The current focus on diversity and inclusion amid calls to decolonize the German curriculum prompts us once again to examine what we understand to be "German" about German Studies. This article pursues this agenda by addressing a lacuna in our understanding and representation of migrants to Germany, specifically the presence, history,…

This praxis-oriented article reports on the design, implementation, and evaluation of an upper-level online German course aimed at advancing the second language (L2) proficiency of US university students. Drawing on the noticing hypothesis and empirical L2 acquisition research, the study underscores the necessity of combining attention to…

This article seeks to answer calls in the field to implement German for Specific Purposes in the basic language sequence. The article follows a program's curricular redesign transitioning from "German" to a "German Studies" major and what this means at the beginning and intermediate levels. The first four semesters follow a…

This essay offers some direction for greater integration of Austria and Switzerland into every level of the German language and culture curriculum. By excavating a number of now nearly forgotten intercultural connections between these alpine countries and the U.S., it is possible to present a more complete and complex picture of German-speaking…

The MLA Report on "Foreign Languages and Higher Education: New Structures for a Changed World" has been criticized for focusing its proposals on large German programs. This article attempts to show how some of its recommendations can also be implemented in smaller language programs. These programs exist within a network of relations to other…

The Kinder lernen Deutsch Committee (KLD) is a standing committee of the AATG that has existed since 1987 and that was originally charged to support the advocacy of German in grades K-8. With generous funding by the Standige Arbeitsgruppe Deutsch als Fremdsprache (StADaF) from the German government and the Goethe-Institut, the Kinder lernen…

Summarizes the assumptions and curricular progression of the traditional German program and elaborates a possible alternative curriculum recently instituted at Transylvania University that hopes to move undergraduate German instruction in a different direction. (Author/VWL)

The processing of Germany's Nazi past with the help of exile and holocaust literature has already been an important component of the teaching of literature in the schools of the Federal Republic of Germany for some time. This article analyzes an exemplary German curriculum for the Baden-Wuerttemberg gymnasium level. (DMK)

Based on practical experience in a new online beginning German course sequence, the author of this essay argues that contemporary cultural developments associated with the emergence of new technologies, particularly computer-assisted language learning, provide new opportunities to theorize German Studies curricula from the beginning level onward.…

Responding to the gap between language and content that prevails in most foreign language departments, discusses the reconceptualization of third-year German in the curricular reform at Georgetown University. Comments on the concept of "task" that guided the reform and outlines the design of the new advanced course, discusses one course module in…

Discusses the challenges and rewards of incorporating a course on the literature of the Holocaust into the undergraduate German curriculum. Focuses on informing interested faculty members of the issues involved in organizing such a course and on providing a syllabus and bibliography. A syllabus on the literature of the Holocaust is appended. (12…

Traces the development of innovations and renovations in the graduate and undergraduate German-studies program at Stanford University. Examines the conceptual framework within which the faculty was operating, discusses the practicalities and specifics of three experimental approaches within the German-studies undergraduate curriculum, and…

There has been a significant paradigm shift in foreign language pedagogy from measuring language achievement to measuring proficiency. The ACTFL Proficiency Guidelines (1986) sought to reach consensus about describing and measuring language abilities. With the widespread recognition of these Guidelines have come far-reaching changes in our…