This is an overview course that introduces major theories of second language acquisition and how they influence language instruction. We will examine research on the cognitive, linguistic, individual, social and educational factors that affect the language learning process and language attainment. The role of input on language learning will be examined as well as the development of reading and writing skills in a second language. 

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

This is an overview course that introduces major research methods in second language acquisition and teaching. Qualitative and quantitative research methods will be explored and their role in interpreting second language development. Student will examine real studies, develop a research plan, and conduct a pilot study. 

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

The course explores how Mary Stuart, Queen of Scots, is represented in a variety of mediums, such as biography, literature and film. Students read selected works dealing with the life and reign of Mary Stuart, and watch films where she is a central and/or minor character. Aspects of historical, literary and cultural interpretations of Mary's role in history are explored, with emphasis on Scots-English relations, the Catholic-Protestant struggle, and the wider context of the Reformation in Europe. Students work on different types of assignments as part of the course assessment.

An important tradition in linguistics proposes that the patterns in which the arguments of a verb appear in the syntax are partially conditioned by the semantics of the verb. For instance, agents are always subjects, and verbs of externally caused change of state in English generally allow both transitive and intransitive uses. This course evaluates the evidence for this position and the theoretical tools that linguistics have used to capture the relevant generalisations.

The fascination with gambling manifested itself in the plots of plays and novels as characters take financial and personal risks, excited by the prospect of a potentially prosperous and beneficial new venture. Susanna Centlivre’s comedies The Gamester (1705) and The Basset Table (1705) dramatize the financial and personal risks of gambling and their consequences. The eighteenth century also witnessed the character of the female gambler held up as an example of vice. We will discuss the association between gambling, lotteries, and other forms of financial risk and how literature represented their impact on the family and on personal relationships in plays and novels, such as  Mary Pix’s The Beau Defeated (1700), Susanna Centlivre’s The Gamester (1705), Henry Fieldng’s The Lottery (1732), Edward Moore’s The Gamester (1753), Frances Brooke's The Excursion (1777), Thomas Holcroft’s The Road to Ruin (1792), and Maria Edgeworth’s Belinda (1801).  We will also consider personal risks taken by characters in the romance plots of stage comedies and the novel and to what extent these characters are rewarded or reformed.

This seminar engages with theories on culture, narrative, and mediation. Active class participation is required.

By 1945, the United States had emerged as the dominant global economic and military power. The American standard of living was the envy of the world and political leaders in the US were never more confident in the ideals and myths of the American system. Yet the twenty years after the war were marked by increasing paranoia, dissension, and divisions within the country. An irrational fear of communist infiltration created a police state atmosphere; civil rights’ movements were met with new forms of intolerance, persecution, and oppression; a counterculture movement challenged the very foundations of US society; and major rifts opened between numerous groups divided on intersectional, regional, and generational lines. From out of the turmoil of these years emerged a new generation of literary voices in America—authors who celebrated the potential of their culture even as they exposed and subverted its failings. This course will explore the interrelationship between the dynamics of postwar American society and literature written during this period.

All MA students in English are required to complete this seminar where they discuss relevant approaches to theory and research, their own research projects, preparing to introduce their findings at conferences and whorkshops, in Iceland or abroad. Evaluation is by participation: 2 short assignments and a presentation of a paper related to the student's coursework or final essay.

This course covers the nature of vocabulary acquisition: how vocabulary develops, is learned and taught. Various factors will be analyzed in detail, including, the role of pronunciation, word frequency, various learning strategies for vocabulary growth and considerable attention will be drawn to current research methodology in Vocabulary Acquisition. Students will review research as well as conduct a mini study.

Taught on Tuesdays and Thursdays at 10 am (2. and 3. year students only)

You are the perfect candidate if you have a burning desire to write fiction or poetry, and enjoy reading good books.

Aims include:

1. To sharpen awareness and improve skills through exercises in writing, and especially through revision

2. To provide practical criticism of work-in-progress in a workshop setting, along with advice about revisions and improvisation.

