Bøker av Ruth Whittle

The Routledge Handbook of German Language Teaching evaluates and addresses multifaceted, multilevel needs of students and teachers within teaching German as a foreign, as well as a second, language through taking a transcultural approach.Each contribution starts with the author situating themselves in the geographical and institutional context in which they teach as well as the way in which they teach, e.g. in-person or online. This acknowledges the Handbook's internationally widespread contributors, from countries with different histories in terms of cultural, linguistic and educational diversity more generally and the teaching of German in particular. The chapters reflect their voice and consider language learners as people who have their own identities.Material such as plays, poems, short literary texts, rap, singing, and drawing are discussed in this book as being influential for language learners from beginner level and beyond. This book proposes that 'learning' happens by both the teachers and the learners going on a journey, and both changing the outlook on each other and themselves along that journey. Alongside this, questions are asked with respect to curricula and the relation between speaking German and 'belonging' in a German-speaking country.This Handbook will primarily appeal to teachers and instructors of German, as well as those training to become German language instructors. Moreover, the book will appeal to researchers interested in the linguistic and theoretical aspects of German language teaching.

It has been shown that the total number of women who published in German in the 18th and 19th centuries was approximately 3,500, but even by 1918 only a few of them were known. The reason for this lies in the selection processes to which the authors have been subjected, and it is this selection process that is the focus ofthe research here presented. The selection criteria have not simply been gender-based but have had much to do with the urgent quest for establishing a German Nation State in 1848 and beyond. Prutz, Gottschall, Kreyig and others found it necessary to use literary historiography, which had been established by 1835, in order to construct an ideal of 'Germanness' at a time when a political unity remained absent, and they wove women writers into this plot. After unification in 1872, this kind of weaving seemed to have become less pressing, and other discourses came to the fore, especially those revolving round femininity vs. masculinity, and races. The study of the processes at work here will enhance current debates about the literary canon by tracing its evolution and identifying the factors which came to determine the visibility or obscurity of particular authors and texts. The focus will be on a number of case studies, but, instead of isolating questions of gender, Gender, Canon and Literary History will discuss the broader cultural context.

This book provides guidance for teaching staff in Modern Languages in preparing students for using their language skills in and out of the classroom. Drawing on pedagogical, psychological and language-specific concepts of learning, the book offers ways of helping students transition from school to university to residence abroad, and beyond.