The deadline for applications for
the academic year 2021-2022 has now passed.
The University of Tübingen is pleased to invite students from all CIVIS member universities to join their fellow Tübingen students in online courses that take place during the winter semester (18 October 2021- 12 February 2022). Places are available in wide range of courses at all levels of study, covering the CIVIS thematic areas plus in a number of language courses.
Browse our course offering below for details!
How to apply
In our course listing, check course times, prerequisites and language requirements.
We also recommend to check with your home university if credits earned will be recognised as part of your programme of studies.
Allocation of course places is on a first come first serve basis. You will receive an email notice after the deadline if we can offer you a place, giving further information on how to join your course.
The deadline for applications for
the academic year 2021-2022 has now passed.
This is a research internship in Quantitative Economic History. Individual internship students participate in our research, for example, by reading certain articles trying to answer a specific question, or, if they have skills using the software STATA, doing some robustness tests with existing do-files. However, Stata skills are no pre-condition for attending. We will teach what is necessary.
Six afternoons will be identified individually with each student, plus self-learning time writing a term paper
Interest in long-term development in general. For example, we do research on gender equality and its potential impact on development.
Sectio chirurgica is a medical digital live lecture with several interactive features (chat, voting, hotline). Renowned surgeons and experts present a medical case, from start to finish. Firstly, a patient consults his physician about an issue and several diagnostics (e.g. radiological) are performed, which lead to a diagnosis. This is followed by the necessary surgery, performed on anatomical specimen, and the subsequent aftercare. Throughout anatomists explain and show the appropriate anatomic landmarks; thus connecting theory to practice.
Open to medical students (proof of status required), no other prerequisites
The lecture Advanced Medical Informatics comprises different areas of Medical Informatics. The focus is on data integration, medical data privacy, artificial intelligence and data mining for health data, and treatment decision support systems. Specific topics include: statistical machine learning basics, state-of-the-art in decision support systems and beyond, differential privacy, k-anonimity, privacy-preserving record linkage, federated learning approaches and GO-FAIR, genome privacy, FHIR, openEHR, data warehouses and no-SQL data bases, MapReduce etc.
Lectures: Tuesdays 10-12 CET and Thursdays 14.00-16.00 CET
Practice: Thursdays 16-18h
R is a freely available programming language that is designed for data processing and statistical analyses. This course is designed for students without any prior programming experiences. It introduces the basic programming-related data and control structures and paves the way to successfully tackle first data processing tasks. Within the course, the popular RStudio programming environment is introduced and used. The course focusses on central data-processing topics like import/export of data sets, their manipulation and simple statistics-related visualizations. All tasks are based on tidyverse packages and respective workflow implementations. Autonomous handling of basic control structures and programming in R. Understanding and applying basic data processing workflows including visualization using tidyverse in R. Understanding and interpretation of external programming codes. Independent planning and implementation of small programming tasks.
The focus of this class is on elaborating key concepts of marketing and its implementation in the marketing mix. In addition, the interaction between the elements of the marketing mix will be analyzed. Further, the class will cover aspects of the international implementation of the marketing mix.
A digital learning journey towards Sustainable Development (SD): SD has become a widespread political concept, used in many ways from actors in different areas. In 2015, the United Nations set 17 Sustainable Development Goals (SDGs) to be reached in 2030. In this course, we will invite you to a digital journey for aiming at a good understanding about the origin, conceptual core, and key topics of SD. We shall also discover and discuss the roles that university as an institution, scientists and different social actors can play within transformations towards SD in different contexts. By interactive methods and group discussions with experts, you will get inspirations from the work of different actors engaged in SD (academic, Global South organizations, local initiatives) and discuss what you as student and citizen can contribute promoting sustainable change. During the journey, we will learn together about SD in globallocal relationships, covering different topics such as: Conceptual and ethical basics, key topics of and diverse perspectives on SD and its political frameworks (e.g., the SDGs, national strategies) Ethics and responsibility in science and university (as learning organisations) Inter- and Transdisciplinarity of SD (Science-Society-Interface) Students as change agents Science communication on SD
No formal prerequisites. Interest in the topic and motivation for interdisciplinary and transdisciplinary work and collaboration.