In addition to invoking the muse, students will learn practical writing skills such as organization, structure, characterization and dialogue. The course will also involve the examination of the work of key novel and short story writers, and poets. Throughout the course, students will develop their own work as well as improving their critical skills. Students will complete a short story or a small collection of poems by the end of the course.

Attendance requirement is 100% - you must attend one 1-hour presentation and one 2-hour workshop session per week. Not suitable for distance students.

Students who fulfil the prerequisites will be signed up. Sign up is on first come first served bases and there are 6 seats reserved for MA students and 6 seats reserved for BA students. Any unfilled seats for the course after the first week of classes will be offered to students on the waiting list. 

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

This course explores the subject of heritage and exile in late 19th and early 20th century Icelandic-North American literature. The course will explore the subject through a selection of poems by Helga Steinvör Baldvinsdóttir (1858 – 1942), who wrote her poetry under the pseudonym Undína; a selection of poems by Stephan G. Stephansson (1853 – 1927), and a selection of poems and plays by Guttormur J. Guttormsson (1878 – 1966). Ideas on exile in modern Western literature will also be explored, in the context of poetics of exile in the works of Undína, Stephan G., and Guttormur.

This class will focus on film and television adaptations, with scripts derived from short stories, canonical works, popular and pulp fiction, as well as graphic novels and comics.

In this course we will focus on various literary works and corresponding adaptation theories relating to film adaptations and current television series. Key issues and concepts in this course  will be taught in relation to Modernism/Postmodernism and Origin/Intertextual play in Adaptation Theory and Cinema semiotics.

Course requirement:
Apart from the obligatory course text Adaptations and Appropriation by Julie Sanders, we will read significant articles on adaptation as well as selected short stories (provided by the tutor) that have undergone the transition process and been adapted to into films. Students are encouraged to participate in discussions in class.

This course treats different aspects of English vocabulary: baby names, place names, the function of jargon, the value of slang words, and dialect humour. We will also learn how to estimate the size of our vocabulary and how languages interact. Finally, we will consider the history of words and how language changes. The central question is: Where do our words come from?

This course looks at the ways in which women of history (in a broad sense) have been rewritten in historical fiction, focusing on some key texts published since 2000. It examines various aspects of the project of (re-)making space for women in an otherwise mostly male-dominated history, and how this challenges stereotypical classifications of women such as angels, virgins, witches and whores. Theories and criticism relating to the topic will be studied alongside the set texts, with focus on readings of the historical novel as feminist, revisionist and postmodern counter-narratives that question and challenge written history.

NB. This is not formally a distance course but students interested in taking it without attending on-site classes are encouraged to contact the teacher regarding possible arrangements.

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

This is an overview course that introduces major theories of second language acquisition and how they influence language instruction. We will examine research on the cognitive, linguistic, individual, social and educational factors that affect the language learning process and language attainment. The role of input on language learning will be examined as well as the development of reading and writing skills in a second language. 

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

This is an overview course that introduces major research methods in second language acquisition and teaching. Qualitative and quantitative research methods will be explored and their role in interpreting second language development. Student will examine real studies, develop a research plan, and conduct a pilot study. 

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

The course explores how Mary Stuart, Queen of Scots, is represented in a variety of mediums, such as biography, literature and film. Students read selected works dealing with the life and reign of Mary Stuart, and watch films where she is a central and/or minor character. Aspects of historical, literary and cultural interpretations of Mary's role in history are explored, with emphasis on Scots-English relations, the Catholic-Protestant struggle, and the wider context of the Reformation in Europe. Students work on different types of assignments as part of the course assessment.

An important tradition in linguistics proposes that the patterns in which the arguments of a verb appear in the syntax are partially conditioned by the semantics of the verb. For instance, agents are always subjects, and verbs of externally caused change of state in English generally allow both transitive and intransitive uses. This course evaluates the evidence for this position and the theoretical tools that linguistics have used to capture the relevant generalisations.

