Traditions and Transitions

John L. Plews is an associate professor of German at Saint Mary's University, Nova Scotia. He researches second-language curriculum and international education for language learners and teachers, focusing on lived experience, identity, and voice. He is the co-editor of Interkulturelle Kompetenzen im Fremdsprachenunterricht, German Matters in Popular Culture, and Queering the Canon.

``Those teaching and those coordinating postsecondary German programs can learn from the experiences outlined in these studies. Here the argument is put forth that teachers alike profit from methodologically grounded self-reflection in the praxis of engaging other cultures, especially through the medium of a foreign language. Curricular reform efforts such as moves from "language" to "cultural studies" pose useful fields of study. This collection is intended to inspire institutions in Europe and North America to interact fruitfully in the future. Summing Up: Recommended '' -- J.M. Jeep, Miami University -- CHOICE, April 2014

• Traditions and Transitions: Curricula for German Studies, edited by John L. Plews and Barbara SchmenkTraditions and Transitions: On Broadening the Visibility and Scope of Curriculum Inquiry for German Studies John L. Plews and Barbara SchmenkThe Translingual / Transcultural Imagination Claire KramschLanguage on Loan: Meditations on the Emotional World of Language Learning and Teaching Alice J. PittPostsecondary Germanistik, or German as a Foreign Language in Canada from a Postcolonial Perspective John L. PlewsRevamping the Language Program in Euro Terms: The Textbook as Key Factor Barbara SchmenkZu Risiken und Nebenwirkungen fragen Sie lieber nicht Ihren Theoretiker: Kommunikative Orientierung der Fremdsprachendidaktik und Deutsch als Fremdsprache auerhalb des deutschsprachigen Raums Dietmar RöslerPronunciation Training Without the Native Speaker? Reframing Teaching and Learning Objectives in German as a Foreign Language Curricula Mareike MüllerMultilinguals in the Language Classroom and Curricular Consequences Grit LiebscherBilingual Texts as Bridges to Reading Comprehension and Language and Cultural Awareness Suzanne Even and David DollenmayerReflective Curriculum Construction in the Postmethod Era: Wittgenstein's Philosophical Investigations and Their Contributions to Language Education Allison CattellLiteratur Liberated from Wissenschaft: Writerly Approaches to Literature Across the Undergraduate German Curriculum Morgan KoernerPedagogies of Affect and Lived Place: Reading Der Vorleser on a Short-Term Intensive Immersion Kim Fordham MisfeldtGerade Dir hat er eine Botschaft gesendet: Contact Pragmatics and the Teaching of Foreign Language Texts Chantelle Warner and David GramlingConnecting Languaging and Knowing Through Genres: Exemplifying the Link in a Curricular Progression Marianna Ryshina-PankovaDeveloping and Assessing a Curriculum for a Midsize German Cultural Studies Program in Canada Cheryl Dueck and Stephan JaegerComputers and Language Learning in German Studies Mathias SchulzeDigital Participatory Culture and German Language Pedagogy Glenn S. LevineIntroducing Blended Learning into Tertiary-Level German: An Activity Theoretical Analysis Gillian Martin, Helen O'Sullivan, and Breffni O'RourkeThe Triumph of the Transferable: Fostering Transferable Skills in the Foreign Language Classroom Deirdre ByrnesStudent Ambassadors for Languages in the UK Context: From the Extracurricular to the Curricular Elizabeth A. Andersen and Ruth O'Rourke MageeNotes on ContributorsIndex