Grundlagen der Betriebswirtschaftslehre, Betriebswirtschaftslehre als Wissenschaft, Unternehmensmodelle, Nachhaltigkeit und Verantwortung; Rechtsformen; Entscheidungsprobleme, insbesondere Standortwahl; Grundlagen des Rechnungswesens und Controlling; Personalführung und Mitbestimmung; Personal‐ und Organisationsentwicklung; Change Management; Corporate Governance; Unternehmertum. Die Studierenden verstehen theoretische und methodische Grundlagen der Betriebswirtschaftslehre; wenden (schulrelevante) Teilgebiete wie Unternehmertum, Rechnungswesen und Privatrecht an; kennen Instrumente des Controllings zur Fundierung unternehmenspolitischer Entscheidungen; sie analysieren ökonomische Strukturen, Prozesse, Handlungen und Strategien, die am Leitbild der Nachhaltigkeit ausgerichtet sind; reflektieren die Bedeutung ökologischer, gesellschaftlicher und politischer Aspekte für einzelwirtschaftliche Problemstellungen und Entscheidungsprozesse; verstehen die Relevanz unterschiedlicher teilweise konträrer Interessen für das ökonomische Denken und Handeln der Wirtschaftssubjekte in den Sektoren Haushalt, Unternehmen und Staat.
Last session: 09 February 2022 (most likely exam session)
Wednesdays at 08.00-10.00 (asynchronous lecture with Zoom and synchrononous lectures every 3-4 weeks)
German C1, at least B2 (English practice groups may be made available); interest in management
This lecture focuses on three port cities which became hubs of global trade in the early modern period. Geographically, it focuses on the Malay Archipelago, which was (and is) a world region of dense maritime traffic and cultural exchange. In the early fifteenth century, the Islamic sultanate of Melaka was the most important trade port between the Indian Ocean, the South China Sea, and the Indonesian archipelago. In 1511, it was conquered by the Portuguese, who renamed the city Malacca and used it as an entrepôt for their spice trade to Europe. Manila was founded by the Spanish on the ruins of a Tagalog settlement in 1571. From here, Spanish galleons transported Asian goods eastwards across the Pacific Ocean, paid for by silver mined in Spanish America. Batavia (today’s Jakarta), likewise built on the ruins of an indigenous city, became the centre of Dutch company trade in Southeast Asia after 1619. The population of the three cities was ethnically highly diverse. Each major ethnic group had their own port official administering their trade; Malay and (after 1511) Portuguese were the main business languages. Europeans always remained in the minority, whereas Fujianese immigrants from South China, who carried out the junk trade between China and the Indonesian Archipelago, formed large communities in Manila and Batavia. Ethnic clashes were frequent, and both the Spanish and the Dutch committed pogroms against these Chinese groups. European competition for access to the spice trade resulted in inter-colonial warfare which often involved local people and Asian migrants. Colonial violence was ubiquitous, as were the abduction and enslavement of indigenous people. As regards religion, conditions varied, reflecting the different attitudes of the European colonial powers towards missionary activity. Melaka had already been converted to Islam in the fifteenth century, Manila became a centre of Catholic mission from the late sixteenth century onwards, whereas the Dutch Reformed were hardly interested in converting their colonial subjects or trade partners, among them Hindus, Buddhists, Daoists, and Muslims. From a post-colonial perspective, the history of these three cities is highly interesting. With the exception of the Spanish, the European intruders did not found colonies, but only trade posts. Nonetheless, both the Portuguese Estado da India and the Dutch East India Company acted as quasi-colonial powers in South and Southeast Asia. In the case of the Netherlands, this colonial past has only become the subject of public debate in recent years. Studying the constellation of powers, patterns of trade and cultural contact in Southeast Asia can, moreover, contribute to provincializing Europe: For Europeans were only latecomers among the many agents in this world region, and they needed to bring precious metals with them in order to buy the coveted Asian goods coveted. Finally, the situation in the three cities complicates the colonial scenario: there was no simple binary opposition of colonizers and colonized, but a complex entanglement of indigenous peoples, various Asian migrant groups, and Europeans, all of them operating between local sultanates and the great powers of the region, namely, China and Japan.