The fascination with gambling manifested itself in the plots of plays and novels as characters take financial and personal risks, excited by the prospect of a potentially prosperous and beneficial new venture. Susanna Centlivre’s comedies The Gamester (1705) and The Basset Table (1705) dramatize the financial and personal risks of gambling and their consequences. The eighteenth century also witnessed the character of the female gambler held up as an example of vice. We will discuss the association between gambling, lotteries, and other forms of financial risk and how literature represented their impact on the family and on personal relationships in plays and novels, such as  Mary Pix’s The Beau Defeated (1700), Susanna Centlivre’s The Gamester (1705), Henry Fieldng’s The Lottery (1732), Edward Moore’s The Gamester (1753), Frances Brooke's The Excursion (1777), Thomas Holcroft’s The Road to Ruin (1792), and Maria Edgeworth’s Belinda (1801).  We will also consider personal risks taken by characters in the romance plots of stage comedies and the novel and to what extent these characters are rewarded or reformed.

This seminar engages with theories on culture, narrative, and mediation. Active class participation is required.

By 1945, the United States had emerged as the dominant global economic and military power. The American standard of living was the envy of the world and political leaders in the US were never more confident in the ideals and myths of the American system. Yet the twenty years after the war were marked by increasing paranoia, dissension, and divisions within the country. An irrational fear of communist infiltration created a police state atmosphere; civil rights’ movements were met with new forms of intolerance, persecution, and oppression; a counterculture movement challenged the very foundations of US society; and major rifts opened between numerous groups divided on intersectional, regional, and generational lines. From out of the turmoil of these years emerged a new generation of literary voices in America—authors who celebrated the potential of their culture even as they exposed and subverted its failings. This course will explore the interrelationship between the dynamics of postwar American society and literature written during this period.

All MA students in English are required to complete this seminar where they discuss relevant approaches to theory and research, their own research projects, preparing to introduce their findings at conferences and whorkshops, in Iceland or abroad. Evaluation is by participation: 2 short assignments and a presentation of a paper related to the student's coursework or final essay.

This course covers the nature of vocabulary acquisition: how vocabulary develops, is learned and taught. Various factors will be analyzed in detail, including, the role of pronunciation, word frequency, various learning strategies for vocabulary growth and considerable attention will be drawn to current research methodology in Vocabulary Acquisition. Students will review research as well as conduct a mini study.

Taught on Tuesdays and Thursdays at 10 am (2. and 3. year students only)

You are the perfect candidate if you have a burning desire to write fiction or poetry, and enjoy reading good books.

Aims include:

1. To sharpen awareness and improve skills through exercises in writing, and especially through revision

2. To provide practical criticism of work-in-progress in a workshop setting, along with advice about revisions and improvisation.

In addition to invoking the muse, students will learn practical writing skills such as organization, structure, characterization and dialogue. The course will also involve the examination of the work of key novel and short story writers, and poets. Throughout the course, students will develop their own work as well as improving their critical skills. Students will complete a short story or a small collection of poems by the end of the course.

Attendance requirement is 100% - you must attend one 1-hour presentation and one 2-hour workshop session per week. Not suitable for distance students.

Students who fulfil the prerequisites will be signed up. Sign up is on first come first served bases and there are 6 seats reserved for MA students and 6 seats reserved for BA students. Any unfilled seats for the course after the first week of classes will be offered to students on the waiting list. 

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

This course explores the subject of heritage and exile in late 19th and early 20th century Icelandic-North American literature. The course will explore the subject through a selection of poems by Helga Steinvör Baldvinsdóttir (1858 – 1942), who wrote her poetry under the pseudonym Undína; a selection of poems by Stephan G. Stephansson (1853 – 1927), and a selection of poems and plays by Guttormur J. Guttormsson (1878 – 1966). Ideas on exile in modern Western literature will also be explored, in the context of poetics of exile in the works of Undína, Stephan G., and Guttormur.

This class will focus on film and television adaptations, with scripts derived from short stories, canonical works, popular and pulp fiction, as well as graphic novels and comics.

In this course we will focus on various literary works and corresponding adaptation theories relating to film adaptations and current television series. Key issues and concepts in this course  will be taught in relation to Modernism/Postmodernism and Origin/Intertextual play in Adaptation Theory and Cinema semiotics.

