This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions. The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels. The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University. “This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students and researchers.” Nelleke Van Deusen-Scholl, Yale College, CT, USA.

This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions.

The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels.

The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University.

This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students and researchers. Nelleke Van Deusen-Scholl, Yale College, CT, USA."

Alongside the usual wide-ranging lineup of research articles, volume 41 features an interview with Berliner Ensemble actor Annemone Haase and an extensive special section on teaching Brecht. Now published for the International Brecht Society by Camden House, the Brecht Yearbook is the central scholarly forum for discussion of Bertolt Brecht's life and work and of topics of particular interest to Brecht, especially the politics of literature and of theater in a global context. It includes a wide variety of perspectives and approaches, and, like Brecht himself, is committed to the concept of the use value of literature, theater, and theory. Volume 41 features an interview with longtime Berliner Ensemble actor Annemone Haase by Margaret Setje-Eilers. A special section on teaching Brecht, guest-edited by Per Urlaub and Kristopher Imbrigotta, includes articles on creative appropriation in the foreign-language classroom (Caroline Weist), satire in Arturo Ui and The Great Dictator (Ari Linden), performative discussion (Cohen Ambrose), Brecht for theater majors (Daniel Smith), teaching performance studies with the Lehrstuck model (Ian Maxwell), Verfremdung and ethics (Elena Pnevmonidou), Brecht on the college stage (Julie Klassen and Ruth Weiner), and methods of teaching Brechtian Stuckschreiben (Gerd Koch). Other research articles focus on Harry Smith's Mahagonny (Marc Silberman), inhabiting empathy in the contemporary piece Temping (James Ball), Brecht's appropriation of Kurt Lewin's psychology (Ines Langemeyer), and Brecht's collaborations with women, both across his career (Helen Fehervary) and in exile in Skovsbostrand (Katherine Hollander). Editor Theodore F. Rippey is Associate Professor of German at Bowling Green State University.