Founded In    1983
Published   semiannually
Language(s)   English

Fields of Interest


history, literature, culture, political science, education

ISSN   1433-5239
Editorial Board

Prof. Dr. Hans-Jürgen Grabbe, artin-Luther-Universität Halle-Wittenberg
Dr. Martina Kohl, U.S. Embassy-Berlin
PD Dr. Maria Moss, Leuphana Universität Lüneburg
Prof. Dr. Torben Schmidt, Leuphana Universität Lüneburg

Submission Guidelines and Editorial Policies

Detailed submission guidelines are available here.
Articles should comprise around 3,000 to 5,000 words.
Please submit an electronic version of your manuscript as an e-mail attachment to

Mailing Address

c/o Institute of English Studies
Leuphana Universität Lüneburg
Scharnhorststr. 1
21335 Lüneburg

American Studies Journal

The American Studies Journal is a peer-reviewed open-access journal that provides a forum for intellectual debate about all aspects of social, cultural, and political life in the United States of America. It aims to present new and challenging research in the humanities to both academic and a non-academic audiences around the world.

Three elements make up the web presence: the American Studies Journal with its offerings of scholarly and methodological content, the ASJ Occasional Papers series as a web space for topics that do not fit into the thematically focused issues of the journal, and the American Studies Blog with its topical observations and comments on present-day U.S. society and culture.


» Visit Journal Web Site

New Ways of Teaching English: The U.S. Embassy Election Project, No. 58

“New Ways of Teaching English”—this title will raise expectations. How many “new” ways are there to teach a language? Task-based language learning, project work, cooperative learning, content-based instruction, and computer-assisted language learning or e-learning are just a few methodological approaches in the English as a Foreign Language (EFL) classroom that can be highly beneficial for learners in developing their foreign language skills. On a more general level, these approaches also further intercultural communicative competence—including the knowledge, skills, and personal attitudes to communicate effectively and appropriately with people of other cultures.

What We Can Learn About America from the 2012 Presidential Election

Presidential elections are gold mines for historians. They are more than teaching moments; their lessons can fill a classroom for an academic year and beyond. Presidential elections are both a detailed snapshot of America at one particular moment and a window on the nation to be. The 2012 presidential election in the U.S. was particularly rich in both its depiction of the country at that time and its portent of America's future.

Political Cartoons in the EFL and American Studies Classroom

Political cartoons are anything but innocent caricatures. They have been described as "a confrontational art form," as "purposefully designed to elicit strong emotions and reactions from readers," and as "among the more extreme forms of expression." Stories abound of the harsh punishments endured by political cartoonists under oppressive regimes. One might even say that what allows a liberal and conservative American cartoonist to feel any sense of solidarity with one another is their bond through the First Amendment and their belief in the democratic enterprise that is criticizing government. As a result, cartoons play an important role in understanding American visual culture.

Web 2.0 Tasks in Action: EFL Learning in the U.S. Embassy School Election Project 2012

Exploring topics that are personally relevant and interesting to young adult English as a foreign language (EFL) learners remains a core challenge in language teaching. At the same time, the advent of Web 2.0 applications has many repercussions for authentic language learning. The "U.S. Embassy School Election Project 2012" has addressed these questions by combining a close focus on the U.S. Presidential Election with an interactive project scenario. This paper discusses the general educational potential of such projects in the contexts of computer-assisted language learning (CALL), intercultural learning, and learning in a task-based project environment.

Racing to Reform in the United States and Germany

Both Germany and the United States have made significant reforms over the last decade to their secondary school systems. This article compares the reforms focused on At-Risk secondary school students in both countries and explores emerging trends in achievement and attainment data. The authors conclude that both countries have made significant education reforms and improved the educational results for At-Risk students.

Other Issues

Transfrontera: Transnational Perspectives on the U.S.-Mexico Borderlands, No. 57
The South in the Age of Obama, No. 56
Women's Voices from the House of Time, No. 55
Urban Cultures, Urban Landscapes: Growing Up in the American City, No. 54
Lincoln's Legacy: Nation Building, Democracy, and the Question of Race and Civil Rights, No. 53
Arab-American Literature and Culture, No. 52