Course requirement:
Apart from the obligatory course text Adaptations and Appropriation by Julie Sanders, we will read significant articles on adaptation as well as selected short stories (provided by the tutor) that have undergone the transition process and been adapted to into films. Students are encouraged to participate in discussions in class.

This course treats different aspects of English vocabulary: baby names, place names, the function of jargon, the value of slang words, and dialect humour. We will also learn how to estimate the size of our vocabulary and how languages interact. Finally, we will consider the history of words and how language changes. The central question is: Where do our words come from?

This course looks at the ways in which women of history (in a broad sense) have been rewritten in historical fiction, focusing on some key texts published since 2000. It examines various aspects of the project of (re-)making space for women in an otherwise mostly male-dominated history, and how this challenges stereotypical classifications of women such as angels, virgins, witches and whores. Theories and criticism relating to the topic will be studied alongside the set texts, with focus on readings of the historical novel as feminist, revisionist and postmodern counter-narratives that question and challenge written history.

NB. This is not formally a distance course but students interested in taking it without attending on-site classes are encouraged to contact the teacher regarding possible arrangements.

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Major theories of second language acquisition and pedagogy. The seminar will cover current methods of teaching spoken and written French with special reference to teaching at the secondary and adult levels.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

A thorough overview of the political system, history and culture of France. Taught in French.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

The objective of the course is to help students establish their grammar and writing in French. Students will work with complex sentence structure and texts. The course is taught in French.

Individual project.

In this course, students will become acquainted with some of the masterpieces of French dramatic literature from the Renaissance to the present day. The return of tragedy in relation to war and civil conflict will be examined, as will the social relevance of comedy over time. Trends and movements in theatre will be examined, from the experimental theatre of the Renaissance, neoclassicism, revolutionary ideas in eighteenth and nineteenth-century theatre, and the avant-garde theatre of the twentieth century to the devised and/or research-based dramaturgy of today. Emphasis will be placed on the aesthetics and dramaturgy of plays, including the specificity of drama in verse. Entire plays or excerpts from works will be read in Icelandic or English translations by Garnier, Corneille, Molière, Racine, Marivaux, Musset, Beaumarchais, Hugo, Dumas, Feydeau, Anouilh, Sartre, Genet, Cixous, Koltès, Mouawad.

The course will be taught in Icelandic, but some of the course material will be in English. For students of French, an additional weekly class (40 min.) will be offered in French.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Major theories of second language acquisition and pedagogy. The seminar will cover current methods of teaching spoken and written French with special reference to teaching at the secondary and adult levels.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

A thorough overview of the political system, history and culture of France. Taught in French.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

The objective of the course is to help students establish their grammar and writing in French. Students will work with complex sentence structure and texts. The course is taught in French.

Individual project.

In this course, students will become acquainted with some of the masterpieces of French dramatic literature from the Renaissance to the present day. The return of tragedy in relation to war and civil conflict will be examined, as will the social relevance of comedy over time. Trends and movements in theatre will be examined, from the experimental theatre of the Renaissance, neoclassicism, revolutionary ideas in eighteenth and nineteenth-century theatre, and the avant-garde theatre of the twentieth century to the devised and/or research-based dramaturgy of today. Emphasis will be placed on the aesthetics and dramaturgy of plays, including the specificity of drama in verse. Entire plays or excerpts from works will be read in Icelandic or English translations by Garnier, Corneille, Molière, Racine, Marivaux, Musset, Beaumarchais, Hugo, Dumas, Feydeau, Anouilh, Sartre, Genet, Cixous, Koltès, Mouawad.

The course will be taught in Icelandic, but some of the course material will be in English. For students of French, an additional weekly class (40 min.) will be offered in French.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

The student translates a text in collaboration with a supervisor from the Department of French Studies. He also writes a report in French on the translation work.

