine Weltgeschichte der Philosophie, München.Französisch: Le Bled Philosophie. Spécial BAC, Paris.

Assessment Component 1: MANDATORY Attendance     NON-GRADED Assessment – MANDATORY     0 %Assessment Component 2: End-of-term written exam (90 min) (DE, EN, or FR) GRADED Assessment – MANDATORY 100%    

• Course title: Europäische Geschichte des 20. Jahrhunderts
• Nombre d'ECTS : 4
• Référence : BCE-52
• Module(s) : EU3: Movements and Trends in European Thought
• Langue(s) : DE
• Obligatoire : No

Am Ende des Kurses sollen die Studierenden:1. die wichtigsten Ereignisse, Entwicklungen und Einteilungen der europäischen Geschichte im 20. Jahrhundert verstehen und analysieren können

2. die damit verbundenen wichtigen historiografischen Debatten und die von den verschiedenen historiografischen Schulen mobilisierten Konzepte zur Analyse des 20. Jahrhunderts verstehen;

3. die Grundlagen der historischen Methode verstehen:     – Konzepte aus der „Werkstatt des Historikers“     – Methoden der Analyse und der Interpretation von Primärquellen.

Der Kurs versteht sich als eine Einführung in die politische und soziale Geschichte Europas im 20. Jahrhundert. Schwerpunkte liegen auf gesellschaftlichen Entwicklungen und auf den globalen Bezügen Europäischer Geschichte.BIBLIOGRAFIE:Wird in der ersten Sitzung vorgestellt. VORAUSSETZUNGEN:Bereitschaft zur regelmäßigen Arbeit

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Übungen (moodle)

Continuous Assessment

20

%

NOT available

Assessment Component 3

Schriftliche Arbeiten als Abgabe während des Semesters

Continuous Assessment

30

%

available

Assessment Component 4

Klausur

End-of-Term Assessment

50

%

available

IMPORTANT! Cours obligatoire: Choix entre Europäische Geschichte des 20. Jahrhunderts OU Histoire de l’Europe au XXe siècle

WICHTIG! Pflichtkurs: Wählen Sie bitte

Europäische Geschichte des 20. Jahrhunderts ODER

Histoire de l’Europe au XXe siècle.

• Course title: Anthropology of Language and Literature
• Nombre d'ECTS : 4
• Référence : BCE-299
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : EN
• Obligatoire : No

Understand the role language plays in social life Become familiar with key concepts in linguistic analysisAnalyse a broad variety of everyday written and spoken linguistic practices 

This course offers an introduction to the anthropology of language in Europe and the English-speaking world. Linguistic anthropology focuses on language in social life – how we make friends, eat and party, how we find love and romance — as well as politics and society. This course focuses on speech and popular media, from romance novels to football fan songs.  The first part of the course introduces the basics of linguistic anthropology, its roots in the travel diary, and the only homework assignment of the course: keep a field diary of your observations of language and society at the Uni Luxembourg.The second part of the course introduces some reading and key concepts of linguistic anthropology in three themes. First, food and socializing. Second, love and romance.  Third, politics and power.  We will use short readings and many media examples, which students are also encouraged to bring in and share.  By the end of the course we will be able to analyse a wide variety of textus using analytic concepts of: genre and indexicality (what do we say), style and register (what kind of person talks like this)  and identity/difference (how are community and social order made).Your final assignment will be a short paper on the role of language in one element of social life.Required Readings will be posted on Moodle.   Also recommended: Living Language: An introduction to linguistic anthropologyTeaching and examination language: English

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Final Paper

End-of-Term Assessment

80

%

available

Assessment Component 3

Field Notebook

NON-GRADED Assessment – MANDATORY

20

%

NOT available

• Course title: Literatur- und Kulturaustausch
• Nombre d'ECTS : 4
• Référence : BCE-258
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : DE
• Obligatoire : No

Erweiterung des literarischen und theoretischen Kanons

Close-reading-Kompetenz und Fähigkeit zur theoretischen Reflexion

Vertiefte Erfahrung im Umgang mit der Literarizität und Figurativität nicht-literarischer Texte

In unserem Seminar « Kultur und Kitsch » werden wir uns in der ersten Hälfte des Semesters einem genaueren Verständnis des Kulturbegriffs widmen: Was genau versteht man unter Kultur? Und welche Rolle spielen darin Ästhetik, Rituale, Institutionen, Rationalität…? Im zweiten Teil soll dann der Blick auf ein ganz besonderes Kulturphänomen geworfen werden, nämlich auf den Kitsch.  Lesen werden wir Grundlagentexte zum Kulturbegriff aus der neueren deutschen (und zum Teil auch französischen) Ideengeschichte (Freud, Plessner, Benjamin, Baecker, Girard, Legendre…) Zudem werden wir uns mit den einschlägigen Texten über Kitsch von Hermann Broch und Milan Kundera beschäftigen und uns alle Facetten, in denen uns der Kitsch in der Kultur begegnet, anschauen. Die Beispiele sind weit gestreut und reichen von Jeff Koons bis zu Helene Fischer.Erwartet wird eine gründliche Vorbereitung der Texte sowie eine aktive Teilnahme an den Diskussionen.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Short papers

Continuous Assessment

100 %

NOT available

• Course title: Sprooch an den neie Medien
• Nombre d'ECTS : 4
• Référence : BCE_EU-204
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : LB
• Obligatoire : No

Um Schluss vun dësem Cours, sollt Dir:

De Begrëff “nei Medien” kritesch analyséieren an definéiere kënnen

Verschidden soziolinguistesch Theorie beschreiwe kënnen

Daten aus den neie Medien analyséieren a kontextualiséiere kënnen

Sprooch, a speziell Lëtzebuergesch, an den neie Medien ass e Fuerschungsberäich deen ëmmer méi grouss a wichteg gëtt. An dësem Cours gëtt d’Fuerschungsfeld „Sprooch an den neie Medien“ agefouert a vu verschiddene Säite beliicht. Am Laf vun dësem Cours ginn de Studente verschidde Beräicher, wéi z.B. Sprooch an Emailen, an Smsen, an den sozialen Netzwierker, presentéiert an och verschidde soziolinguistesch Froestellungen aus dësem Beräich wéi z.B. Sproochpolitik, Sproochideologien, Sproochmanagement an den neie Medien, méi no bruecht.D’Texter ginn am Laf vum Cours op Moodle zur Verfügung gestalt.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Mataarbecht

Continuous Assessment

10

%

NOT available

Assessment Component 3

Presentatioun

Continuous Assessment

30

%

NOT available

Assessment Component 4

Oral / final Presentation

End-of-Term Assessment

60

%

available

• Course title: Aféierung an d'linguistesch Luxemburgistik
• Nombre d'ECTS : 4
• Référence : BCE-201
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : LB
• Obligatoire : No

déi zentral historesch Entwécklungsschrëtt vum Lëtzebuergesche beschreiwendéi méisproocheg Situatioun kritesch evaluéierend’Sproochstruktur vum Lëtzebuergesche reflektéieren

D’Zil vun dësem Cours ass et, en Iwwerbléck iwwer d’Entwécklung an d’Struktur vum Lëtzebuergeschen am Kontext vun der méisproocheger Gesellschaft ze ginn. Den éischten Deel fokusséiert op déi sproochhistoresch Entwécklung vum Lëtzebuergesche vun engem Dialekt (vum Däitschen) a Richtung op eng eegestänneg Sprooch. Den zweeten Deel ass eng Aféierung an déi linguistesch Strukture vum Lëtzebuergeschen (Aussprooch, Schreifweis, Grammatik, Wierderbicher).  Als Aféierung: – Schanen, François (2004): Parlons Luxembourgeois. – Paris: L’Harmattan.Weider Literatur gëtt am Cours ugekënnegt.

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Hausaufgab 1Continuous Assessment20%NOT availableAssessment Component 3Hausaufgab 2Continuous Assessment20%NOT availableAssessment Component 4Schrëftlechen ExamenEnd-of-Term Assessment60  %available

• Course title: Panorama de la littérature française 1: Du Moyen Âge au XVIIe siècle (CM)
• Nombre d'ECTS : 4
• Référence : BCE-20
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : FR
• Obligatoire : No

À la fin du semestre, les étudiant.e.s doivent être capables de :

 

savoir situer un écrivain, une œuvre ou un mouvement littéraire dans leur contexte historique et en dégager les principaux éléments thématiques et formels

interroger la manière dont les grandes œuvres littéraires anticipent ou reflètent la réalité historique, politique et culturelle d’une époque

rédiger un bref compte rendu de lecture d’une œuvre au choix appartenant à une liste de lecture fournie en début de semestre

Ce cours se propose de :-donner un aperçu des différents auteurs et courants littéraires majeurs du moyen âge au XVIIe siècle ;-étudier les phénomènes d’influence et de filiation ;-interroger les relations entre la littérature, les arts et les sciences (notamment à la Renaissance) ; -rendre compte de l’inscription du littéraire dans une Europe christianisée ;-analyser les conditions d’émergence du littéraire au sein d’un contexte historique ou culturel (de la féodalité à la monarchie absolue).BibliographiePierre Brunel, Histoire de la littérature française, Tome 1, Du Moyen Age au XVIIe siècle, Paris, Bordas, 1977.Daniel Couty, Histoire de la littérature française, Paris, Larousse/VUEF, 2002 (Bordas, 1988).Xavier Darcos, Histoire de la littérature française, Paris, Hachette, 2008.Jean Yves Tadié (éd.), La Littérature française : dynamique & histoire, Paris, Gallimard, Folio « essais » 2007, 2 tomes. 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Examen écrit final

End-of-Term Assessment

75

%

available

Assessment Component 3

Fiche de lecture et participation en classe

Continuous Assessment

25

%

available

 

• Course title: Littérature et art – L'imaginaire (littéraire et artistique) de Paris
• Nombre d'ECTS : 4
• Référence : BCE-23
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : FR
• Obligatoire : No

Pré-requis : Une bonne maîtrise de la langue française (niveau C1)À la fin du semestre, l’étudiant doit être capable de :analyser les textes au regard de la « géocritique » ou de la « morphogenèse d’une ville »situer les documents étudiés dans leur contexte historique et en dégager les éléments relevant de l’imaginaireréaliser un travail de géographie littéraire, d’épuisement d’un lieu ou de morpohgenèse d’un quartier

 analyser les textes au regard de la « géocritique » ou de la « morphogenèse d’une ville »situer les documents étudiés dans leur contexte et en dégager les éléments relevant de l’imaginaire  

L’objectif de ce cours est d’étudier l’imaginaire de Paris du 19ième au 21ième siècle tel qu’il est décliné par les œuvres qui thématisent la ville. Tandis que Hugo et Zola, Baudelaire et Benjamin déplorent, chacun à leur façon, les mutations artistiques et urbanistiques qui « défigurent » Paris et « éventrent » certains quartiers, les surréalistes (Aragon, Breton) opposent au culte de la vitesse et de l’essor urbanistique (l’Haussmannisation et les expositions universelles avec la tour Eiffel comme emblème du modernisme technologique) une esthétique de la flânerie à l’affût du merveilleux quotidien ou de rencontres épiphaniques, qui se prolongera dans les déambulations des personnages de Queneau ou dans les balades urbaines de la Nouvelle Vague (Rohmer, Rivette). Nous adossant à la géocritique de Bertrand Westphal ou à la morphogenèse de Gaétan Desmarais, nous obtiendrons une cartographie de l’imaginaire de Paris avec ses « passages » receleurs de mythes et propices à la rêverie, ses « zones » fantasmatiques (Modiano), les connotations politiques et sociétales de la polarité rive droite/rive gauche ou de de l’axe est-ouest, voire les défis liés au Grand Paris ou à la reconstruction de Notre-Dame.BIBLIOGRAPHIE Victor Hugo, Notre-Dame de Paris, 1931, Paris, Gallimard « Pléiade », 2004.Emile Zola, La curée, 1871, Paris, Gallimard « folio ».Emile Zola, Au bonheur des dames, 1883, Paris, Gallimard « folio ».Baudelaire, « Le peintre de la vie moderne » (1863), in Ecrits sur l’art, Paris, Flammarion, 1999 « GF ».Walter Benjamin, Paris capitale du XIXe siècle. Le livre des passages (1935), Paris, Cerf, 2009.Louis Aragon, Le Paysan de Paris, Paris, Gallimard, 1926 (renouvelé en 1953).André Breton, Nadja, 1928, Paris, Gallimard, 1962 (édition revue par l’auteur)Raymond Queneau, Zazie dans le métro, Paris, Gallimard, 1959, « folio ».Patrick Modiano, Dans le café de la jeunesse perdue, Paris, Gallimard, 2007, « folio ».  

