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This article is about creative writing in GFL-Lecture in Egypt. Writing as a skill is rarely considered in GFL- Lecture. Teachers pay attention to other skills such as reading, listening, or speaking, whereby writing is only considered receptively to promote speaking or grammar. This article is about trying to promote creative writing in GFL-Lecture and to offer new suggestions and tips. In a further step, this article deals with the presentation of some creative writing tasks that were carried out among the students of the third year at the language faculty (Al-Alsun) in Sohag. Finally, the conclusions are drawn, and results of creative writing shown.
Zur Anwendbarkeit einiger Konzepte der Theaterpädagogik im Literaturunterricht an einigen Beispielen
(2020)
The paper presents the applicability within literature classes of some concepts borrowed from theater pedagogy. It highlights a few teaching and learning strategies, which facilitate a better text comprehension and most of all inspire fun by learning and by working with texts, and it is based on precise examples, respectively projects of students from Transilvania University in Brasov.
The present study plans on highlighting aspects of completing the 4-year middle school term, which was in German, by the poet, writer, philosopher and playwright Lucian Blaga; more specifically aspects on following German schools in Blaga’s family, his early school days, stories about the educator Roth and the teacher Hans Wolf, on the location of the building and the atmosphere in the school, on the contact with the German culture and language which subsequently marked his personality and his work. At the heart of this presentation lies the autobiographical writing “The chronicle and the song of the ages”, published posthumously by “Editura Tineretului din Bucureşti” (“The Youth’s Publishing House from Bucureşti”) in 1965.
Jan Faktor, ein tschechisch-deutscher Schriftsteller und Übersetzer, kann zu den "interkulturellen" Autor/innen der deutschsprachigen Gegenwartsliteratur gezählt werden. 1951 in Prag geboren, siedelte er 1978 nach Ost-Berlin über, wo er einen literarischen Sprachwechsel vollzog. Seine Werke greifen u. a. Themen wie Mobilität, Identität, Gedächtnis und Holocaust auf. Der Beitrag geht in Folge des durch den Spatial Turn neu theoretisierten literarischen Raumes (vgl. DÜNNE/MAHLER 2015) der Frage nach, welche literarischen Räume auf welche Weise in Faktors zweitem Roman konstruiert werden, wie sie sich verändern und welche Funktionen sie dabei erfüllen. Zudem wird das Verhältnis von "Raum" zu den anderen Konstituenten der epischen Erzählung, insbesondere zu den "Figuren" und ihre "Handlungen" bzw. ihren "Bewegungen"(vgl. BÖHME 2005) analysiert. Dabei hat sich herausgestellt, dass ein Wohnraum – die Wohnung von Georgs Mutter – im Roman eine zentrale Rolle spielt und das Bewegungsverhalten und die Entwicklung des Protagonisten insgesamt stark beeinflusst.
The incorporation of Greater Poland [in Polish: Wielkopolska] into the Kingdom of Prussia was the beginning of a direct neighbourhood of Poles and Germans in a relatively small area. This paper shall present the experiences of Prussian / German settlers in the Poznań Province which are based on autobiographical literary texts authored by officials and teachers (with their families) who came to this region. While reading these memoirs one can infer that they made efforts to “familiarise” new and ethnically foreign elements in the annexed territory. They cultivated and promoted their own culture here while concurrently not being too eager to participate in the culture and social life of the Polish locals. They manifest characteristic features typical of the colonist’s attitude. On the one hand, they present the country they colonise as foreign. On the other hand, they depict indigenous people whom they describe as individuals standing on a lower levelcivilisation-wise compared to the German “culturebearers” who came here [“Kulturträger”].
The key issue in the discussed literary material of the longterm mobility of German families of officials and teachers allows to consider the following issues: How do the authors present migration to the Poznań Province and its effects? What stood in the way of building a sense of belonging and relationship between representatives of different nationalities in a new place? What does the studied autobiographical material say about the phenomenon of transnationality? Can one talk about transnational practices or their elements based on the specificity of the Poznań Province?