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Goal of the course is to provide an overview of German cultural history from Bach to present age. The history of ideas will be described through the prism of literature, music, art, and science, and the interdisciplinary nature of the relationship between these areas will be the basis of analysis. Certain thinkers, poets and artists are highlighted as representative of specific currents (such as Baroque and Romanticism). Students will write an academic paper on a subject of their choice, but students of Applied Studies in German in Tourism and Communication may choose an assignment concerning the presentation of Icelandic culture to German-speaking audiences.

Those students who have already finished the course ÞÝS702F German and Intercultural Communication do not need to take this course, but students in the programme MA in German and MA in German Tourism and Communitation can take it as an elective course.

Goal of the course is to provide an overview of German cultural history from Bach to present age. The history of ideas will be described through the prism of literature, music, art, and science, and the interdisciplinary nature of the relationship between these areas will be the basis of analysis. Certain thinkers, poets and artists are highlighted as representative of specific currents (such as Baroque and Romanticism). Students will write an academic paper on a subject of their choice, but students of Applied Studies in German in Tourism and Communication may choose an assignment concerning the presentation of Icelandic culture to German-speaking audiences.

However, those students in the programme German Teaching, MA who have completed either ÞÝS702F German and Intercultural Communication or ÞÝS104F German Cultural History from Bach to Present Age do not take this course, whereas students in the programmes German, MA and Applied Studies in German in Tourism and Communication, MA can take this course as an elective course even if they have completed the above-mentioned courses.

Practical exercises in grammar, text analysis, writing and oral presentation for master students.

Analysis as to in which fields of tourism and in which way working with German in tourism is an important issue, e.g. with the aim of improving services for German-speaking tourists and suggesting innovative ideas for them as a specific target group. Students will obtain special training in the vocabulary and register of German for tourism and carry out practical projects.

In this course there will be discussions about culture and literature in German speaking countries, focusing on tourism and media.

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

The course will focus on deepening the knowledge about and the practical application of basic learning and teaching methods in German as a Foreign Language. The class will also look at how German teaching methodology in the new teaching approaches has changed and developed until now. These changes include new types of assignments, new approaches for testing and evaluation as well as a stronger emphasis on learners' articulation skills and, also, new approaches in intercultural and self-guided learning. To be discussed is also the question of which contents and methods most appeal to Icelandic students. The work in the course is based on group discussions, presentations and class discussion.

The political system, history and culture of the German-speaking countries. It is assumed that students already have some basic knowledge of these fields.

This course is the continuation of ÞÝS703F Language Usage and Expression. It is based on practical exercises in grammar, text analysis, writing and oral presentation for master students.

The course deals with selected aspects of Icelandic and German on the basis of contrastive analysis and with a practical orientation.

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

Students choose a summer course at a university or an approved language school in a German-speaking country on the advice of the German teachers. The course must be at level C1 or higher and, as a rule, cover at least 80 teaching units (of 45 minutes). The University of Iceland does not participate in the costs of attending the course.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Goal of the course is to provide an overview of German cultural history from Bach to present age. The history of ideas will be described through the prism of literature, music, art, and science, and the interdisciplinary nature of the relationship between these areas will be the basis of analysis. Certain thinkers, poets and artists are highlighted as representative of specific currents (such as Baroque and Romanticism). Students will write an academic paper on a subject of their choice, but students of Applied Studies in German in Tourism and Communication may choose an assignment concerning the presentation of Icelandic culture to German-speaking audiences.

Those students who have already finished the course ÞÝS702F German and Intercultural Communication do not need to take this course, but students in the programme MA in German and MA in German Tourism and Communitation can take it as an elective course.

Goal of the course is to provide an overview of German cultural history from Bach to present age. The history of ideas will be described through the prism of literature, music, art, and science, and the interdisciplinary nature of the relationship between these areas will be the basis of analysis. Certain thinkers, poets and artists are highlighted as representative of specific currents (such as Baroque and Romanticism). Students will write an academic paper on a subject of their choice, but students of Applied Studies in German in Tourism and Communication may choose an assignment concerning the presentation of Icelandic culture to German-speaking audiences.