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Activité creative au choixContinuous Assessment40%availableAssessment Component 3Examen final écritEnd-of-Term Assessment60%available

 coefficient : 40 % de la note finale, activité créative au choix- réaliser deux travaux parmi : ville invisible, géographie littéraire, épuisement d’un lieu, morphogenèse d’un quartier 

• Course title: Neuere deutsche Literaturgeschichte
• Nombre d'ECTS : 4
• Référence : BCE-25
• Module(s) : EU4: At the Crossroads of Language and Culture
• Langue(s) : DE
• Obligatoire : No

 

 

Auf Quellenlektüre gegründete Erfassung, Beschreibung bzw. Illustrierung der deutschen Literatur von den Anfängen bis zur Gegenwart.

Die Vorlesung bietet einen ersten Überblick über elementare Fragestellungen und Forschungsergebnisse der deutschen Literaturgeschichte. In einem ersten Teil werden die Vorausbedingungen der Literarisierung des Deutschen in althochdeutscher Zeit, die erste Blüte der deutschen Literatur im Mittelhochdeutschen und der Übergang zur (frühen) Neuzeit vorgestellt. Im zweiten Teil werden dann exemplarisch die Hauptepochen der neueren deutschen Literatur unter besonderer Berücksichtigung der deutschen Klassik erörtert.  Bibliographische Angaben werden im Verlauf der Vorlesung bekannt gegeben.

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Klausur

end-of-term assessment

100%

available

 

 

• Course title: Histoire de bulles
• Nombre d'ECTS : 4
• Référence : BCE_EU-7
• Module(s) : EU5: Arts and Media Studies
• Langue(s) : FR, EN
• Obligatoire : No

maîtriser les principales notions d’analyse sémiotiques et iconographiques de bande dessinée

maîtriser les principales chronologies de la bande dessinée franco-belge, du comic américain etdu manga japonais

Pré-requis: Maîtrise passive du français et de l’anglaisAprès que des images à lire telles que des caricatures, des illustrations humoristiques ou des histoires illustrées sont apparues dans la presse de masse au XIXe siècle, un genre distinct de culture populaire et imprimée a émergé au cours du XXe siècle, devenant le symbole d’une culture du divertissement, au plus tard depuis l’entre-deux-guerres. Pour les jeunes et les moins jeunes, les bandes dessinées ont constitué des expériences visuelles et de lecture formatrices à travers lesquelles les gens ont acquis les mythes et les légendes de l’ultra-modernité, dans une tension narrative entre l’image et le texte spécifique au genre. Tout comme la télévision, le neuvième art a longtemps été considéré comme un « mauvais objet » de la recherche académique.Le cours offre une introduction à ce nouveau champ qu’est la Comic Studies, en présentant d’un côté des outils d’analyse sémiologique et iconographique, et en détaillant de l’autre côté les principaux courants de la bande dessinée européenne, américaine et japonaise. BIBLIOGRAPHIE BEATY, Bart, Comics versus art, Toronto/ Buffalo 2012.BOLTANSKI, Luc, La constitution du champ de la bande dessinée, in : Actes de la recherche en sciences sociales 1/1 (1975), p. 37 59.BRIENZA, Casey, Producing comics culture: a sociological approach to the study of comics, in: Journal of Graphic Novels and Comics 1/2 (2010), p. 105 119.Nicolas Finet et Philippe Capart, Angoulême BD : la contre-histoire (1974-2024), Bruxelles, La Cinquième couche, 2024.LESAGE, Sylvain, Publier la bande dessinée : les éditeurs franco-belges et l’album, 1950-1990, Villeurbanne 2018.MCCLOUD, Scott, Understanding comics: the invisible art, New York 1994.Meskin F.B. Roy Cook, Aaron (dir.), The Routledge Companion to Comics, New York, Routledge, 2016.MILLER, Ann, Reading bande dessinée: Critical Approaches to French-language Comic Strip, Chicago 2007.ORY, P. / MARTIN, L. / MERCIER, J.-P. (dir.), L’art de la bande dessinée, Paris 2012.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Examen écrit

End-of-Term Assessment

100

%

available

 

• Course title: Kunstgeschichte im europäischen Kontext
• Nombre d'ECTS : 4
• Référence : BCE_EU-8
• Module(s) : EU5: Arts and Media Studies
• Langue(s) : DE
• Obligatoire : No

Am Ende des Kurses sollen die Teilnehmer in der Lage sein, Kunstrwerke zu klassifizieren, zu beschreiben, zu interpretieren und zu  kontextualisieren.

Im ersten Teil der Veranstaltung erfolgt an Beispielen der Graphik der Renaissance eine Einführung in die Themen, Gattungen und Epochen der Kunstgeschichte sowie in die unterschiedlichen methodischen Zugänge.  Der zweite Teil besteht aus einem Blockseminar in einem Luxemburger Museum (Villa Vauban), wo wir eine Auswahl von Gemälden aus allen Epochen der Kunstgeschichte bearbeiten.Bibliografie BELTING, Hans u. a. (Hrsg.), Kunstgeschichte. Eine Einführung. (Berlin 7. Aufl., 2008)LANGINI, Alex (Hrsg.), L’art au Luxembourg de la Renaissance au début du XXIe siècle. (Brüssel, 2006)

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Zwei Kurzereferate (mit Thesenpapier)

Continuous Assessment

50% + 50%

%

NOT available

 

• Course title: Musik im Film
• Nombre d'ECTS : 4
• Référence : BCE_EU-9
• Module(s) : EU5: Arts and Media Studies
• Langue(s) : DE
• Obligatoire : No

Am Ende des Seminars sollten Sie folgende Lernziele erreicht haben

EINBLICK in das Wesen von Filmmusik

KENNTNISSE über die Vermittlung von Musik im Film

KRITISCHE AUSEINANDERSEZUNG mit Musikerbiographien im Film

Der Kurs behandelt ZWEI verschiedene Aspekte von Musik im Film 1.Durch die technischen Errungenschaften (5.1-Sound) kommt der Filmmusik im modernen Filmschaffen eine immer bedeutendere Rolle zu. Doch zumeist verklingt Musik „hinter“ der Dramaturgie ungehört. Filmmusik gibt es jedoch, seit es Filme gibt. Ein Teil des Kurses wird der Musik im Film, ihrer Geschichte, ihrer Technik und ihrer Funktionsweise gewidmet sein. 2.Biographien berühmter Musiker werden oft in sogenannten „Biopics“ verfilmt, und einer breiten Öffentlichkeit wird dabei oft ein Musikerbild vermittelt, welches in der Realität so nicht existiert (hat). Es ermöglicht aber eben dieser breiten Öffentlichkeit, Leben und Werk des Musikers anhand einer dramaturgisch aufbereiteten und allgemein zugänglichen und verständlichen Filmbiographie kennenzulernen. Erfüllt die Filmindustrie hier auch eine pädagogische Aufgabe? Ein zentraler Arbeitsschritt wird sein, Antworten zu den beiden folgenden Fragen zu finden: Welche Informationen vermittelt der Film im konkreten Fall, und welche Informationen übermittelt die Musikgeschichte als gesicherte Fakten? Des Weiteren existieren über die Filmbiographie hinaus wenige Filme, die sich mit dem Thema Musik an sich befassen. Hier agieren Protagonisten nicht im Sinne ihrer eigenen Biographie, sondern „im Dienste der Musik“.​BIBLIOGRAPHIEADORNO, Theodor W., Kompositionen für den Film, 2003, 1969 (1. Auflage)SCHNEIDER, Enjott, Komponieren für den Film, 2005 (3. Aufl.), 1997BULLERJAHN, Claudia, Grundlagen der Wirkung von Filmmusik, Augsburg 2001CARON, Alfred (Hg.): Figures du compositeur. Musiciens à l’écran de Gesualdo à Pierre Schaeffer. Le compositeur vu par le cinéma et la télévision (1905-1995), Paris 1996MARSHALL; Robert L.‚ ‘Film as Musicology: Amadeus’ in: Musical Quarterly 81 (1997), S. 173-180TAYLOR, Henry M., Die Filmbiografie als narratives System, Marburg 2002

 

 

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Second Session

 

Assessment Component 1

MANDATORY Attendance

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0 %

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Assessment Component 2

Referat / Vortrag

End-of-Term Assessment

80%

available

 

Assessment Component 3

Aktive Teilnahme

Continuous Assessment

20%

NOT available

 

• Course title: Cultural Heritage
• Nombre d'ECTS : 4
• Référence : BCE_EU-11
• Module(s) : EU6: ​Culture, Society, and Digital Transformation
• Langue(s) : EN
• Obligatoire : No

• understand different theoretical and historical perspectives on Cultural Heritage.• understand the controversial nature of cultural heritage, evaluating the ethical, political and social issues related to its management and use.• learn about diverse heritage practices (identification, research, conservation, interpretation, and display of various forms of cultural heritage).

The course will focus on the definitions of Cultural Heritage, both practice and discourse, exploring issues such as authenticity, identity, preservation, commodification of culture, memorialisation, conflict and trauma.The topic will be approached from an interdisciplinary perspective integrating diverse theoretical sources and methodological approaches from the fields of History, Archaeology, Anthropology, Philosophy and Law.Some of the themes covered will be:• Museums, archives and collections (the history of museums and their changing role in society)• Tangible and intangible heritage• Heritage and nationalism• Repatriation• Destruction and reconstruction of heritage• Transmission of memory and history• Digital heritageA list of recommended readings for every topic will be made available in the course syllabus. As a general introduction, students may read:HARRISON, R. (2013), Heritage: Critical Approaches. London and New York: Routledge.SMITH, L. (2006), Uses of Heritage. London and New York: Routledge. 