Tuesdays at 10.00-12.00 (lecture will be recorded weekly and made available on ILIAS as PowerPoint with Audio)
1 ECTS for attendance; 3 ECTS for unmarked essay or 15 mins. oral exam (5–7 pages); 6 ECTS for 30 mins. oral exam or 4 h written exam (both marked)
At the end of this year, we celebrate the sesquicentennial anniversary of the first publication of Lewis Carroll’s Through the Looking-Glass and What Alice Found There. Together with its prequel, Alice’s Adventures in Wonderland, first published in 1865, it has become one of the most popular books for children and adults alike, and the Alice-books are extremely rich in contexts: from literary to linguistic and philosophical and may more. In this class, we will explore these contexts and (re-)read Lewis Carroll’s Alice-books against these backgrounds, e.g. with the help of a refined understanding of ambiguity, literary parody, philosophy of language, pragmatics and many more. Each session will take one of these contexts into focus.
BA in English literature or comparative literature
Ohne Wasser kein Leben – das gilt auch für das Mittelalter und die frühe Neuzeit. Kaum ein Element hatte und hat für den Menschen eine vergleichbare Bedeutung wie das Wasser. Das Wasser war allerdings gleichermaßen wichtige Ressource wie Gefahr. Fließendes Wasser trieb Mühlen an und bewegte Schiffe, Hochwasser brachten aber auch Zerstörung. Zu wenig Wasser konnte genauso zum Problem werden wie zu viel Wasser. Wasserläufe waren natürliche Grenzen, mussten aber auch überquert werden. Sauberes Trinkwasser und Wasserkünste brachten Prestige und Gesundheit, verschmutztes Wasser Krankheiten und Tod. Wasser hatte eine zentrale Bedeutung für religiöse Handlungen, aber auch viele Handwerke und technische Prozesse waren an die Verfügbarkeit von Wasser gebunden. Im Laufe des Mittelalters und der frühen Neuzeit hat sich der Umgang des Menschen mit dem Wasser stark verändert. Vor allem städtische und klösterliche Gemeinschaften haben die aquatische Landschaft in ihrem Sinne umgestaltet und den Weg für unseren modernen Umgang mit dem Wasser bereitet. In der Vorlesung wird das Themenfeld für den mitteleuropäischen Raum aus der Perspektive der Archäologie des Mittelalters beleuchtet. Die archäologischen Quellen werden mit Schrift- und Bildquellen, Geo- und Bioarchiven ergänzt und kontrastiert, um ein breites kulturgeschichtliches Gesamtbild der Interaktion von Mensch und Wasser in Mittelalter und früher Neuzeit zu erarbeiten.
Starting 28 or 29 October 2021 (date to be confirmed)
Weekly sessions at 08.30-10.00
Basic knowledge in Medieval and Post-Medieval Archaeology, History or similar disciplines. German language skills. Some English subtitles/translations may be available.
The seminar contextualizes the field of tension between education and society by means of philosophy of education approaches as well as by means of approaches from the social sciences. The course introduces selected pedagogical approaches to education (e.g. idealist, realist and pragmatist) and contrasts them with challenging social theoretical perspectives, in which dispositional and environmental determinations become thematic (e.g. Harari, Bourdieu, etc.). Finally, the elaborated theoretical perspectives are synthesized with empirical findings on the relationship between education and society. A central focus in each case is to introduce problems such as educational inequality, cultural identities, normative implications of the concept of education in the mirror of different horizons of thought as well as in the reflection of social trends such as globalization, digitalization and tribalization, and in each case to take a look at the social interconnectedness of pedagogical practice in school and teaching over time.
This lecture should give students an insight into the legal systems of the different CIVIS countries. The focus is on introductions to general legal theory, civil law, public law and the criminal law of the respective country.
Students will understand the main concepts and theories of (comparative) public policy research and be able to critically discuss and reflect upon these. Furthermore, they will be able to employ these concepts and theories in conducting policy analysis. Students will acquire analytical and synthesis skills to be able to identify socio-economic policy issues and problems, as well as to discuss potential policy solutions and their trade-offs in the context of policy objectives and instruments.
Lectures are provided free of charge on YouTube. Discussions live on Zoom every Wednesday at 18.00. Discussions start 27 October 2021 and end on 2 February 2022.