However, those students in the programme German Teaching, MA who have completed either ÞÝS702F German and Intercultural Communication or ÞÝS104F German Cultural History from Bach to Present Age do not take this course, whereas students in the programmes German, MA and Applied Studies in German in Tourism and Communication, MA can take this course as an elective course even if they have completed the above-mentioned courses.

Practical exercises in grammar, text analysis, writing and oral presentation for master students.

Analysis as to in which fields of tourism and in which way working with German in tourism is an important issue, e.g. with the aim of improving services for German-speaking tourists and suggesting innovative ideas for them as a specific target group. Students will obtain special training in the vocabulary and register of German for tourism and carry out practical projects.

In this course there will be discussions about culture and literature in German speaking countries, focusing on tourism and media.

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

The course will focus on deepening the knowledge about and the practical application of basic learning and teaching methods in German as a Foreign Language. The class will also look at how German teaching methodology in the new teaching approaches has changed and developed until now. These changes include new types of assignments, new approaches for testing and evaluation as well as a stronger emphasis on learners' articulation skills and, also, new approaches in intercultural and self-guided learning. To be discussed is also the question of which contents and methods most appeal to Icelandic students. The work in the course is based on group discussions, presentations and class discussion.

The political system, history and culture of the German-speaking countries. It is assumed that students already have some basic knowledge of these fields.

This course is the continuation of ÞÝS703F Language Usage and Expression. It is based on practical exercises in grammar, text analysis, writing and oral presentation for master students.

The course deals with selected aspects of Icelandic and German on the basis of contrastive analysis and with a practical orientation.

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

Students choose a summer course at a university or an approved language school in a German-speaking country on the advice of the German teachers. The course must be at level C1 or higher and, as a rule, cover at least 80 teaching units (of 45 minutes). The University of Iceland does not participate in the costs of attending the course.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Seminar C. Lexicografía

Objetivo

En este seminario se pretende ofrecer una introducción a la lexicografía teórica (metalexicografía) como base para estudiar, valorar y usar los diccionarios del español tanto en formato impreso como electrónico. También se presenta el diccionario como herramienta pedagógica.

The course offers a general introduction to Spanish Linguistics: Spanish phonetics and phonology, Spanish morphology and word formation, semantics, etc.

**

En este curso se presentan los conceptos básicos de la lingüística general y se estudian los componentes de la estructura de la lengua española: el estudio de los sonidos (fonética/fonología), la organización interna de las palabras (morfología), las relaciones de las palabras en la oración (la sintaxis), el conjunto de palabras de que dispone el español (lexicología) y el significado de las palabras (semántica). Asimismo, se abordan los conceptos de variación lingüística y adquisición de la lengua materna y lengua extranjera.

This course explores the representation of “otherness” and “subalternity” in Latin American cinema.

The main objective of the course is to introduce students to the cinematic productions of this heterogeneous region in order to understand its diversity as complexity, and to reflect on the power relations and the social and cultural dynamics that shape it. Throughout the course, decolonial and identity-based perspectives are incorporated as key tools to analyze how these themes intersect with mechanisms of social discrimination and the representations of marginalized and subaltern groups. After a brief theoretical introduction in which we will explore the selected perspectives, we will apply this framework to a selection of films to examine how these mechanisms operate. In addition to film screenings, students are required to read theoretical and analytical texts to contextualize the sociohistorical background and related issues.

Alongside the general bibliography attached to the syllabus, additional material, specific readings, and guiding questions will be provided throughout the course for each session. These materials will be published in the corresponding Canvas modules.

While the course will be conducted in Spanish, students may be allowed to submit assignments in English depending on individual circumstances and prior arrangement with the instructor.

This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The Cine-Club Hispano will be operated during the semester).

Individual project.

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

An overview of the history and developments of the Spanish language.

An introductory course in Latin American Literature. Literary works include poems, short stories and novels.

MA-seminar: literature

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms. The training is connected to the course Introduction to Teaching and Learning so these courses should be taken simultaneously.

The aim of the course is to give students an insight into main theories and research of learning and teaching (Icelandic and international). Main topics of the course are theories and research on learning and teaching, teachers' professionalism, teaching methods, and assessment.

