Explores the way German writers have dealt with basic issues of human communications.

Intended for MA and PhD students in the second semester of their first year of coursework, this seminar prepares students as generalists in transcultural German Studies in order to acquire extensive historical and generically diverse reading experience and set a clear agenda for their MA examination reading list or PhD comprehensive reading list. To achieve this goal, the course draws the German Studies Department Graduate Handbook and students' research interests, while aiming for parity in representing the fields of literature/culture and applied linguistics, guiding students in assembling their reading lists and committees, and requiring the reading of at least 25 texts that are discussed with a specifically transcultural approach in both English and German.

Taught in German.

This class is intended to prepare students to teach a second/foreign language. It will provide students with the essential foundations in language teaching methodology and theory, pedagogical grammar, curriculum and materials development, classroom management, and formal and informal assessment techniques. In addition, students will gain practical knowledge through video practicum components, which allow them to watch and reflect on actual classroom teaching. Students will complete this program with the pedagogical knowledge and practical understanding necessary to be confident and effective language teachers.

This seminar is designed to give a weekly topical treatment to a number of pertinent issues in teaching academic writing to linguistically and culturally diverse learners. Through a comprehensive overview of the research base in academic writing in ESL, this course will explore pedagogical implications of L2 writing theories and research findings by engaging students in a number of projects and tasks. Topics vary with instructor. Please check with the SLAT Faculty Advisor.

Qualified students working on an individual basis with professors who have agreed to supervise such work. Graduate students doing independent work which cannot be classified as actual research will register for credit under course number 599, 699, or 799.

Rapid acquisition of reading proficiency in German. No prior knowledge of German is necessary. Proficiency certification obtained from this course fulfills graduate foreign language requirement is some departments (consult department for information).

Examines the creative reception of cultural artifacts found in oral traditions, religion, politics, historical events and the arts in German-speaking cultures.

Examines the nature and function of minority discourses in German culture and literature.

This class is intended to prepare students to teach a second/foreign language. It will provide students with the essential foundations in language teaching methodology and theory, pedagogical grammar, curriculum and materials development, classroom management, and formal and informal assessment techniques. In addition, students will gain practical knowledge through video practicum components, which allow them to watch and reflect on actual classroom teaching. Students will complete this program with the pedagogical knowledge and practical understanding necessary to be confident and effective language teachers.

The primary objective of this course is the development of language teachers' assessment literacy, which includes knowledge of key assessment principles and skill in creating or adopting assessment tools and procedures for the language classroom. Participants in this course will develop their knowledge and skills related to assessing all skill areas in the language classroom, including productive skills (writing, speaking), receptive skills (reading, listening), and assessing grammar and vocabulary. Grading and student evaluation will also be important topics of consideration and exploration in this course. Designed specifically for in-service (and pre-service) language teachers, the course combines theory with practice by covering essential principles of effective classroom assessment and the development of effective assessment tools for classroom use. Participants completing this course will become more assessment literate and better able to evaluate student performance in their classrooms fairly and effectively.

Survey of major perspectives on second language acquisition processes, including interlanguage theory, the Monitor Model, acculturation/pidginization theory, cognitive/connectionist theory, and linguistic universals. Analysis of research from the different perspectives includes consideration of grammatical, pragmatic, and sociolinguistic dimensions of language learning.

Research for the doctoral dissertation (whether library research, laboratory or field observation or research, artistic creation, or dissertation writing).