The article shows a metaphoric portrayal of the Silesia region. The author analyses metaphors which are being used to describe and characterize this region, namely Silesia as a bridge, a boundary stone, a pear tree, a smaragd and other figures. The analysis shows that the metaphors express the multicultural character of Silesia. They are predominantly very positive assessed.
Furthermore, the author analyses metaphors which are being used to characterize the inhabitants of Silesia. The analysis shows that this metaphors express a positive as well as a critical perception of this population.
My paper will explore the interrelation between past, present and identity, as well as the dynamics of social change in contemporary German and Romanian literature, as exemplified by Jana Hensel’s Zonenkinder (2002) and Ioana Bradea’s Scotch (2010). Both authors belong to a new generation of writers who, having experienced the collapse of the communist regime as adolescents, investigate the traumatic experience of change and adjustment to the social, economic and cultural realities of post-communist societies. While Hensel aims at recreating the lost Heimat (motherland) as an Erinnerungsraum (space of remembrance) and portraying the social tensions of the post-unification decade from an Eastern German perspective, Bradea focuses on depicting the desolate post-communist industrial landscape, as well as the everyday lives of anonymous Romanians caught in the vagaries of transition.
"Gendern" im Deutschen
(2020)
The terms gendern (< engl. gender) or gendering in German stand for the attempt to establish equality between men and women in everyday life or in political controversy, in academic life by means of linguistic methods. The representatives (plural feminine) of the feminist language criticism/ Feministische Linguistik call for the dissolution of the “generic masculine” for ex. jeder Lehrer (masculine/feminine) means a gender-mixed group whose gender/sex is neither relevant, nor known. It is criticized that the female teacher is not explicitly mentioned. The question here is whether the desired gender-appropriate treatment of all women germ. das Gendern – the genderconscious use of language – is guaranteed by diacriticalorthographic procedures such as internal I: LehrerInnen (fem. pl.), slash (/): Leser/innen (masc.sg./pl.;/f.pl.), asterisk shape: Lehrer*innen or gender-gap: ein_e Beamt_er_in (an official, m./f. sg.) or by replacement of pair shapes like die Arbeitnehmenden (employees; instead of the ‘classic form’ Arbeitnehmer/Arbeitnehmerinnen) or the participial construction die Fahrzeugführenden/ the vehicle-carrying/drivers.
In “Fern von Aleppo”, the Syrian author Faisal Hamdo, who left his home in 2014 and sought refuge in Germany, tells of his very personal integration experiences. The book represents a kind of intercultural communication. In his book, Faisal Hamdo, who sees himself as a “mediator between the worlds”, tries to give the German reader answers to many questions regarding Syrian culture. From a text linguistic point of view, this book identifies the narrative development that seems to be tailored to the in-tercultural context. Accordingly, the present article raises the following questions: Does the structure of classic narration differ from the structure of narration in an intercultural context? Which intercultural information units are presented in the text? How are they embedded in the narrative text? Which constituents of the narrative structure are suitable for realizing intercultural communication? Which communicative functions do the constituents of the narrative structure fulfill in an intercultural context? The contribution sets itself the goal of analyzing the narrative structure to investigate how intercultural communication comes about through narration, how the intercultural information units are integrated into the constituents of the classic narrative structure so that they fulfill their communicative function, and to developa suitable analysis model.
The first Conference for the Yiddish Language of 1908 was a highly significant event in the history of Yiddish language and culture, which became known in the literature as the Czernowitz Language Conference [Yidd. „di konferents far der yidisher shprakh“]. This conference was held in the city of Czernowitz from August 30 to September 3 and united prominent representatives of the worldwide Yiddish movement and, thus, triggered a significant impulse to the development of an energetic Yiddishspeaking constellation. The conference manifested awareness of the importance of Yiddish language and culture as a breeding ground for the survival of traditional “(Eastern) Jewish” values. Within this framework the debates regarding the cultivation of the Yiddish language have been intensified through reflective and resolute actions with the aim of releasing it from the stigma of jargon.