 

Description

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Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0

%

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Assessment Component 2

Individual project (oral presentation)

End-of-Term Assessment

40

%

available

Assessment Component 3

Oral exam

End-of-Term Assessment

50

%

available

Assessment Component 4

Active participation

Continuous Assessment

10

%

NOT available

• Course title: Introduction à la sociologie
• Nombre d'ECTS : 4
• Référence : BCE_EU-12
• Module(s) : EU6: ​Culture, Society, and Digital Transformation
• Langue(s) : FR
• Obligatoire : No

 

Connaitre le vocabulaire de base de la sociologie

Connaître les approches sociologiques

Comprendre les bases des mécanismes sociaux

 Dans une première partie générale : L’enseignement propose une première approche de la sociologie pour les non-spécialistes. Il cherche à clarifier ce qu’est la sociologie, à travers ses objets, ses méthodes, ses théories. Les étudiant-e-s aborderont les concepts essentiels qui permettent de penser le social. Le cours propose ensuite de questionner les origines de la discipline, de clarifier la pensée des fondateurs et d’exposer les contributions des sociologues contemporains. Il s’agit également d’exposer les différents courants de la sociologie afin de clarifier le travail du sociologue. Dans une deuxième partie plus spécifique: L’enseignement se concentrera sur des sujets d’actualité afin de mettre en évidence les mécanismes de construction des relations sociales autour de thématiques comme le racisme, la xénophobie et les interactions. BibliographieANDERSEN M. and Taylor H., 2013. Sociology. Belmont, Wadsworth Cengage Learning.ARON Raymond, 1976, Les étapes de la pensée sociologique, GallimardBERTHELOT Jean-Michel, 1999, Sociologie – Epistémologie d’une discipline – Textes Fondamentaux -, De Boeck CHAMPAGNE Patrick, 2002, La sociologie, Les essentiels MilanCUIN C. H., 2002, Histoire de la sociologie, Repères, La Découverte (2 tomes)PAUGAM Serge, 2010, Les 100 mots de la sociologie, Que Sais-je ?PEQUIGNOT Bruno, TRIPIER Pierre, 2000, Les fondements de la Sociologie, Nathan université, 2000VAN METTER Karl, 1992, La Sociologie, textes essentiels, Larousse

End-of-Term Assessment

 

Description

Component Type

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Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0

%

NOT available

Assessment Component 2

Examen écrit

End-of-Term Assessment

100

%

available

• Course title: Einführung in die Europäische Ethnologie
• Nombre d'ECTS : 4
• Référence : BCE_EU-73
• Module(s) : EU6: ​Culture, Society, and Digital Transformation
• Langue(s) : DE
• Obligatoire : No

Die Studierenden erwerben ein Verständnis für grundlegende Probleme der europäischen Kultur- und Gesellschaftsentwicklung. Sie setzen sich mit zentralen Konzepten wie Kultur, Alltag, Moderne auseinander und erhalten einen Einblick in bestimmte Methoden der empirischen Kulturforschung.

 

Die Vorlesung wird einen Einblick in die Geschichte des Faches Europäische Ethnologie (Volkskunde) geben und dabei auf die unterschiedlichen nationalen/regionalen Entwicklungen – deutschsprachiger Raum, Skandinavien, Osteuropa u.a. – sowie theoretischen Orientierungen eingehen.  Ziel der Veranstaltung ist es, mit Ansätzen der Erforschung von Kultur und Gesellschaft im (spät)modernen Europa vertraut zu machen, in deren Zentrum das Verhältnis von Tradition und Moderne, von Lokalem und Nationalem/Globalem steht. An ausgewählten Beispielen führt die Vorlesung in die konzeptuellen und methodischen Grundlagen der Analyse kultureller Formen und ihrer Funktionen in den komplexen – vermeintlich vertrauten – Gesellschaften Europas ein. BibliografieFrykman, Jonas (2016), European Ethnology and Anthropology of Europe. In: Kockel, Ullrich et al. (eds.), A Companion to the Anthropology of Europe. Blackwell; pp. 572-589.Kaschuba, Wolfgang (1999), Einführung in die Europäische Ehnologie. München: C.H. BeckWelz, Gisela (2013), Europa. Ein Kontinent – zwei Ethnologien? In: Bierschenk, Thomas et al. (Hg.), Ethnologie im 21. Jahrhundert. Berlin: Reimer; S. 211-227.

 

Description

Component Type

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Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

kurze schriftliche Zusammen-fassungen von zwei Texten

End-of-Term Assessment

40

%

available

Assessment Component 3

Mündliche Präsentation und Diskussion eines Textes

Continuous Assessment

30

%

NOT available

Assessment Component 4

Schriftliche Präsentation und Diskussion eines Textes

Continuous Assessment

30

%

NOT available

• Course title: Culture portugaise I
• Nombre d'ECTS : 4
• Référence : BCE_EU-17
• Module(s) : EU7: Italian and Portuguese Literatures and Cultures
• Langue(s) : FR
• Obligatoire : No

RECONNAÎTRE l’espace géographique portugais et la caractérisation générale de la réalité portugaise

DEMONTRER une bonne connaissance de certaines étapes importantes de l’histoire et de la culture portugaises, notamment dans l’époque contemporaine.

savoir situer le territoire portugais et le reconnaître ;

être capable d’énoncer les principales caractéristiques de l’espace géographique portugais ;

reconnaître la langue portugaise dans sa diversité ;

identifier et savoir situer les différents pays de langue portugaise ;

comprendre le contexte historique qui est à l’origine de cette diversité ;

être capable d’énoncer les événements les plus frappants de l’histoire portugaise ;

reconnaître des symboles liés à la culture portugaise et des personnalités influentes ;

faire preuve d’un jugement critique face aux différents phénomènes abordés ;

présenter oralement des sujets préparés, au choix ;

faire preuve d’esprit d’initiative et de rigueur dans la recherche de données sur la thématique traitée ;

être capable de réfléchir sur la réalité et la culture portugaises à partir des différents documents sélectionnés ;

être capable de comprendre différents types de documents porteurs de références culturelles ;

montrer de l’intérêt et l’envie d’élargir ses connaissances au-delà du cours.

I –  Patrimoine Naturel / Le cadre géographique• Les principales caractéristiques climatiques• Contrastes Nord-Sud et Est-Ouest• Le Portugal continental et les archipelsII – Territoire et constitution d’une identitéÉvocation de quelques moments décisifs de l’histoire portugaise :• La reconquête chrétienne et l’émergence de la nationalité• La formation de la langue portugaise• L’expansion maritime et le rayonnement de la langue portugaise au XVIe siècle • Le déclin de l’empire et le mythe du sébastianisme• Lisbonne, ville des Lumières, après le tremblement de terreIII – L’univers de la lusophonie▪ les pays de langue portugaise ▪ les variantes de la langue portugaiseIV – Le Portugal de nos jours • Les voies de la liberté : de l’Estado Novo à la Révolution des œillets de 1974• Démocratie et modernité• Le Portugal et l’EuropeV – Quelques aspects de l’expression artistique contemporaine • La création cinématographique contemporaine : de Manoel de Oliveira aux jeunes cinéastes• La musique portugaise actuelle• L’art contemporain : Arts plastiques, Architecture, Design Bibliographie:- Auscher, Christian, Portugal, Points Planète, Seuil, Paris, 1992.- Bethencourt, Francisco, L’ inquisition à l’époque moderne. Espagne, Portugal, Italie, XV° XVI°, Fayard,, 1995.- Bourdon, Albert-Alain, Histoire du Portugal, Editions Chandeigne, Paris, 1994.- Colin, Roland, Portugal: le poids du passé et l’ouverture sur l’Europe, Revue de l’OFCE, Paris, 1987. – Guichard, François, Géographie du Portugal, Masson, Paris, 1990.- Labourdette, Jean-François, Histoire du Portugal, Lib. Fayard, 2000.- Le grand guide du Portugal, Gallimard, 1990.- Lourenço, Eduardo,  Le labyrinthe de la saudade, Ed. Sagres-Europa, Bruxelles, 1988.- Lourenço, Eduardo, Mythologie de la Saudade. Essais sur la mélancolie portugaise, série lusitane, Ed; Chandeigne, Paris 1997.  – Lisbonne, la nostalgie du futur, Ed. Autrement, Paris 1988.- Lisbonne, le guide autrement. sous le regard  de Pierre Jakez Helias, Christian Auscher, Patrick Quillier, Eduardo Lourenço, 1997.- Léonard, Yves, Salazarisme et Fascisme, série lusitane, éditions Chandeigne, Paris, 1996.  – Marques,  A.H de Oliveira, Histoire du Portugal et de son empire, Ed. Karthala,  Paris 1998.- Marcadé, Jacques, Le Portugal au XX° siècle (1910-1985), PUF, 1988.- Martinière, Guy, Le Portugal à la rencontre de « trois mondes » (Afrique, Asie, Amérique) aux XV-XVI° siècles, IHEAL, Paris, 1994.- Pellerin, Agnès, Les portugais à Paris, éd. Chandeigne, 2009- Portugais de  France,  Revue Hommes& Migrations n° 1210, 1997.- Revue GEO, Portugal ancien, le Portugal des grandes Découvertes, nº 113, sept 1988- Revue GEO, Portugal, nº 136, juin 1990.- Revue GEO, Lisbonne et l’expo 98, N° 231, Mai 1998.- Revue GEO, Portugal, nº 278, avril 2002.- Revue Grands Reportages, Portugal, terre océane, nº 243, avril 2002.- Teyssier, Paul, Nous partons pour le Portugal (itinéraires historiques et architecturaux), Coll. « nous partons pour ». VOYAGES ET DECOUVERTES – Bouchon, Geneviève, Vasco de Gama, Fayard, 1997.- Godinho, Vitorino Magalhães, Les Découvertes, XV° et XVI°: une révolution des mentalités, Ed. Autrement, série Mémoires, Paris, 1990.- Godinho, Vitorino Magalhães, Rôle du Portugal aux XV-XVI siècles. Qu’est-ce que découvrir veut dire? Les nouveaux mondes et un monde nouveau, éd. bil. Fr- Port., 1994. – Zurara, Gomes Eanes de, Chroniques de Guinée, (1453), collection Magellane, Ed. Chandeigne, Paris, 1994.- Histoires Tragico-Maritimes, Trois récits portugais du XVI° siècle, Ed. Chandeigne, Paris, 1992.- Lisbonne hors les murs, 1415-1580. L’invention du monde par les navigateurs portugais, Ed. Autrement, Série Mémoires, Paris, 1990.- Mauro, Frédéric, Le Portugal, le Brésil et l’Atlantique au XVIIème siècle (1570-1670), Fondation Calouste Gulbenkian, Centre culturel portugais, Paris, 1982.- Pigafetta, António, Premier tour du monde de Magellan, Paris 1991. – Pinto, Fernão Mendes, La Pérégrination, La Différence,Paris, Paris, 1991.- La découverte du Brésil, les premiers témoignages choisis et présentés par Ilda Mendes dos Santos, Ed Chandeigne, Paris, 2000.- Le voyage de Magellan (1519-1522), éd. Chandeigne, 2009- Voyage d’Eustache Delafosse sur la côte de Guinée, au Portugal et en Espagne ( 1479-1481), Ed. Chandeigne, Paris, 1992.- Voyages en Afrique noire d’Alvise Ca’ da Mosto (1552), Ed. Chandeigne, Paris, 1994. – Voyage de Vasco de Gama, Relations des expéditions de 1497-1499 et de 1502-1503, Collection Magellane, éd. Chandeigne, Paris, 1995.   – Voyage de Pyrard de Laval aux Indes orientales (1601-1611), éd Chandeigne, Paris 1998, Tome I et IIHISTOIRE DE L’ART- Le cinéma portugais, Catalogue du Centre Georges Pompidou, 1982.- Fernandez, Dominique, L’or des tropiques, promenades dans le Portugal et le Brésil baroques, Grasset, Paris 1993.- Quignard, Pascal, La frontière, azulejos du palais Fronteira, Ed. Chandeigne, Paris, 1993.- Portugal, Revue Monuments historiques, n°194, nov. 1994LITTERATURE- Anthologie bilingue, Odes maritimes, Poèmes de Fernando Pessoa; Ruy Cinatti, Natalia Correia etc; éd. Chandeigne /Assirio &Alvim, 1997.- Anthologie, Lisbonne n’existe pas, (textes d’auteurs portugais ) Cognac, 1996.- Antunes, António Lobo, Le retour des caravelles, Bourgois, 1990.(autre édition 10-18, 1995.)- Le manuel des inquisiteurs, Bourgois, 1996.- Andresen, Sophia de Mello Breyner,    – Navigations, la Différence, 1988.     – Contes exemplaires, trad. Claire Cayron, la Différence, 1998.   – Contes et chroniques d’expression portugaise, (bilingue), Presses Pocket, 1986.   – Nouvelles portugaises contemporaines (bilingue), livre de Poche, 1989.- Camões, Luís de, Les Lusiades, édition bilingue, Bouquins, Robert Lafond, Paris 1996.- Carvalho, Maria Judite, Chérie ? (nouvelles), La Différence, 1994- Ferreira, Vergílio, Jusqu’à la fin, la différence, 1991.- Matin perdu; 10-18, 1996.- Judice, Nuno,     – Les degrés du regard, Recueil de poèmes, l’Escampette, Bordeaux, 1993.   – Voyage dans un siècle de littérature portugaise, L’Escampette, Bordeaux, 1993.- Nemésio Vitorino, Gros temps sur l’archipel, la Différence, 1988.- Pessoa, Fernando     – Le livre de l’intranquillité, Bourgois, 1989.   – Faust, suivi de la mort du prince, série lusitaine, éd. Chandeigne, Paris, 1994.    – Je ne suis personne, Anthologie, Bourgois, 1994.   – Œuvre poétique, La Pléiade, éd. Gallimard, 2000.- Queiroz, José Maria Eça de, Les Maia, série lusitaine, éd. Chandeigne, Paris 1996.- Pires, José Cardoso    – Alexandra Alpha, éd. Gallimard, Paris, 1991    – La république des corbeaux, Gallimard,  1992- Saramago, José,    – Le dieu manchot, Albin Michel, 1987   – L’histoire du siège de Lisbonne, ed. Seuil, 1992.  – L’aveuglement, Seuil, 1997.- Tabucchi, Antonio,   – Requiem, C. Bourgeois, Paris, 1993  – Pereira prétend, Christian Bourgois éditeur, Paris 1995  – La tête perdue de Damasceno Monteiro, Christian Bourgois , Paris, 1997.  – Les trois derniers jours de Fernando Pessoa , Seuil. – Torga, Miguel,    – Portugal, Ed Arlea, 1988.   – Arche, L’équinoxe, Paris, 1990.- Vingt et un poètes pour un vingtième siècle portugais, l’Escampette, Bordeaux, 1994. CRITIQUE LITTERAIRE-  Bréchon, Robert, Etrange étranger, une biographie de Fernando Pessoa, Ed. Christian Bourgois, Paris, 1996.  –  Lourenço, Eduardo et Vasco da Graça Moura, Camões, 1525-1580, L’escampette, Bordeaux, 1994.-  Rocha, Ilidio, Guide de la littérature portugaise, Francfort, 1997. 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Présentation d’un dossier écrit et Discussion orale

