This work studies in detail a heretofore much neglected aned aspect of German literature. This collection of twenty-three essays sets its sights on the points of queerness, marginality, and alterity already present within the German canon and introduces further difference and deviation in the form of openly gay Germanliterature in order to promote the always-ongoing shift in cultural representation. Queering the Canon provides new analyses, from queer perspectives, of texts by authors whose names are familiar to canonical lists, including Goethe, Schiller, Thomas and Klaus Mann, Ingeborg Bachmann, Christa Reinig, and Elfriede Jelinek. It also makes welcome room for discussions of literary works that have seldom received scholarly attention.

This edited book brings together contributions from scholars in different international and educational contexts to take a critical look at the design and implementation of second language Study Abroad Research (SAR). Examining data sources and types, research paradigms and methods, and analytic approaches, the authors not only provide insight into the field as it currently stands, but also offer recommendations for future research, with the aim of revitalizing inquiry in the field of SAR. This book will be of interest to applied linguists, as well as educators and education scholars with an interest in researching international study.

This edited book brings together contributions from scholars in different international and educational contexts to take a critical look at the design and implementation of second language Study Abroad Research (SAR). Examining data sources and types, research paradigms and methods, and analytic approaches, the authors not only provide insight into the field as it currently stands, but also offer recommendations for future research, with the aim of revitalizing inquiry in the field of SAR. This book will be of interest to applied linguists, as well as educators and education scholars with an interest in researching international study.

This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book's international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.

Contributions exploring the representation and reality of LGBTQ+ individuals and issues in historical and contemporary German-speaking culture. The German-speaking lands have a long history of engagement, ranging from celebratory to horrific, with non-normative genders and sexualities, including through cultural output, language, and politics. Queering German Culture, volume 10 of the Edinburgh German Yearbook, foregrounds this via new analyses of a variety of LGBTQ+ cultural artifacts - archives both physical and digital, literature in the form of novels and periodicals, and film both narrative and documentary - to consider a spectrum of gender and sexual identities. Individual chapters employ a range of lenses, including psychoanalysis, feminism, and postcolonial and queer theory, to analyze work by ThomasMann, Thomas Brussig, Jenny Erpenbeck, Terezia Mora, Rainer Werner Fassbinder, and Fatih Akin, among others. Contributors: Nicholas Courtman, Leanne Dawson, Kyle Frackman, Sarra Kassem, Lauren Pilcher, John L. Plews, Gary Schmidt, Cyd Sturgess. Leanne Dawson is Lecturer in German and Film Studies at the University of Edinburgh.

"Traditions and Transitions: Curricula for German Studies" is a collection of essays by Canadian and international scholars on the topic of why and how the curriculum for post-secondary German studies should evolve. Its twenty chapters, written by international experts in the field of German as a foreign or second language, explore new perspectives on and orientations in the curriculum.

In light of shifts in the linguistic and intercultural needs of today's global citizens, these scholars in German studies question the foundations and motivations of common curriculum goals, traditional program content, standard syllabus design, and long-standing classroom practice. Several chapters draw on a range of contemporary theories--from critical applied linguistics, second-language acquisition, curriculum theory, and cultural studies--to propose and encourage new curriculum thinking and reflective practice related to the translingual and cross-cultural subjectivities of speakers, learners, and teachers of German. Other chapters describe and analyze specific examples of emerging trends in curriculum practice for learners as users of German.

This volume will be invaluable to university and college faculty working in the discipline of German studies as well as in other modern languages and second-language education in general. Its combination of theoretical and descriptive explorations will help readers develop a critical awareness and understanding of curriculum for teaching German and to implement new approaches in the interests of their students.

This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences. Over 12 chapters the contributors examine key issues including teaching approaches, learning activities, and relationships in the target language and culture. This book is most distinct in its attempt to promote diversity in approaches and experiences while drawing the common thread of learner- and learning-centredness through each chapter. The contributing authors represent a wide range of academies and discuss study abroad programs and participants in diverse cultural and geographic regions. The book's international scope will acquaint educators and researchers with a broad variety of practices, stimulate comparison across contexts, and promote innovation.