German Languagelanguage Kitkit
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Yiddish in Joseph Roth╎s Juden Auf Wanderschaft
In 2000, W.W. Norton and Company released a new English -language edition of Joseph Roth’s 1927 compilation of essays entitled, Juden auf Wanderschaft . The edition’s dustcover proclaims in large, bold typeface: “A masterpiece of Jewish identity emerges in English 70 years after it was first written.” While it can’t be denied that Roth’s tale documenting the mass movement of eastern Jews ( Ostjuden )1 westward across the European continent in the early twentieth century has captured both public and scholarly i nterest in German -2 and English -speaking lands, the quotation still begs the question: Why are we reading Roth again now? Even the most tentative answer to this question should include the fact that Roth’s concerns in Juden auf Wanderschaft , including the forcible displacement of a people and their subsequent dispersal throughout the world, and Roth’s suggestion of an inherent tyranny in Western culture, find remarkable resonance in our contemporary reality. Global migrations and Westernization inform curre nt research, not just on identity politics, but also on topics that seek to move beyond or reinvigorate discussions of identity —topics such as mobility, diaspora, and migration.3 Written by one who was both an assimilated Viennese and a Galician Jew born i n the eastern -most reaches of the Hapsburg Empire, Roth’s work offers an extraordinarily complex and informative perspective on issues that remain topical today. Nevertheless, Roth’s Juden auf Wanderschaft is rarely analyzed in a manner reflecting this complexity. Most reviewers, in celebratory response to the work’s themes, see it as a poignant declaration of love for the vanishing eastern Jewish culture with which Roth came of age. -
(Mailbox in 619A Baldy) 645-0129 [email protected] Office Hours: Monday and Friday 1:30-2:30 P.M
Professor David Fertig 638 Baldy Hall (mailbox in 619A Baldy) 645-0129 [email protected] Office hours: Monday and Friday 1:30-2:30 p.m. (and by appointment) History of the German Language German 415 Course syllabus Fall 2017 A. Required text: Salmons, Joseph. 2012. A History of German. Oxford University Press. B. Course requirements: 1. Regular attendance, preparation and participation (20% of semester grade) 2. Assignments (see scoring system below) (40% of semester grade) 3. Two short tests (one required, one optional) (15% of semester grade) 4. A final project to be completed in the following stages (25% of semester grade): 1. By October 11: Decide on topic. 2. October 18: Turn in a one-paragraph description of the topic chosen. 3. November 20: Turn in a rough draft of the project. 4. December 4–6: In-class presentations and discussion of projects. 5. December 13: Turn in the final version of the project. Most students will probably do research papers as their projects, but I am very open to other ideas. Papers should be approximately 15-20 pages for graduate students and 8-10 pages for undergrads. All students must present their projects in class at the end of the semester (in German). Term papers may be written in English or German, but students wishing to write in German should clear this with me in advance. C. Scoring system for assignments • 1st 80 points: 1 pt. = 1% • 81-110 pts.: 2 pts. = 1% • 111-140 pts: 7.5 pts. = 1% • 141-150 pts: 10 pts. = 1% This means: 80 pts. -
The Semitic Component in Yiddish and Its Ideological Role in Yiddish Philology
philological encounters � (�0�7) 368-387 brill.com/phen The Semitic Component in Yiddish and its Ideological Role in Yiddish Philology Tal Hever-Chybowski Paris Yiddish Center—Medem Library [email protected] Abstract The article discusses the ideological role played by the Semitic component in Yiddish in four major texts of Yiddish philology from the first half of the 20th century: Ysroel Haim Taviov’s “The Hebrew Elements of the Jargon” (1904); Ber Borochov’s “The Tasks of Yiddish Philology” (1913); Nokhem Shtif’s “The Social Differentiation of Yiddish: Hebrew Elements in the Language” (1929); and Max Weinreich’s “What Would Yiddish Have Been without Hebrew?” (1931). The article explores the ways in which these texts attribute various religious, national, psychological and class values to the Semitic com- ponent in Yiddish, while debating its ontological status and making prescriptive sug- gestions regarding its future. It argues that all four philologists set the Semitic component of Yiddish in service of their own ideological visions of Jewish linguistic, national and ethnic identity (Yiddishism, Hebraism, Soviet Socialism, etc.), thus blur- ring the boundaries between descriptive linguistics and ideologically engaged philology. Keywords Yiddish – loshn-koydesh – semitic philology – Hebraism – Yiddishism – dehebraization Yiddish, although written in the Hebrew alphabet, is predominantly Germanic in its linguistic structure and vocabulary.* It also possesses substantial Slavic * The comments of Yitskhok Niborski, Natalia Krynicka and of the anonymous reviewer have greatly improved this article, and I am deeply indebted to them for their help. © koninklijke brill nv, leiden, ���7 | doi �0.��63/�45�9�97-��Downloaded34003� from Brill.com09/23/2021 11:50:14AM via free access The Semitic Component In Yiddish 369 and Semitic elements, and shows some traces of the Romance languages. -
CHAPTER SEVENTEEN History of the German Language 1 Indo