End-of-Term Assessment

90

%

available

Assessment Component 3

Active Participation

Continuous Assessment

10

%

NOT available

 

 

• Course title: Le cinéma italien I
• Nombre d'ECTS : 4
• Référence : BCE_EU-16
• Module(s) : EU7: Italian and Portuguese Literatures and Cultures
• Langue(s) : FR
• Obligatoire : No

 

DÉMONTRER une connaissance plus vaste et complète de la cinématographie et de la civilisation italienne

Le cinéma italien a connu un succès de publique et de critique extraordinaire. Jusque les années Soixante du siècle passé il n’y avait que deux grandes cinématographies dans le panorama mondial : l’américaine et l’italienne. Le grand succès de celle dernière se rattache surtout au Néoréalisme et à la comédie italienne.Le cours conduira l’étudiant à travers le parcours de la production des premiers films italiens, lde a phase du fascisme avec les « telefoni bianchi »,  du Néoréalisme et des films d’auteur (Visconti, Fellini, De Sica).Chaque cours se déroulera dans deux parties :la première sera dédiée à une explication théorique: histoire et phénoménologie ;  dans la deuxième, il seront montrés extraits des films concernés par le thème de la leçon. Des spécialistes de la matière seront invités. À l’occasion du Festival du Film Italien de Villerupt , mercredi 9 novembre, nous organiserons une excursion pour y voir des films italiens avec sous-titres en français et interagir avec un cinéaste en personne (metteur en scène, producteur, acteur, scénariste etc.).  BIBLIOGRAPHIEElle sera donnée pendant le cours dans une présentation PowerPoint interactive.

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Examen écrit final dans la langue que vous préférez : français, anglais, allemand

End-of-Term Assessment

100%

available

• Course title: Littérature italienne I
• Nombre d'ECTS : 4
• Référence : BCE_EU-14
• Module(s) : EU7: Italian and Portuguese Literatures and Cultures
• Langue(s) : FR
• Obligatoire : No

Les étudiants seront amenés à

DÉMONTRER une connaissance des aspects importants de la littérature italienne

ÉTABLIR des liens entre la littérature italienne et les cultures européennes

Connaissance des aspects les plus intéressants de la Littérature italienne et parallèlement d’un côté important de la civilisation européenne.

Le cours accompagnera l’étudiant dans un voyage à travers les premiers quatre siècles de la  littérature italienne du XIIème jusqu’au début du XVIIème siècle. En compagnie de St. François, Dante, Pétrarque, Boccace, ainsi que d’Ariosto, Tasso, jusqu’à Galileo et au baroque Marino nous parcourrons les étapes fondamentales de la littérature, en tant que miroir de la civilisation et de l’évolution humaine italienne et européenne. À l’occasion des 700 ans de la mort de Dante Alighieri, nous consacrerons une attention particulière à ce poète qui a écrit le voyage le plus extraordinaire dans les mondes après la mort. BIBLIOGRAPHIELa bibliographie sera mise en ligne sur Moodle.

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Examen oral dans la langue que vous préférez :

français, anglais, allemand

End-of-Term Assessment

100%

available

• Course title: Littérature portugaise I
• Nombre d'ECTS : 4
• Référence : BCE_EU-15
• Module(s) : EU7: Italian and Portuguese Literatures and Cultures
• Langue(s) : FR
• Obligatoire : No

• Découvrir et connaître un panorama de la littérature portugaise du XIXe siècle. • Établir des liens entre la littérature portugaise et les cultures européennes

 1 – La Culture Portugaise et la France Littéraire.1.1 – Introduction;1.2 – Illustration d’un échange multiséculaire;1.3 – Interprétation de l’acculturation française du Portugal.1.4 – Le romantisme portugais, romantisme européen et l’individualisme.1.5 – João Baptista de Almeida Garrett ; Alexandre Herculano ; João de Deus.1.6 – L’école de Coimbra : Antero de Quental et Teófilo Braga.2 – La culture romantique : sources, références et contradictions.2.1 –  Camilo Castelo Branco ou l’option du malheur ;2.2 – Le roman d’actualité en 1850. « Amor de Perdição », le “ Werther portugais”;2.3 – Valeurs ontologiques et sociales de Camilo Castelo Branco ; 2.4 – L’œuvre de Camilo comme catharsis et exorcisme ;Film : « O dia do desespero » de Manoel de Oliveira.3 – Au carrefour du romantisme et du réalisme.3.1 – Les débuts d’Eça de Queiroz ; 3.2 – Le réalisme polémique de Camilo (« Eusébio Macário » et « A Corja »).« Le crime du Padre Amaro », « 202, Champs Elysées »[A Cidade e as Serras] et « Le cousin Bazilio ».4.1 – « Le cousin Bazilio » et l’adultère bourgeois ; « Os Maias » ;4.2 – Les projets d’Eça, leur idées esthétiques et ses caractéristiques ;Film : «  Os Maias » de João Botelho.Julio Dinis ou cinq ans de bonheur.5.1 – Une perspective de bonheur, une perspective optimiste de la nature ;5.2 – L’idée des réformes agraires ; un romantisme naturaliste ;5.3 – L’imagerie d’Epinal de la bonne morale.Florbela Espanca et le changement du siècle.6 – Sa vie et son œuvre en tant que poétesse.Film : « Florbela » de Vicente Alves do Ó.Almeida Garrett, Voyages dans mon pays, traduit du portugais par Michelle Giudicelli, Paris : La Boite à documents : Ed. de l’Unesco, 1997Castelo Branco, Camilo, Amour de Perdition, traduit du portugais par Jacques Parsi, Arles : Actes Sud, 2000.__________, Mystères de Lisbonne, traduit du portugais par Carlos Saboga e Eva Bacelar (préface de Raul Ruiz), Neuilly-sur-Seine : Michel Lafon poche, 2018.__________, Sentimentalismo e história.II, A Corja; poetas e raças finas. Porto: Lello & Irmão, 1980Eça de Queiroz, José Maria, Les Maia, trad. P. Teyssier, Paris : Éd. Chandeigne, Paris, 2017.__________, 202, Champs Elysée, traduit du portugais par Marie-Hélène Piwnik, Paris : Chandeigne, 2019__________,La vie extravagante de Fradique Mendes traduit du portugais par Marie-Hélène Piwnik, Paris : Chandeigne, 2021__________,Le cousin Bazilio, traduit du portugais par Jean Girodon, Paris : Chandeigne, 2018-__________,Le crime du Padre Amaro, traduit du portugais par Lucette Petit, Paris : La Différence, 2007__________,Contes et nouvelles, traduit du portugais par Marie-Hélène Piwnik, Paris : La Différence, 2008Espanca, Florbela, Châteleine de la tristesse, traduit du portugais par Claire Benedetti, Bordeaux : Escampette, 1994França, José-Augusto, Camilo ou l’option du malheur, Paris : Centre Culturel Portugais, 1984.__________, Le Romantisme au Portugal : Étude de faits socio-culturels, Paris : Editions Klincksieck, 1975.Le Gentil, Georges et Bréchon, Robert La Littérature portugaise, Paris : Éd. Chandeigne, 1995.Matos, Alfredo Campos, Vie et œuvre d’Eça de Queiroz, traduit du portugais par Marie-Hélène Piwnik, Paris : La Différence, 2010 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Présentation d’un dossier écrit et Discussion orale

Continuous Assessment

90

%

available

Assessment Component 3

Active Participation

Continuous Assessment

10

%

NOT available

• Course title: Diskurse und Theorien zum Lehrerberuf
• Nombre d'ECTS : 4
• Référence : BCE_EU-77
• Module(s) : EU8: Pre-professionalising module: Teaching
• Langue(s) : DE
• Obligatoire : No

 Diskurse zum Lernen und Lehren verstehen könnenDie gesellschaftlichen, individuellen und pädagogischen Aspekte des Lehrerseins verstehenLehren als Kunst verstehen