In this course, we will explore the prevalent topics of gender and family in (South) Korea through a cultural lens. Contrasting the classical modernization model, Korea’s compressed journey to modernization has proved that the family can remain at the centre of a modern society. This family-centeredness is usually taken as evidence of the country’s traditional culture, and thus often juxtaposed against the fight for gender equality, which is considered a continuation of Korea’s ‘liberalization.’ However, the landscape of family and gender ideologies in Korea cannot be oversimplified as mere conflict between tradition and modern values. In order to introduce students to the complexity of Korea’s social relations, the course will revisit core theories of gender studies, learning concepts such as hegemonic masculinity, feminism, and queer theory, alongside key sociological texts on Korean society. Such theories will then be applied to cinematic/cultural depictions in order to explore the symbiotic relationship between cinema and society.
Only open for CIVIS-KF E-School Consortium Partner Universities
In this course, taught by assistant professor Ursula Offenberger from the University of Tübingen (Germany), students will be familiarised with basic methods of qualitative research and get the chance to develop their own research design on a topic that is related to the CIVIS objectives. The course covers the CIVIS area ‘Society, Culture and Heritage’. Students are enabled to first steps in conducting their own investigation. The course is particularly suited for BA/MA students in the Social Sciences and related fields and will be open for PhD candidates in case of remaining places.
basic knowledge of social science and qualitative methods
3-6 (3 for course participation, 3 for a written assignment of 15 pages)
This lecture is the second in a series of four that discusses important issues in American literary and cultural history from the 15th to the 21st century. It is dedicated to the period from the War of Independence to the Civil War. Learning objectives: To provide students with an overview of the historical, political, social, cultural and literary development of the United States from its founding to the 1860s.
First, this seminar provides an overview of family trends and changes in gender relations from a cross-national perspective and which indicators may be used to describe them. Seminar participants will acquire a good understanding of theoretical approaches from macro- and micro-sociological perspectives which have been proposed to explain the fundamental demographic shifts in family structures and in the gender division of labour across Western postindustrial societies over the past decades. The second part focuses on changes over the life course and the importance of socialisation processes in the family for reproducing gender and social inequalities. The third part of the seminar will explore same-sex couples, intergenerational family relationships and consequences of life course and period events for subjective wellbeing of individual family members. We will also discuss some contested questions, such as acceptability of different types of policy interventions and whether family policies can impact subjective wellbeing.
Co-organized by Professors Trautner and Schlumberger, this is a series of lectures that presents students with professionals from various issue areas of external policies and with various institutional backgrounds, such as bi- and multilateral government organizations and bureaucracy, implementing agencies, or non-governmental organizations. It zooms in on the practical aspects of the policies of —and structural challenges to— international cooperation with presentations by speakers from Germany and beyond. Cases will be taken predominantly from the interaction between Western actors and their MENA region partners with a view towards stunted human development (often as a consequence of authoritarian repression, violent conflict, and rentierism), environmental degradation/climate change, among others, on the one side. On the other side, the events will also address the personal and institutional viewpoints of the speakers and their institutions as well as look towards the potential for peace, democracy, and development as the three core issues of our institute’s mission statement as well as on the longer-term incentives for foreign donors. Specifically, the lectures will focus on the respective political interests, geo-economic considerations, and norms governing outside actors to gear their support towards more constructive modes of cooperation, in other words: in ways that can be owned by and be beneficial to the citizens in the region. Opportunity will be provided –and students are strongly expected to make use of this– to enter into critical discussions with the speakers in each weekly event.
Enrollment in a Political Science Master's program (CMEPS, or PRIR; or MADRE; or PGO; or PPSC) OR advanced B.A.
In this seminar, various economic issues related to the supply of professional sports are discussed, such as: cross-subsidization in sports leagues, contest / tournament theory, economic impact of sport events, transfer markets, financial fair play, release of players to national teams, doping and corruption in sports.
Ideally familiarity with sports economics, sports management at Bachelor level. Completed studies in economics or sports at Bachelor level.