The main field of work for graduates will be in upper secondary school, and this fact will determine the selection of learning tasks.

Students become acquainted with the structure of study programs and the goal setting of studies in their field. The aim is for the student teacher to be able to plan and prepare a course with a course description and learning outcomes with a connection to the learning level of learning, key skills and the basic elements of the education. Emphasis is placed on the growing demand in learning outcomes of Compulsory and Upper Secondary school level towards specialization with further studies in mind or participation in the business life of subjects that fall under arts and design. Assignments in the course are integrated with the practical training. Within the course students receive training in teaching and interacting with students and an introduction to school culture and working procedures. Each student is allotted a secondary school where they spend an allocated time under supervision during both autumn and spring terms.

The training is connected to the course Curriculum and School Development in Secondary Schools and these two courses should be taken simultaneously.

This course is about curriculum theory and educational policy with emphasis on the curriculum, student body and school development in Icelandic upper secondary schools.

Assignments are designed to enable students to work as professionals on the development of school practice, curricula, and policies.

Seminar C. Lexicografía

Objetivo

En este seminario se pretende ofrecer una introducción a la lexicografía teórica (metalexicografía) como base para estudiar, valorar y usar los diccionarios del español tanto en formato impreso como electrónico. También se presenta el diccionario como herramienta pedagógica.

The course offers a general introduction to Spanish Linguistics: Spanish phonetics and phonology, Spanish morphology and word formation, semantics, etc.

**

En este curso se presentan los conceptos básicos de la lingüística general y se estudian los componentes de la estructura de la lengua española: el estudio de los sonidos (fonética/fonología), la organización interna de las palabras (morfología), las relaciones de las palabras en la oración (la sintaxis), el conjunto de palabras de que dispone el español (lexicología) y el significado de las palabras (semántica). Asimismo, se abordan los conceptos de variación lingüística y adquisición de la lengua materna y lengua extranjera.

This course explores the representation of “otherness” and “subalternity” in Latin American cinema.

The main objective of the course is to introduce students to the cinematic productions of this heterogeneous region in order to understand its diversity as complexity, and to reflect on the power relations and the social and cultural dynamics that shape it. Throughout the course, decolonial and identity-based perspectives are incorporated as key tools to analyze how these themes intersect with mechanisms of social discrimination and the representations of marginalized and subaltern groups. After a brief theoretical introduction in which we will explore the selected perspectives, we will apply this framework to a selection of films to examine how these mechanisms operate. In addition to film screenings, students are required to read theoretical and analytical texts to contextualize the sociohistorical background and related issues.

Alongside the general bibliography attached to the syllabus, additional material, specific readings, and guiding questions will be provided throughout the course for each session. These materials will be published in the corresponding Canvas modules.

While the course will be conducted in Spanish, students may be allowed to submit assignments in English depending on individual circumstances and prior arrangement with the instructor.

This course will explore the history of Spanish cinema in twentieth century Spain, with particular emphasis on the post-Franco period. (The Cine-Club Hispano will be operated during the semester).

Individual project.

This course concerns the diverse connections between culture and language, as seen from the perspective of cultural history, social sciences and linguistics. Ancient and modern world languages will be introduced and their origins, influence and effects investigated. Written and spoken language will be discussed: what sorts of things are written, why and how? Rules and alternate perspectives on the nature of language will be considered, raising the question of how we understand man with respect to thought and language.

An overview of the history and developments of the Spanish language.

An introductory course in Latin American Literature. Literary works include poems, short stories and novels.

MA-seminar: literature

The European intellectual tradition is characterized by the strong links between academia and society. Many of the most important European thinkers of the 19th and 20th Centuries worked outside of the universities – and many of those who did pursue an ordinary academic career also were public commentators frequently intervening in political discussion of the day and in some cases gaining considerable influence. In this course we present a selection of European thinkers who have been important both as scholars and as public intellectuals. We read and discuss samples of their work and look at critical discussion of their ideas. We also reflect on the time and place of the "European" – to what extent their work is quinessentially Eurocentric and to what extent awareness of cultural contingency emerges.