 Im Kurs werden aus unterschiedlicher Diskurse und Theorien zu folgenden Grundbegriffen der Erziehungswissenschaften behandelt:Erziehung,Bildung,Sozialisation,Lehren und Lernen in SituationenDidaktik und UnterrichtErzieher/Lehrer – EducandusSchule als InstitutionenSchüler mit spezifischen BedürfnissenEine Ethik für Lehrer:Innen und Erzieher:InnenAnschließend werden wichtige Momente der didaktischen Entwicklung in ihrem soziologischen, geschichtlichem  und pädagogischem Kontext vorgestellt.Schließlich wird aus erziehungswissenschaftlicher und psychoanalytischer Sicht die Frage nach der Postur des Lehrers angegangen. Die Theorie wird illustriert durch Fallbeispiele. Dazu werden auch Ausschnitte aus Spielfilmen analysiert. Bibliographie:Benner Dietrich (2010).Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns. Weinheim und München, JuventaGudjons, Herbert (2008).Pädagogisches Grundwissen. Bad Heilbrunn, Klinkhardt UTBHorlacher, Rebekka (2011).Bildung. Bern, Stuttgart,Wien,  UTBJank, Werner; Meyer Hilbert (2002).Didaktische Modelle.Berlin, CornelsenKaiser Arnim, Kaiser Ruth ( 1981). Studienbuch Pädagogik. Grund und Prüfungswissen. Berlin, CornelsenKoller, Hans-Christoph (2009). Gundbegriffe, Theorien und Methoden der Erziehungswissenschaft. Eine Einführung. Stuttgart, Kohlhammer Urban TaschenbücherOelkers Jürgen (2001). Einführung in die Theorie der Erziehung. Weinheim und Basel, BeltzWeber Jean-Marie, Voynova Ruzhena (2021). Le décrochage scolaire, un processus de construction et de déconstruction. Nîmes, Champ social

  DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0 %NOT availableAssessment Component 2Mündliche PrüfungEnd-of-Term Assessment: CHOOSE BETWEEN100%available

• Course title: English Language, Culture and Pedagogy via the performing Art
• Nombre d'ECTS : 4
• Référence : BCE_EU-221
• Module(s) : EU8: Pre-professionalising module: Teaching
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should be able to: IDENTIFY the ways that practices from the performing arts can be used in language learning to connect cultural practices and language use☒IDENTIFY the differences between a prescriptive and descriptive approach to language learning and how each are connected to the use of language learning.FORMULATE an approach and series of techniques, based on practices from actor training, you can use in your own language teaching and learning.EVALUATE the effectiveness of a given technique and how/whether it fits into an evidence-based approach and pedagogical philosophy.

This course provides an opportunity to examine, analyse and experience language instruction techniques used in the American English Classroom. The focus approach makes use of theories and techniques used in actor training and the performing arts. There will also include examination and discussion of the culture imbedded in language (languaculture, Agar, 1994). After completing this course, students should have broadened their approach to language and culture instruction, added to their repertoire of classroom activities, and improved their own use of the English language.READINGBlyth, C. (2019). Designing foreign language curricula and pedagogy in terms of meaning-making: The application of languaculture and designs of meaning. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 153-175. Gillette, C. A. R., & McNish, D. (2022). Performing Fluency: Drama Techniques for Teaching Oral Academic Communication. Pedagogical Innovations in Oral Academic Communication, 141.Jansen, S., Mohr, S., & Forsberg, J. (2021). Standard language ideology in the English language classroom: Suggestions for EIL-informed teacher education. In Glocalising Teaching English as an International Language (pp. 63-81). Routledge.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

LessonPlan/Activity Demonstration

Continuous Assessment

40

%

NOT available

Assessment Component 3

Reading Reflections

Continuous Assessment

40

%

NOT available

Assessment Component 4

A/Synchronous ParticipationIn class

Continuous Assessment

20

%

NOT available

• Course title: Richteg Lëtzebuergesch schreiwen (och am wëssenschaftleche Kontext)
• Nombre d'ECTS : 4
• Référence : BCE-202
• Module(s) : EU8: Pre-professionalising module: Teaching
• Langue(s) : LB
• Obligatoire : No

Lëtzebuergesch no den aktuelle Reegele schreiwenorthografesch Reegele reflektéierenwëssenschaftlech Beschreiwungen op Lëtzebuergesch formuléieren

Fir vill Leit ass et normal, Lëtzebuergesch ze schreiwen – an E-Mailen, Smsen oder klengen Texter. An dësem Cours léiert Der, no den aktuelle Reegele vun der Lëtzebuerger Orthografie ze schreiwen: Wéini gëtt de Vokal verduebelt? Wéi schreift ee franséisch Pluriellen? A wéi geet ee mat der n-Reegel ëm? Am Cours ginn d’Reegelen erkläert a mat ville Schreifübunge verdéift. Eng aktiv Mataarbecht gëtt dofir virausgesat.Donieft übe mer och, wéi een eng wëssenschaftlech Aarbecht op Lëtzebuergesch verfaasst.Déi aktuell Lëtzebuerger Orthografie:https://portal.education.lu/Portals/79/Documents/WEB_LetzOrtho_Oplo5_v02-1.pdf?ver=2021-01-13-085421-963

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2DictéeEnd-of-Term Assessment100%available

• Course title: Literaresch Textanalys an Textinterpretatioun
• Nombre d'ECTS : 6
• Référence : BCE-209
• Module(s) : EU9: Academic Writing and Presentation Skills
• Langue(s) : LB
• Obligatoire : No

VERSTOEN: D’Relatioun tëschtent verschiddenen Texter, Quellen a Ressourcen

ENTWECKLEN: Eng kritisch Approche

FORMULEIEREN: Eng kohärent a kritesch Argumentatiounsstrategie déi d’Nuancen a Komplexitéiten vum Text ervirhieft

Dëse Cours bitt eng Aféierung an d’Lëtzebuerger Literatur a véier Sproochen (Lëtzebuergesch, Däitsch, Franséisch an Englesch). Mir approchéieren eng Selektioun vun Texter, déi en Abléck ginn an d’Dimensiounen vu Geschicht, Identitéit, a moraleschen an ästhetesche Normen. De Cours huet e grousse methodesche Vole a fokusséiert op d’Relatioun tëschent produktivem Liesen a wëssenschaftlechem Schreiwen. Duerch ‘close reading’ Technike gëtt däitlech datt literarescht Liese primär keng passiv Beschäftegung oder eng Qualitéitsaschätzung ass, mä datt all individuelle Lieser aner Bedeitungsstrukturen dechiphréiert, déi duerch dem Auteur seng Sprooch, säi Stil a seng Themen generéiert ginn. Am Cours entdecke mir verschidden Analys- an Interpretatiounsmethode, sou wéi déi technesch Terminologie déi et erlaabt Gattung, Form, Rhythmus a Reim ze ënnersichen. Mir befaassen eis och mat verschiddenen theoreteschen Approchen, duerch déi ideologesch Positioune kënne verstane ginn. D‘Studente kréien d’ Fräiheet hier perséinlech Liesweis vun de respektiven Texter auszeschaffen, se ze deelen an ze diskutéieren. Si ginn encouragéiert hier eege Stëmm als Wëssenschaftler ze fannen a Vertrauen an hier eegen Argumenter ze entwéckelen.D’Textgrondlagen ginn Iech op Moodle zur Verfügung gestalt. 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Mëndlech Aarbecht

Continuous Assessment

30

%

available

Assessment Component 3

Geschriwwen Aarbecht

Continuous Assessment

50

%

available

Assessment Component 4

Portfolio

Continuous Assessment

20

%

NOT available

• Course title: Littérature et esthétique – La langue poétique, initiation à la versification et à la rhétorique des figures
• Nombre d'ECTS : 3
• Référence : BCE-24
• Module(s) : Second Specialisation in Études françaises – Advanced 2
• Langue(s) : FR
• Obligatoire : Yes

Pré-requis : Une bonne maîtrise de la langue française (niveau C1)

À la fin du semestre, les étudiants doivent être capables de :

contextualiser les textes poétiques français (type de poésie, mouvement esthétique, formes fixes vs formes libres).

maîtriser la particularité des différentes formes poétiques et des notions liées au genre poétique telles que la versification, la prosodie, le rythme, les figures, les registres.

réaliser une analyse de poème selon une approche stylistique.

Ce cours vise à redécouvrir la variété de la poésie française selon une approche stylistique. Il s’agit de mesurer l’évolution des formes poétiques à travers les différentes périodes de l’histoire littéraire. Les types de vers et de poèmes seront définis et étudiés à partir d’un corpus de textes variés, du XVIe siècle à nos jours. Les outils d’analyse du texte poétique telles que la versification et les figures de style seront définies de manière théorique et mises en œuvre grâce à l’analyse stylistique de poèmes très variés. Il s’agira donc de s’initier à une méthode d’analyse stylistique du poème mobilisant des connaissances solides principalement en versification et en rhétorique, afin de pouvoir saisir le fonctionnement discursif, linguistique et esthétique du texte poétique.BIBLIOGRAPHIEUne bibliographie complète sera distribuée lors de la première séance.FROMILHAGUE, Catherine, Les figures de style, Paris, Armand Colin, coll. « 128 », 2015 (ou une édition antérieure).BUFFARD-MORET, Brigitte, Précis de versification, Armand Colin, coll. « Cursus » 2018. (ou une édition antérieure).DESSONS, Gérard, Introduction à l’analyse du poème, Armand Collin, coll. « Cursus », 2016 (ou édition antérieure).VAILLANT, Alain, La Poésie. Initiation aux méthodes d’analyse des textes poétiques, Armand Colin, coll. « 128 », 2016. (ou une édition antérieure).

End-of-Term Assessment

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0

%

NOT available

Assessment Component 2

Examen final écrit

End-of-Term Assessment

100

%

available

 

• Course title: EurIdentity Basic Module: Foundations of Europe
• Nombre d'ECTS : 6
• Référence : CERTIF_EURID-1
• Module(s) : EU1: Lecture Series
• Langue(s) : EN
• Obligatoire : No

After successfully completing this module, the students willhave a fundamental knowledge about European values (i.e., human dignity, freedom, democracy, equality, the rule of law and respect for human rights) and are able to reflect about them.have fundamental knowledge about the institutions, economy, politics, history, culture, law of the European states, Council of Europe and European Union.be able to work together productively in international & intercultural teams.be able to self-structure their learning in a fully online course setting.be able to synthesize diverse topics about Europe and European values, each topic being delivered by a different lecturer coming from different academic fields with their respective academic and teaching culture.