En ce séminaire, nous étudierons d’abord « l’invention de l’Afrique » par l’Occident telle que l’a rendue visible la critique africaine (Mudimbe, Mbembe). Ensuite, nous lirons des textes littéraires européens de la fin du 19e jusqu’au 20e siècles pour y analyser la représentation de l’Afrique. Le cours aura lieu en coopération avec l’Université Cheikh Anta Diop de Dakar (professeur Bacary Sarr) ; il sera ouvert aux étudiants des deux universités ainsi qu’aux étudiants des universités CIVIS.
French (B2 or higher), profile in literary or cultural studies
Theatre functions dually as an important source of shared national and cultural life, on the one hand, and as the expression of singular visions challenging these massive constellations and agreements, on the other. This seminar will explore how contemporary theatremakers participate in and reshape German cultural experience by restaging landmark plays from the past. We will approach the dramas first as readers of famous texts and then evaluate recent digital productions of each drama as informed viewers of theatrical art: how do the choices of the varying theatremakers change or preserve the meaning of the plays? How do our readerly imaginations of the plays differ from or conform to the realized productions? And how do we witness theatre adapting to the pandemic and our digitizing moment? This seminar is specifically designed for international students interested in engaging more deeply with German theatre and dramatic literature (in their contemporary transnational contexts). CIVIS, ERASMUS+, and exchange students are particularly welcome, but anyone interested in the subject matters is welcome to enroll. Discussions will be in English, the texts can be read in German or English (German encouraged), and papers can be written in English or German. The digital productions will be in German, though some may have English subtitles.
B2 English (ability to read German complex texts is helpful, but not strictly required)
flexible, 6, 9
The seminar serves to explore and adopt aesthetic techniques for the design of radio pieces, radio shows, and podcasts. You will get to know the basic building blocks of auditory production—voice, music, noise, ambiance, and silence—and explore the creative diversity of these building blocks and what functions they can take on in auditory communication. A large part of the seminar is made up by online learning materials consisting of video, audio, and written guidance. At the end of each unit, you will produce a small audio piece, and at the end of the seminar, you will finally sum up what you have learned in a 3-minute piece in which you develop your own sonic ideas. In our regular meetings we will do hands-on training with recording devices as well as listen to and discuss your sound pieces. While the seminar focuses on the aesthetics of German radio culture, we might be able to draw a comparison to radio and podcast formats from different cultures.
In order to successfully participate you will need a laptop or desktop computer equipped with a sound editing software (eg. the open source software Audacity). Students who are not on site in Tübingen must make their own arrangements to gain access to a mobile recording device in order to make several sound recordings during the semester. Ideally, you will also have access to a recording studio.
Moving Pictures – Touching Sounds: Music in Cinema is the fourth part of a lecture series that will continue every winter term with a special topic. Every part of Moving Pictures – Touching Sounds can be attended individually. We always start with a general introduction into the discipline and methods of cinema studies. After the introduction, we will focus on the aspect of sound and music. The teaching and training research project combines one theoretical seminar with two training courses for film practice. One concentrates on the creation and production of live-action short films, one on animation and sound. The seminar deals with several aspects of the special topic. Looking back into the history of cinema the story of sound and music offers lots of subtopics such as the sounds of silent cinema, the beginning of sound cinema, sound and animation, various genres such as musicals and biopics about famous musicians, the differences between movie cultures when using sound and music, the artwork of film composers and sound designers or – finally – the development of cinema sound technologies during the 120 years of film history. Furthermore, we will explore the aesthetics and history of music videos and their distribution through different media systems (television) and devices (tablets, mobile phones). Overall, questions of acoustic perception will accompany every part of the music semester.
If Corona regulations allow, the course will most likely be offered in a hybrid format: students from Tübingen will be present in the classroom, external students will be connected online. The course is offered in English.
Students from other universities as well as guest participants should contact Prof. Dr. Heike Oberlin directly to register. Registration deadline for external students: 30.9.2021. While allocating seats, students enrolled in Tübingen will have priority.
