Photo by Nathan Dumlao on Unsplash

Teaching

Since November 2020, I have been working as a lecturer at the University of Hildesheim in the Institute for Intercultural Communication. My teaching activities are not only limited to undergraduate students of the International Information Management (IIM) program, but also include graduate students of the German as a Foreign Language / Second Language (DaF/DaZ) and Linguistics and Intercultural Communication (IIM-SWIKK) program. Before my work at the university, I have been teaching DaF/DaZ since October 2015 in the context of language learning classes, telc - exam preparation courses and German tutoring courses for prospective international high school graduates. Currently at the University of Hildesheim, my repertoire includes the following courses.

Instructed courses:

  • Proseminar „Einführung in die Analyse sprachlichen Handelns: Text und Diskurs“ (Introduction into the analysis of linguistic activities: text and discourse) (BA)

  • Proseminar “Analysing spoken English” (BA)

  • Übung zur Vorlesung „Institutionen, Text & Diskurs, Mehrsprachigkeit und Interkulturelle Kommunikation” (Instiution, Text & Discourse, Multilingualism and Intercultural Communication) (MA)

  • Übung „Interkulturalität: Praxis und Reflexion“ (Interculturality: practice and reflection) (BA)

  • Übung „Methoden der Angewandten Sprachwissenschaft“ (Methods of Applied Linguistics) (BA)

  • Übung „Einführung in die Sprachwissenschaft“ (Introduction into linguistics) (BA)

  • Seminar “Kommunikationsanalyse I: Grundlagen” (Communication Analysis I: Fundamentals) (MA)

  • Seminar “Kommunikationsanalyse II: empirische Unterrichtsforschung” (Communication Analysis II: empirical classroom research) (MA)

My focus, also in the context of my own research, is on Applied Linguistics, Functional Pragmatics, Interculturality, and Racism.

In my undergraduate courses I teach students the basics of Functional Pragmatics for an application of this method in the context of their project and/or final thesis.

In my graduate courses, the focus is on teaching the basics of the functional-pragmatic perspective, especially for students without prior knowledge of this method from their undergraduate program, as well as fundamentals of the Conversation Analysis (CA).

Students’ comments

  • “Instead of cancelling class, she offered an online option. Lots of feedback, interesting topic and well-prepared lesson.”

  • “The tasks are very well structured with enough time to work on it and a fair assessment with good feedback and possibilities for further questions. Also, the class is fun thanks to a combination of lecture and group work.”

  • “Very sympatheatic instructor who responded well to our questions.”

  • “Each class was well prepared and interestingly designed. Also, you were encouraged to think, but not required to share your thoughts if you didn’t want to.”

  • “Very structured and understandable. If you had any questions, they were answered immediately.”

  • “The instructor is very friendly, encourages reflection / rethinking when the correct solution has not been given, and praises when the answers are correct. Very good!”

  • “We were well and throughly prepared for the analysis tasks.”

  • “Very well structured and organized. She created a supportive environment in which you felt comfortable giving answers even when you were unsure. So, you had no sense of shame! In addition, the exercises sheets are very well created and in Learnweb everything is also very clear and simple.”

  • “I really liked the group work , especially talking with other students during the online semester.”

  • “A refreshingly practical seminar, delivered by a refreshingly competent professor.”

  • “What I also enjoyed was that the opinions of the students were considered just as valid and were allowed to be spoken out in discussion.”

  • Honestly, I thought it would be boring but in the end it was quite interesting to mebecause of the presentation style and the motivation that was given by Samantha.”