The module consists of two parts, Seminar 1 and Seminar 2. Seminar 1 contains 7 topic units and Seminar 2 comprises 5 topic units; all 12 being mandatory. Contents of Seminar 1 “European values and identities”:Identity politics and representations: Group formation in the 20th and 21st centuriesSociology of religious and philosophical pluralismsRule of law and fundamental rights in EuropeEuropean Economic and Social History 1870-2020History of Public Power in Europe 1870-2020Art trends in EuropeEuropean Labour MarketContents of Seminar 2 “European challenges and actors”:Actors and decision-making processes in EuropeThe Economic Dimension of the EUEuropean geopolitical actors and issuesRights and duties of European IndividualsEuropean scientific and environmental challenges and issues

Multiple Choice Exam (January/February)

The course is delivered online (via the e-learning platform OpenOLAT) and asynchronously, which means you can view the videos and learning material at your own pace. All 12 topic units are delivered by different experts from the seven UniGR partner universities.The course materials will be accessible starting October until February.  Contact: euridentity@uni.lu 

• Course title: European Art After the Second World War: Processing the Past, Imagining the Future
• Nombre d'ECTS : 4
• Référence : BCE_EU-213
• Module(s) : EU1: Lecture Series
• Langue(s) : EN
• Obligatoire : No

By the end of this course, you should: 

have acquired a wide knowledge of the diverse art movements developing in Europe (as well as parallels in the United States) in the two decades after World War II

know the most important artists shaping the post-war era in Europe, and the American artists that can be connected to them

have developed an ability to “read” and interpret artworks by looking at the socio-historical context, the artist’s biography, as well as the materiality of the work of art

understand how art can be a tool to critically engage, process and work through trauma or crisis

In the years following the end of the Second World War, European artists looked for ways to make sense, to process, and eventually to move past the trauma of the war through their artistic practice. With much of the infrastructure and morale in shambles across the continent, art provided an ideal space to explore the complex experience of the war as well as the longing for a fresh start and a hope for the future. Several of the art movements that developed across Europe at this time – Art Brut, Art Informel, Nouveau Réalisme, the Cobra Group, Conceptual Art – had its counterparts in the U.S., specifically in New York, which became the epicentre of the art world at this time. The course will therefore also highlight the ways in which European artists were influenced and influenced the art produced by key American artists at this time (within movements such as Abstract Expressionism, Fluxus, Pop Art and Minimalism). Although the course is art-historical at its core, there is an important interdisciplinary element to it, as it draws on the fields of history, literature and music to contextualize the artworks that are discussed in class. The primary teaching language of this course is English, but some selected reading that will be provided may be in German or French too. While the end-of-term multiple choice exam is in English, presentations and final reports can be in either English, German, French or Luxembourgish (any written feedback will be in English).Reading will be provided on Moodle 

Language of examination: EN, DE, FR or LU

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Participation

Continuous Assessment

10

%

NOT available

Assessment Component 3

Critical Case Study (Presentation + Final Report)

Continuous Assessment

60

%

NOT available

Assessment Component 4

Multiple Choice examination

End-of-Term Assessment

30

%

available

• Course title: Introduction to computational Text Analysis and Text Interpretation
• Nombre d'ECTS : 8
• Référence : BCE_EU-139
• Module(s) : EU1: Lecture Series
• Langue(s) :
• Obligatoire : No

By the end of this course, you should be able to:

formulate research questions and apply a set of computational methods and tools for text analysis to assist text interpretation within a linguistic, historical or literary context of study;

make use of programming to create simple tools for text analysis;

discover and experiment with online collections, from different domains and available in different formats, that can be accessed, downloaded and analysed via computational means;

critically think about the use of these tools and data, their added value and limitations, in the interpretative process;

combine creativity and self-reflection with text analysis and interpretation to imagine interpretative scenarios that helps you better understand your own experience when being involved in this type of activities;

demonstrate skills in working on a project, from project proposal and implementation to project report and presentation of results to an audience;

utilise these learning outcomes in your future projects from various disciplines.

The course Introduction to Computational Text Analysis and Text Interpretation (ICTATI) will present an overview of methods and tools for computational text analysis from areas such as corpus linguistics, sentiment analysis, topic modelling, and word embedding. Based on an application-oriented approach, it will illustrate how these techniques can assist the researcher in answering or formulating linguistic, historical or literary research questions. For instance, in analysing concept evolution in a collection of cultural history journals, main topics in parliamentary releases, specific vocabularies in corporate discourse or sentiment-based plot arcs in a set of novels. The course will provide the bases for understanding the functionality of various user interfaces and for developing simple text analysis applications via programming in R and Python. It will encourage the students to combine creativity and critical thinking and reflect on their experience when analysing texts through digital technologies. The course sessions will include short introductions of the tools and data to be studied, hands-on activities and discussions, which are intended to serve as examples of miniature projects and inspiration for the assignments. The final assessment will consist of individual projects. For this, the students will use tools and data of their choice from those seen in class, and their own explorative and interpretative scenarios in experimenting with these devices and describing their experience. BibliographyJurafsky, Dan. Martin, James H. Speech and Language Processing (3rd ed. draft), Feb 3, 2024.O’Keeffe, Anne. McCarthy, Michael (Editors). The Routledge Handbook of Corpus Linguistics. Routledge, 2022.Rockwell, Geoffrey. Sinclair, Stéfan. Hermeneutica: Computer-Assisted Interpretation in the Humanities. The MIT Press, 2016.Schreibman, Susan. Siemens, Ray. Unsworth, John (Editors). A New Companion to Digital Humanities, 2nd Edition. Wiley-Blackwell, 2016.

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Project proposal (1-2 page term paper)

Continuous Assessment

20

%

available

Assessment Component 3

Project implementation (work on the project using methods, tools and data learned in class). Deliverables: input/ output data samples, pieces of code, readme files, diagrams, project diary excerpts, etc.

Continuous Assessment

30

%

available

Assessment Component 4

Project report (5-7 page written essay)

Continuous Assessment

30

%

available

Assessment Component 5

20 minute oral presentation of the project during the final exam that will take the form of a mini-conference

End-of-Term Assessment

10

%

available

Assessment Component 6

Active participation (questions, comments, suggestions during the course sessions, or via e-mail, MOODLE Student Lounge, Slack)

Continuous Assessment

10%

available

Assessment Component 7

Course feedback (answers to an online-anonymised questionnaire enquiring on the studied methods, tools and data, and the course scenario)

NON-GRADED Assessment – OPTIONAL

0%

available

General Interdisciplinary Seminars and Practical Workshops are transversal courses. These courses can be used to close modules in the Common Curriculum in European Cultures. They will replace two regular courses in EU Modules 5-8 (3 or 6 ECTS). General Interdisciplinary Seminars and Practical Workshops cannot be used across modules: you must decide whether you want to credit on these courses in module EU5, 6, 7, or 8, and enrol in the course in your chosen module in the Student Portal (Guichet étudiant).

• Course title: Kulturhistorische Annäherung an die europäischen Begriffe von Körper und Geist Psychoanalyse und Kulturwissenschaften im Dialog
• Nombre d'ECTS : 4
• Référence : BCE_EU-215
• Module(s) : EU1: Lecture Series
• Langue(s) : DE
• Obligatoire : No

By the end of this course, you should be able to:

Comprehend the articulation between the subject and the culture

Explain what the subject as a split entity ( body and mind/soul) means

Understand that culture is an expression of individual and collective dealing with the division of the subject and the uncanny (the unconscious)

Der Umgang des Menschen mit sich selbst als gespaltenes Subjekt in der europäischen Tradition.Der Mensch ist ein Wesen, das Handeln und Geschehen deutet. Seinem Leben versucht es Bedeutung zu geben. Insgesamt ist er wie Max Weber und Clifford Geertz behaupten, dass er sich in einem selbstgesponnenen Bedeutungsgewebe verstrickt.  Und dieses Gewebe kann man Kultur nennen.Als Subjekt kennen wir uns nie ganz. Wir sind immer schon beeinflusst durch die Diskurse und des Begehrens des Anderen. Als Subjekt sind wir auch konfrontiert mit unserer eigenen Andersheit, einem inneren Riss, einer Kluft, der Differenz zwischen Körper und Geist. Die Kultur- sowie die Medizingeschichte zeigen, dass Menschen sich immer wieder mit ihrem gespaltenen Seelenleben auseinandergesetzt haben. Die unterschiedlichen Mythen, die Literatur aber auch die politischen Diskurse und die Künste setzen sich mit dieser Leere, auseinander. Freud nennt es das Unbewusste. Im Kurs spüren wir anhand von einschlägigen Beispielen aus der Mythologie, der Philosophie, der Literatur, der Religion und dem Film dem nach, wie der Mensch mit seiner Spaltung als Subjekt, dem Unheimlichen umging und diesbezügliche Theorien und Diskurse konstruierte. Bis heute im Zeitalter des Post- und Transhumanen und der Digitalität. Wir werden philosophische Auszüge von Platon über Augustinus, I. Kant, Arthur Schopenhauer, Gilles Deleuze bis Slavoj Zizek, mythologische Figuren wie Antigone, Medea, Moses, literarische Texte u.a. von E.T.A. Hoffmann, Robert Musil, Paul Celan, und Filmausschnitte u.a. von Alfred Hitchcock, Ingmar Bergmann, David Lynch und Luis Bunuel, Michael Haneke, Woody Allen bezüglich der Unheimlichkeit des Menschen analysieren. Dabei wollen wir die Querverbindungen zur Psychoanalyse aufzeigen.Wir werden die klinischen Strukturen (Neurose, Psychose, Paranoia, Perversion) wie auch das Phänomen der Verschwörungstheorien analysieren. Dabei klären wir Begriffe wie Triebe, Genießen, Begehren, Eros, Philia und Agape, Angst, Mangel, Phantasma, Halluzination, Akte, Verdrängung, Verneinung, Affekte, Trauma, Traum, Witz, Exzess, Sublimation, Massenpsychologie, Wahn. Ein Lexikon mit den Begriffen zum Kurs wird zur Verfügung stehen. Bibliografie:  Assoun, Paul – Laurent (2014)., Littérature et psychanalyse, Paris, EllipsesEllenberger, Henri F. (1995). Médecins de l’âme. Essais d’histoire de la folie et des guérisons psychiques. Paris, FayardBerriau, Jérémy (2023). Apprendre à philosopher avec Lacan. Paris, ellipsesDeckens, Olivier (2013). La philosophie sur grand écran. Manuel de cinéphilosophie. Paris, ellipsesEllenberger, Henri F. (1994). Histoire de la découverte de l’inconscient, Paris, FayardList, Eveline (2013). Psychoanalytische Kulturwissenschaften, Wien, Facultas wuwMcGowan, Todd (2015). Psychoanalytic Film Theorie and The Rules oft he Game, New-York, London, BloomsburySchott, Heinz; Télle, Rainer (2006). Geschichte der Psychiatrie. Krankheitslehren, Irrwege, Behandlungsformen, München, C.H. BeckStrassberg, Daniel (2014). Der Wahnsinn der Philosophie. Verrückte Vernunft von Platon bis Deleuze. Zürich, ChronosZaretsky, Eli (2008). Le siècle de Freud. Une histoire sociale et culturelle de la psychanalyse, Paris, Albin MichelZupancic, Alenka (2024). Der Geist der Komödie, Berlin, Merve Verlag Zupancic, Alenka (2024). Disavowal, Cambridge, Hoboken, Polity Press

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0 %

NOT available

Assessment Component 2

Mündliche Prüfung

End-of-Term Assessment: CHOOSE BETWEEN

100%

available

Language of examination: German, French, English

• Course title: Parlons culture ! Initiations, discussions et médiations
• Nombre d'ECTS : 4
• Référence : BCE-168
• Module(s) : EU1: Lecture Series
• Langue(s) : FR
• Obligatoire : No

Les étudiant.e.s seront amené.e.s à :

Se familiariser avec le champ et la pratique de la médiation culturelle.

Se sensibiliser aux problèmes de l’accès à la culture aujourd’hui.