Twice a week: Monday (16.15-17.45) and Friday (10.15-11.45)
Taking an interdisciplinary perspective, the seminar provides an overview of the main factors driving childhood inequalities in different areas such as health, cognitive development, and school readiness. Seminar participants will also gather a good understanding of how unequal childhoods result into unequal adulthoods, and the role that early childhood inequalities play in social stratification processes. The seminar will be articulated around the nature versus nurture debate regarding childhood inequalities. In this manner, students will become familiar with the contributions and the advantages - as well as the limits - of diverse theoretical and empirical approaches. Finally, the seminar will provide with an overview of how different countries are tackling different social problems during early childhood. This is to say, which are the main early childhood programs so far developed, and the short and long term effects of these programs in children’s life chances. The seminar does not require students to be fluent in English already. As a matter of fact, it aims to provide a friendly environment in which seminar participants can become familiar with the main language of academic work. Simultaneously, it aims to help to develop student’s English communication skills in a relaxed environment. To do so, students are expected to bring questions on the readings, participate in debates in class, and write a short seminar paper. Besides, the lecturer will provide some advice and distribute material on basic English academic writing in the “introduction"" session.
Linear algebra; basic knowledge of algebraic structures (groups, rings, fields, field extensions); knowledge on commutative algebra or algebraic geometry will be helpful, but is not necessary.
In recent years it has become common to (re)focus on the mind as an object of interest in educational discourse and practice. Fairly unconceivable some decades ago, contemporary educational theorists claim a ‘contemplative turn in education’ and turn their attention to an inner curriculum of the mind that needs to be addressed by educational thinking (Ergas, 2017). Wellbeing is brought into the discussion alongside performance as a school quality characteristic and educational practitioners set up mindfulness-based interventions in school as a curriculum for social-emotional learning and a means to reduce stress and anxiety in class. Fair to say that critics of this ‘post-critical’ turn in education fear the quieting of the mind to get it even more adjusted to the economy and a new ‘wellness culture’ or self-improvement imperative. This, so the critics, aims at privatizing the costs and repercussions of societal acceleration processes that no longer get addressed by contemplative pedagogues. In this course we will engage in this discourse by covering different theoretical approaches to the mind (philosophical and scientific perspectives) and how they relate to educational thinking. Moreover, we will examine the implementation of so-called mindfulness-based interventions (MBIs) in school from an educational point of view and finally discuss the critical objections against the idea of wellbeing and contemplative practices in the educational realm.
A strong foundation in analysis (including measure theory) and linear algebra. A prior course in functional analysis is helpful, but not strictly required. A prior course in quantum physics is recommended, but not strictly required.
The first part of the course is devoted to the spectral theory of bounded and unbounded linear operators on Banach spaces: Riesz-Schauder theory, spectral theorem for selfadjoint operators on Hilbert spaces, functional calculus. In part 2 this theory is applied to one-parameter operator semigroups and linear evolution equations.
The module deals with statistical models and methods for the analyis of financial data. The following topics are covered:
Univariate Return Distributions
Extreme Value Theory
Multivariate Return Distributions
Copulas, Value at Risk
ARIMA Time Series
Random Walks, Market Efficiency
Stochastic Volatility, GARCH Time Series
CAPM-Model, Performance Measures
Brownian Motion, Stochastic Calculus
Option Pricing, Black-Scholes-Model
Neural Networks, Support Vector Machines
Credit Risk Management
Students master the most commonly used statistical methods for analyzing financial variables. The module enables them to understand the motivation and derivation of the different methods. Students apply these methods in practical applications using the statistical software Stata.
Basic knowledge of probability theory, linear algebra and econometric methods (e.g., from undergraduate Bachelor programme in Economics)
En la sociedad actual es necesario el desarrollo de una serie de competencias básicas que ayuden al progreso social sostenible. Los estudiantes universitarios deben haber reflexionado sobre estos aspectos durante sus estudios para poder tomar decisiones y actuar de manera adecuada en su vida privada y profesional. En este curso , además, ampliaremos y profundizaremos el uso de las destrezas lingüísticas de nivel avanzado como medio para solucionar una serie de tareas relacionadas con cuestiones éticas, sociales y medioambientales.
This course is particularly suitable for students from all scientific disciplines (not exclusively natural sciences). You will need to be open to and interested in other fields of science, and to be prepared to interact with students from other subject areas. The content and focus of the course will depend on the composition of the group but could range from Physics to Psychology, from Geoscience to Genetics, or from Mathematics to Nanotechnology, to name but a few. As well as giving presentations and holding extensive discussions, we will use scientific podcasts, videos and articles to communicate our enthusiasm for our subjects, expand vocabulary and improve language competence and fluency. We will encounter well-known scientific figures, albeit sadly not in the flesh, such as Richard Dawkins, Hannah Fry, the late Steven Hawking, Adam Rutherford and Sir David Attenborough. General language work (e.g. on register, grammar and vocabulary) will take place as the need arises. Opportunities will also be offered for you to write short scientific texts; however, the main writing course in this module is English for Academic Purposes. You will also have the chance to write a short academic paper in order to gain a fourth ECTS point.
Nel corso si lavorerà con le prime lezioni del libro Universitalia 2 e verranno affrontati argomenti di grammatica come il congiuntivo, il futuro, il periodo ipotetico, tutti fondamentali e necessari per acquisire una maggiore padronanza della lingua italiana. Durante il corso si cercherà di privilegiare anche l'aspetto orale della lingua attraverso la conversazione su argomenti riguardanti temi di attualità o aspetti della vita in Italia.
Pensons les changements, innovons, anticipons et recréons notre avenir! Nous mettrons les questions actuelles environnementales, sociales et éthiques telles l´éco-responsabilité et l´éco-citoyenneté au cœur de nos débats. A partir de courts documents authentiques audio/visuels et écrits, nous travaillerons méthodiquement le lexique approprié, la compréhension globale et ciblée. En parallèle, nous nous entraînerons - individuellement et en groupe - à la prise de parole, aux commentaires écrits et aux techniques d´argumentation.Tout ceci dans des situations de communication concrètes et authentiques. Notre objectif est de réfléchir, d´échanger, de discuter, de proposer des idées concernant des thématiques régionales, nationales et globales.
Ce cours est idéal pour les étudiants.es qui veulent réactiver et/ou approfondir leurs connaissances et leurs compétences en français, et qui en même temps s´intéressent à la société française, à ses actualités diverses, sociales, politiques… Comprendre, s´exprimer, discuter et argumenter sont les points forts de notre cours. A partir de documents écrits et audio-visuels (textes et courts reportages, extraits de film), nous pratiquerons un entraînement intensif de la compréhension et de l´expression pour apprendre à mieux nous exprimer et à argumenter aussi bien à l'écrit qu'à l'oral. Nous compléterons ces activités en révisant les points de grammaire importants et les plus complexes. Notre objectif est de mieux nous préparer au cours suivant niveau B2.
"La culture cache plus de choses qu'elle n'en révèle" Edward T. Hall, Le langage silencieux, 1984. Grâce à une approche des différentes théories de sociologues et d'ethnologues de grand renom, nous essayerons de mieux comprendre les tenants de la communication interculturelle. Nous définirons la notion de culture et prendrons conscience de celle qui agit en nous grâce à des jeux de rôles, des interviews et des lectures guidées. Nous découvrirons de manière créative les fondements et les axes d'une culture et grâce à quelques situations de la vie quotidienne française, nous découvrirons les pièges habituels de la communication franco-allemande.
I denna svenskkurs på nivå två ligger tyngdpunkten som tidigare på muntligkommunikation, men vi fördjupar även förmågan att lyssna, läsa och skriva.Teman som t.ex. arbetsliv, sverigeresa och svensk historia kommer här attbehandlas. Grammatik, ordförråd, samt uttal kommer att tas upp underovanstående teman. Ett viktigt inslag i kursen är även att diskutera svensktsamhällsliv och kultur. Förutom detta resonerar vi om begreppet hållbarhet från olika snypunkter. Avslutningsnivån på kursen motsvarar nivå A2 enligt Europarådets gemensamma europeiska referensram för språk.
Este curso abordará temas relacionados con el mundo universitario y laboral, como las diferencias entre la universidad alemana y la española, las ventajas y dificultades de estudiar en el extranjero, la búsqueda del primer empleo y la comunicación en la empresa. Además repasaremos y profundizaremos algunos puntos de gramática. Durante el curso veremos fragmentos de programas de radio o televisión, leeremos artículos de prensa y organizaremos actividades de conversación sobre los temas tratados.