Apprendre à développer des analyses de médiations culturelles

Savoir proposer des projets précis de médiation culturelle

Élargir son horizon de réflexion à travers la participation à l’actualité culturelle et scientifique de la faculté et/ou des institutions culturelles du pays.

Développer une attitude active et un esprit critique envers « la culture ». 

Comment vit la culture aujourd’hui ? De quels dispositifs, de quels projets, de quelles initiatives a-t-on besoin pour faire rencontrer le public (dont les étudiant.e.s) et la culture ? Comment ne pas limiter cette dernière à l’exposition ou la transmission de savoirs souvent érudits, à un spectacle passif de contenus, pour la penser comme une expérience active qui stimule les spectateur.trice.s ?Le cours sensibilisera à ces questions au cœur des savoirs « humanistes » actuels. A l’ère numérique, tout semble immédiatement disponible à tout le monde. Mais comment faire vivre ces nouveaux contenus ? Comment les rendre accessibles ? Après une introduction aux enjeux de la médiation culturelle aujourd’hui, le cours consistera en un parcours d’initiation pratique à différents projets culturels. Seront présentées des situations précises et des discussions d’experts. La participation au cours nécessitera une certaine flexibilité pour pouvoir participer à des activités hors des murs de l’université et des horaires traditionnels de cours. Les étudiant.e.s seront invité·és à assister à différents événements, à étudier et discuter personnellement des sujets et, à la fin, à élaborer des projets de médiation innovants.PROGRAMME des séancesLe cours s’articule ainsi en trois approches complémentaires : Séminaire (cours magistraux et ateliers) : initiation aux enjeux et pratiques de la médiation culturelleVisites & rencontres (observations empiriques) : participation individuelle ou collective à des manifestations culturellesDiscussions (ateliers) : discussion & analyse des expériences, notamment avec des invité·e·sActivités prévues : visite guidée, notamment avec tablette, visite au choix d’expositions artistiques et/ou historiques, balade littéraire, rencontres avec des auteurs, représentations théâtrales, performances, événements culturels (Nuit des musées…)BibliographieR. Baroni & C. Gunti (dir.), Introduction à l’étude des cultures numériques. La transition numérique des médias, Paris, Armand Colin, 2020.C. Bisenius-Penin (dir.), Résidence d’auteurs, création littéraire et médiations culturelles (2). Territoires et publics, PUN – Éditions universitaires de Lorraine, 2017.S. Chaumier & F. Mairesse, La médiation culturelle, 2e éd, Paris, Armand Colin, 2017.M. Colas-Blaise & G. M. Tore (dir.), Médias et médiations culturelles au Luxembourg, Luxembourg, Guy Binsfeld, 2011.V. Dubois, « Sociologie de la culture », Encyclopaedia Universalis (en ligne), 2007.M. Koffeman & O. Sécardin (dir.), « Sociologie de la médiation littéraire », numéro de RELIEF 14.2, 2020. A. Jonchery & S. Octobre (dir.), L’éducation artistique et culturelle. Une utopie à l’épreuve des sciences sociales, Ministère de la Culture – DEPS, « Questions de culture », 2022, en ligne : https://www-cairn-info.proxy.bnl.lu/l-education-artistique-et-culturelle–9782111399907.htm.G. Sapiro, La sociologie de la littérature, Paris, La Découverte, 2014.C. Schall, M. Colas-Blaise & G.M. Tore (dir.), Parlons musée. Panorama des théories et des pratiques, Luxembourg, Guy Binsfeld, 2014

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Carnet de bord des activités culturelles suivies

Continuous Assessment

40%

NOT available

Assessment Component 3

Conception et présentation en groupe d’un projet de médiation culturelle

End-of-Term Assessment

60

%

available

• Course title: Perceptions of space in a longue durée perspective
• Nombre d'ECTS : 4
• Référence : BCE_EU-222
• Module(s) : EU1: Lecture Series
• Langue(s) : EN
• Obligatoire : No

The UNIVERSEH course « Mankind and the Moon. Mining 300 years of Space Exploration » explores the cultural history of space travel and more generally the moon as a cultural reference point in Early Modern, Modern and Contemporary History. Students will explore this topic based on digitised Early Modern Encyclopedias as well as Modern and Contemporary newspaper collections. Alongside lectures on the topic, student-led teams will design small-scale research projects and employ fundamental techniques for the semantic enrichment and data-driven exploration of their sources. In addition, students will explore novel techniques for content presentation in virtual worlds in collaboration with students of the BA Animation Studies at the University of Luxembourg.The proposed seminar pursues a decidedly interdisciplinary approach, fostering collaboration across various fields to enable students to employ digital methods for the study and critical analysis of the multifaceted discourses of space exploration.The seminar is structured into three main blocks, beginning with an introductory phase in Düsseldorf, where students receive theoretical grounding and hands-on training in using early modern encyclopaedias and digitised newspapers as historical sources. This phase emphasises the formation of interdisciplinary teams, leveraging complementary language skills to facilitate diverse research perspectives.The second block consists of hybrid meetings featuring lectures on premodern voyages to the moon, space travel in the modern era, and digital humanities research methods. These sessions are complemented by practical training in digital tools such as Voyant Tools and the Impresso web app, enhancing students’ skills in text analysis and digital research methodologies.In the concluding block held in Luxembourg, students will finalise and present their projects in a virtual world based on the Unreal game engine, incorporating insights from lectures, digital humanities tools, and interdisciplinary collaboration. The seminar aims to equip students with a critical understanding of the cultural history of the moon and space travel, bolstered by project management skills including science communication, writing, and text analysis.Overall, « Mankind and the Moon. Mining 300 years of Space Exploration » not only offers a critical introduction to cultural and digital history but also contributes to the establishment of a continuous class format for critical space studies. This innovative seminar framework encourages students to continually apply a critical lens to their (inter-)disciplinary training, promoting a holistic understanding of the cultural significance of the moon and space travel throughout history.Programme Block 1: Introduction and setup 2-3 days in early October, in Düsseldorf Day 1 Introduction to the seminar structure Theoretical overview and hands-on training: Early Modern encyclopaedias and digitised newspapers as historical sources Formation of teams across institutions, focus on complementary language skills Day 2 Hands-on training continued: Voyant Tools and impresso web app Block 2: Hybrid meetings with lectures and project progress reports November-December, 2,5h per session Session 1 Lecture: Premodern voyages to the moon (Achim Landwehr) Training Voyant Tools continued Session 2 Lecture: Space travel in the modern era (tbd) Training impresso web app continued Session 3 Lecture: Digital Humanities research methods Digitisation and enrichment workflows with Jupyter Notebooks Session 4 Student teams: Project idea brainstorming and first pitches Text reuse detection? Networks?  Session 5 .. Progress reports Session 6 Exchange with Animation Studies students: prepare joint creation of virtual world.. Progress reports and preparation of visit to Luxembourg Block 3: Conclusion and project presentations  2-3 days in early December in Luxembourg  Day 1 Introduction to University of Luxembourg Media Centre Finalisation of presentations Day 2 Recording of project presentations   Programme – Launch meeting (hybrid; 11.10.2024; 14-15:30h)     – (thematic) introduction     – first hands-on training – 3 hybrid meetings: 18./25./10 + 8.11.2024 (14-16:30; including guest lectures (1 hour each)      – exploration of historical, methodical, and practical aspects       – start of cooperation with Animation Studies students (Uni Luxemburg) – Kick off group project (Düsseldorf); 13.-15.11.2024)     – group building      – planning and start of group project – 3 hybrid meetings: 22./29.11. + 6.12.; 2.5 hours each; 4 including guest lectures (1 hour each)     – exploration of historical, methodical, and practical aspects   – Concluding meeting in Luxemburg 11.-13.12.2024     – finalisation of group work     – Introduction to University of Luxembourg Media Centre     – recording project presentations   29.11. : Jacopo and students Mini präse unreal Welche materialien

EU1-EU9

• Course title: The History and Politics of the European Union
• Nombre d'ECTS : 4
• Référence : BCE_EU-85
• Module(s) : EU1: Lecture Series
• Langue(s) : EN
• Obligatoire : No

 

 

By the end of this course, you should be able to:

A good understanding of the evolution of the European Union (EU) over time and the factors that shaped this process

Ability to situate current debates in their historic context

Understanding of the dynamics of EU decision-making and the perspectives of the member states

This course studies the history and politics of the European Union in three phases: The first lectures provide an overview over the political situation in Europe before the creation of the institutions that developed into the European Union. This part shows that there were different visions for European integration  – most of which were never implemented. It also shows that European integration was not the only possible course of history, that it was in some ways controversial, and in many ways complex. It also explains why European integration first took the shape of a narrow sectoral project. The second part of the course walks students through the main steps in European integration after 1950 and explains how today’s EU has changed over the decades in response to new challenges. This part ends with a discussion of the current Treaty framework and the main decision-making rules. The third part of the course introduces students to some of the big current debates in EU politics. It provides the background to these debates: what competences does the EU have? Why did its rules develop in this way? What divides the member states? Some of the questions it addresses are: How did the migration crisis turn into a political crisis of the EU? Why did Britain leave the EU (and what happens now)? Why are EU budgetary negotiations always marked by fights and blockages? And what is the EU’s role in combatting climate change? The course uses a combination of lectures and discussions to illustrate the different perspectives on these questions and to encourage students to engage critically with the today’s EU political debates.  Background Reading: Desmond Dinan (2014). Origins and Evolution of the European Union. Oxford. Oxford University Press. Michelle Cini, Nieves Pérez-Solórzano Borragán (eds.) (2019). European Union Politics. Oxford. Oxford University Press.  Jonathan Olsen (2020). The European Union: Politics and Policies. Routledge. 

 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Written exam (French or German are also allowed)

End-of-Term Assessment

75

%

available

Assessment Component 3

Group presentation

Continuous Assessment

25

%

NOT available

• Course title: Engaging Europe
• Nombre d'ECTS : 4
• Référence : BCE_EU-161
• Module(s) : EU1: Lecture Series
• Langue(s) : EN, FR, DE
• Obligatoire : No

By the end of this course, you should be able to: 

DEFINE a shared topic of investigation or approach in dialogue with your team and other stakeholders (Focus Europe Events). [shared decision-making]

DESIGN activities in preparation for the event (data collection and analysis) and on the day [event design, research, and implementation]

CONTEXTUALISE your shared topic of investigation critically and historically/culturally drawing on academic sources. [research]

ORGANISE a public event from scratch (conceptual design and implementation, communication, approach, set-up, logistics, etc.) [event design and implementation]

FACILITATE debates on sensitive or controversial issues amongst different sets of stakeholders. [critical and interpersonal competences]

 

Engaging Europe encourages Bachelor-level students to critically engage with the idea of Europe and European culture(s). Actively combining disciplines and critical perspectives, students explore definitions of Europe as a geographical, cultural, historical, and ideological entity, their ethical dimensions, and their impact on everyday life and identities, in an event designed by students for students.In this course, you will design, organise, and implement your own event as a team. You will set your own goals and define your topic with your team and with other BCE students. You will decide what to focus on, how, and with whom, and learn how to navigate project requirements and institutional procedures.The assessment tasks cover the different aspects of project design and implementation, including research and conceptual design, project management and organisation, conceptual and logistical implementation, and project evaluation, attributing 50% of the final grade to individual tasks and 50% to shared or collective tasks. 

 

Description

Component Type

Weight

Second Session

Assessment Component 1

MANDATORY Attendance

NON-GRADED Assessment – MANDATORY

0%

NOT available

Assessment Component 2

Research and Conceptual Design(e.g., glossary, annotated bibliography, etc., to be defined depending on project) 

Continuous Assessment

25

%

NOT available

Assessment Component 3

Project Management and Organisation

Continuous Assessment

25

%

NOT available

Assessment Component 4

Conceptual and Logistical ImplementationProject Checklist + Evaluation

Continuous Assessment

25

%

NOT available

Assessment Component 5

Reflection (Final Report)

Continuous Assessment

25

%

NOT available

 

• Course title: Transitions démocratiques en Europe centrale et orientale – histoire, mémoire(s), défis
• Nombre d'ECTS : 4
• Référence : BCE_EU-102
• Module(s) : EU1: Lecture Series
• Langue(s) : FR
• Obligatoire : No

Au terme de cet enseignement les étudiants/étudiantes devront être en mesure :

• de comprendre le cadre historique d’ensemble et les principales questions qui ont marqué l’évolution des pays de l’Europe centrale et orientale après 1989• de maîtriser les processus liés aux transitions démocratiques dans les PECO (État de droit, pluralisme politique, économie de marché, etc)• de développer la capacité de questionnement et d’analyse critique en lien avec les différents concepts et approches historiques• d’utiliser des sources primaires (textes, images, son), ainsi que des méthodes et outils numériques d’analyse et de visualisation.

 Ce cours retrace les bouleversements géopolitiques engendrés par la chute du Mur de Berlin (1989) (la réunification allemande, l’effondrement du communisme, la désintégration de l’URSS, la fin de la Guerre froide, etc) et leurs conséquences sur les pays de l’Europe centrale et orientale (PECO), qui se tournent résolument vers l’Occident (Union européenne et Organisation du traité de l’Atlantique du Nord) pour mener à bien leurs transitions vers l’État de droit et l’économie de marché, dans un nouvel espace de sécurité euro-atlantique ancré dans le multilatéralisme. On reviendra d’abord sur le concept d’«Europe centrale et orientale » et son évolution au fil de l’histoire, sur les différences, disparités et singularité des États qui la composent (Bulgarie, Hongrie, Pologne, Rép. Tchèque, Roumanie, Slovaquie, Slovénie, Yougoslavie, etc. Les pays baltes sont également considérés dans cette catégorie). On analysera ensuite les points de départ de ces transitions, les difficultés de ces pays à solder le passée communiste (recrudescence des nationalismes, nouveaux conflits violents tel que celui de l’ex-Yougoslavie), leur participation aux relations européennes et internationales et ainsi que sur les crises qu’ils ont cristallisées. On se focalisera également sur les principaux défis affrontés par l’Union européenne dans de son élargissement à l’Est (1993) en raison du nombre de pays candidats, de l’importance de leur population et du caractère complexe de leurs transitions (qui pèsera jusqu’à aujourd’hui sur l’ensemble du processus). Par la suite, l’UE, ainsi que les autres structures européennes englobant les PECO – la Conférence sur la sécurité et la coopération en Europe (CSCE), le Conseil de l’Europe ou encore l’Union de l’Europe occidentale (UEO) – devront trouver des mécanismes et moyens d’action pour s’adapter à la nouvelle donne géopolitique à l’Est. Ont-elles réussi ce pari ? Bibliographie• La bibliographie complète sera indiquée au premier cours• Une bibliographie spécifique sera indiquée à chaque cours et sera postée ensuite sur la plateforme Moodle. 

Évaluation continue

• 0% Présence obligatoire aux cours (mandatory non-graded) • 20% Exposé oral• 30% Essai écrit• 50% Rédaction d’un narratif à partir de l’analyse d’image

• Course title: Kulturwissenschaftliche Aspekte
• Nombre d'ECTS : 4
• Référence : BCE-98
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : DE
• Obligatoire : No

Erarbeitung einschlägiger kulturwissenschaftlicher und kulturtheoretischer Ansätze der MediävistikProblematisierung kulturwissenschaftlicher und kulturtheoretischer Deutungsmuster der MediävistikErfassung typischer Alteritäten und Kontinuitäten des Mittelalters bzw. der mittelalterlichen Literatur

Das Seminar thematisiert zunächst zentrale kulturwissenschaftliche bzw. kulturtheoretische Ansätze der mediävistischen Literaturwissenschaft. Fasst man mittelalterliche Texte als kulturelle Artefacte auf, so stellt sich die Frage nach den Rückschlüssen, die sich daraus für das Gesellschaftsbild (Praktiken, Mentalitäten und Kon¬zep¬te) des Mittelalters ergeben. Einzelne Themenstellungen in diesem Zusammenhang könn¬ten sein: religiöses und unreligiöses Denken und Handeln, Christentum und Heidentum, Rol¬len- und Geschlechterkonzepte, literarische Kulturtransfers, Rituale, Magie- und Zauberei-Imaginationen u.a.mBibliografieBekanntgabe in der ersten Sitzung.

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY0%NOT availableAssessment Component 2Mündliches Referat plus ThesenpapierEnd-of-Term Assessment100%availableAssessment Component 3Alternativ, falls alle Referattermine vergeben – schriftliche HausarbeitEnd-of-Term Assessment100 %NOT available

• Course title: Histoire ancienne
• Nombre d'ECTS : 4
• Référence : BCE-279
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : FR
• Obligatoire : No

By the end of this course, you should be able to:Comprendre la variété des formes antiques de christianismes et les grandes notions religieuses du monde antique.Connaître l’histoire des premiers christianismes depuis le temps de Jésus jusqu’à l’Antiquité tardive (Ier – Ve siècles).Expliquer pour le christianisme est une religion antique et ses liens avec les autres grands traits des religions antiques.

Pouvez-vous citer un homme dont la divinité est annoncé par une étoile filante ? Un Messie crucifié ? Une secte juive qui remplace le Temple par la communauté ? Si vous avez répondu Jésus et les chrétiens, sachez que vous pouviez répondre, respectivement, Jules César, Judas de Gamala et les Esséniens. Le christianisme antique n’apparaît pas en dehors des cadres des sociétés anciennes, romaines, judéennes, hellénistiques. Et il ne se développe pas comme une organisation unitaire et évidente, mais suit les remous et les conflits des communautés et s’inspire à la fois des rites et des pratiques anciennes, mais aussi des conceptions philosophiques et religieuses antiques. Il y a dans le monde romain des christianismes multiples, qui parlent araméen, grec, latin, syriaque, copte, qui pensent pour certains qu’il y a deux divinités (l’une bonne et parfaite, l’autre créatrice mais mauvaise), qui voient le Christ comme un géant dont les cheveux ruissèlent d’eau et dont la tête dépasse des nuages, qui pensent que le monde est peuplé de démons qui peuvent habiter dans les corps. Certains pensent que Joseph est vraiment le père de Jésus, d’autres que Jésus est le Bouddha de Lumière. Ce cours propose d’explorer la diversité des mouvements qui se sont réclamés de Jésus dans l’Antiquité de façon à mieux comprendre comment peuvent interagir des discours religieux, et des conceptions du monde dans des sociétés complexes. Bibliografie: MIMOUNI Simon Claude, MARAVAL Pierre, Le christianisme des origines à Constantin. Presses Universitaires de France, « Nouvelle Clio », 2006. [en ligne : https://www-cairn-info.proxy.bnl.lu/le-christianisme-des-origines-a-constantin–9782130528777.htm ]MARAVAL Pierre, Le christianisme de Constantin à la conquête arabe. Presses Universitaires de France, « Nouvelle Clio », 2005. [en ligne : https://www-cairn-info.proxy.bnl.lu/le-christianisme-de-constantin-a-la-conquete-arabe–9782130548836.htm ]Levine, Amy-Jill, and Brettler, Marc Zvi. The Jewish Annotated New Testament : New Revised Standard Version Bible Translation. New York Oxford: Oxford UP, 2011. [BNL Salle de lecture – 3e étage : 225 jew] 

DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment- MANDATORY0%NOT availableAssessment Component 2Written examEnd-of-term Assessment100 %NOT available 

IMPORTANT! Cours obligatoire: Choix entre Krise und Untergang der Römischen Republik OU Histoire ancienneWICHTIG! Pflichtkurs: Wählen Sie bitte Krise und Untergang der Römischen Republik ODER Histoire ancienne

• Course title: Krise und Untergang der Römischen Republik
• Nombre d'ECTS : 4
• Référence : BCE-55
• Module(s) : EU2: The Origins of Modern Europe
• Langue(s) : DE
• Obligatoire : No

Nach erfolgreichem Abschluss der Lehrveranstaltung sollen die Studierendeneinen Überblick über eine Epoche der Alten Geschichte gewonnen haben,die wichtigsten Quellen und Forschungsdiskussionen zum Thema kennen,die wichtigsten Quellen einordnen und kritisch analysieren können.

“Aber sobald das Gemeinwesen aufgrund von Anstrengung und Gerechtigkeit gewachsen, mächtige Könige durch Krieg bezwungen, wilde Stämme und riesige Völkerschaften gewaltsam niedergeworfen waren, Karthago, das mit Rom um die Herrschaft gewetteifert hatte, von Grund auf vernichtet war und alle Länder und Meere den Römern offenstanden, da begann das launische Glück zu wüten und alles in Verwirrung zu stürzen.” So beschreibt Sallust (In Catilinam 10,1) einen Wendepunkt der römischen Geschichte: Rom war nach den Punischen und den Makedonischen Kriegen zur Großmacht im Mittelmeerraum aufgestiegen. In diesem Moment brechen große Konflikte aus, die die römische Innen- und Außenpolitik im 2. und 1. Jh. v. Chr. prägen und nicht nur die staatliche Ordnung, sondern auch die Gesellschaft tiefgreifend verändern. Die Vorlesung verfolgt den Aufstieg der Stadt am Tiber zur Großmacht im Mittelmeerraum sowie den Weg der “Krise und Untergang” der römischen Republik von der Zeit der Volkstribunen Tiberius und Gaius Gracchus, über die Diktatur des Sulla, die außerordentlichen Imperien des Pompeius, die Diktatur Caesars bis zur Etablierung des Prinzipats unter dem ersten Kaiser Octavian/Augustus. Warum kam es zu einer Krise und zum “Untergang” der Römischen Republik? Welche Narrative sind in dieser Zeit entstanden, die bis in die Spätantike aufgegriffen werden? Wie ist es Octavia/Augustus gelungen, das Römische Reich wieder zu stabilisieren und eine Regierungsform zu entwickeln, die über Jahrhunderte bestand hatte? Dieses sind einige zentrale Fragen, mit denen sich die Vorlesung beschäftigt  BIBLIOGRAFIE:Bellen, Heinz: Grundzüge der römischen Geschichte. Von der Königszeit bis zum Übergang der Republik in den Prinzipat, Darmstadt 21995.Bleicken, Jochen: Geschichte der Römischen Republik, München 62004.Bringmann, Klaus: Krise und Ende der römischen Republik (133-42 v. Chr.), Berlin 2003.Linke, Bernhard: Die römische Republik von den Gracchen bis Sulla, Darmstadt 22012.

 DescriptionComponent TypeWeightSecond SessionAssessment Component 1MANDATORY AttendanceNON-GRADED Assessment – MANDATORY NOT availableAssessment Component 2KlausurEnd-of-Term Assessment100%availableTeaching Language: GermanLanguage of Examination: German, French, English