CHAPTER SEVENTEEN History of the German Language 1 Indo-European and Germanic Background Indo-European Background It has already been mentioned in this course that German and English are related languages. Two languages can be related to each other in much the same way that two people can be related to each other. If two people share a common ancestor, say their mother or their great-grandfather, then they are genetically related. Similarly, German and English are genetically related because they share a common ancestor, a language which was spoken in what is now northern Germany sometime before the Angles and the Saxons migrated to England. We do not have written records of this language, unfortunately, but we have a good idea of what it must have looked and sounded like. We have arrived at our conclusions as to what it looked and sounded like by comparing the sounds of words and morphemes in earlier written stages of English and German (and Dutch) and in modern-day English and German dialects. As a result of the comparisons we are able to reconstruct what the original language, called a proto-language, must have been like. This particular proto-language is usually referred to as Proto-West Germanic. The method of reconstruction based on comparison is called the comparative method. If faced with two languages the comparative method can tell us one of three things: 1) the two languages are related in that both are descended from a common ancestor, e.g. German and English, 2) the two are related in that one is the ancestor of the other, e.g. -
Polish Minor Revised: 02/2020
Polish Minor www.Slavic.Pitt.edu/Undergraduate/Polish Revised: 02/2020 The Department of Slavic Languages and Literatures offers a major in Russian and minors in Bosnian-Croatian-Serbian (BCS), Polish, and Slovak Studies. During the fall and spring terms, the department offers courses in Russian, BCS, Polish, Slovak, and Ukrainian. These languages, as well as Bulgarian and Czech, are also taught in the Summer Language Institute (SLI) at Pitt. Offered in June, July, and the first part of August, the SLI provides intensive courses that cover an entire year of study at the first- through fourth-year levels of Russian language, and the first-year—and typically the second-and possibly the third-year-levels of other Slavic languages. There are also study abroad courses available at the SLI in which students spend half of the program in Pittsburgh, and the other half in Russia, Montenegro, Poland, Slovakia, or the Czech Republic. For prospective majors, the SLI affords the opportunity to rapidly increase language proficiency in order to qualify for advanced courses, study abroad programs, or research opportunities. Prospective majors in the Department of Slavic Languages and Literatures include: students who are primarily interested in language or literature, students who wish to enhance their career opportunities in a unique way, students who have an interest in the politics and culture of Russia and Central Europe, and students with a desire to explore their ethnic heritage. For students interested in interdisciplinary area studies, the Russian, East European, and Eurasian Studies (REES) certificate, offered through the University Center for International Studies (UCIS), is an attractive complement to a major or minor in the Slavic department. -
Sixth Periodical Report Presented to the Secretary General of the Council of Europe in Accordance with Article 15 of the Charter
Strasbourg, 19 February 2018 MIN-LANG (2018) PR 1 EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Sixth periodical report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter GERMANY Sixth Report of the Federal Republic of Germany pursuant to Article 15 (1) of the European Charter for Regional or Minority Languages 2017 3 Table of contents A. PRELIMINARY REMARKS ................................................................................................................8 B. UPDATED GEOGRAPHIC AND DEMOGRAPHIC INFORMATION ...............................................9 C. GENERAL TRENDS..........................................................................................................................10 I. CHANGED FRAMEWORK CONDITIONS......................................................................................................10 II. LANGUAGE CONFERENCE, NOVEMBER 2014 .........................................................................................14 III. DEBATE ON THE CHARTER LANGUAGES IN THE GERMAN BUNDESTAG, JUNE 2017..............................14 IV. ANNUAL IMPLEMENTATION CONFERENCE ...............................................................................................15 V. INSTITUTE FOR THE LOW GERMAN LANGUAGE, FEDERAL COUNCIL FOR LOW GERMAN ......................15 VI. BROCHURE OF THE FEDERAL MINISTRY OF THE INTERIOR ....................................................................19 VII. LOW GERMAN IN BRANDENBURG.......................................................................................................19 -
Yiddish and Relation to the German Dialects Bryan Witmore University of South Carolina
University of South Carolina Scholar Commons Theses and Dissertations 6-30-2016 Yiddish and Relation To The German Dialects Bryan Witmore University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the German Language and Literature Commons Recommended Citation Witmore, B.(2016). Yiddish and Relation To The German Dialects. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/ etd/3522 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. YIDDISH AND ITS RELATION TO THE GERMAN DIALECTS by Bryan Witmore Bachelor of Arts University of South Carolina, 2006 Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in German College of Arts and Sciences University of South Carolina 2016 Accepted by: Kurt Goblirsch, Director of Thesis Lara Ducate, Reader Lacy Ford, Senior Vice Provost and Dean of Graduate Studies © Copyright by Bryan Witmore, 2016 All Rights Reserved. ii ACKNOWLEDGEMENTS This thesis project was made possible in large part by the German program at the University of South Carolina. The technical assistance that propelled this project was contributed by the staff at the Ted Mimms Foreign Language Learning Center. My family was decisive in keeping me physically functional and emotionally buoyant through the writing process. Many thanks to you all. iii ABSTRACT In an attempt to balance the complex, multi-component nature of Yiddish with its more homogenous speech community – Ashekenazic Jews –Yiddishists have proposed definitions for the Yiddish language that cannot be considered linguistic in nature. -
Language Education Policy Profile POLAND
Language Education Policy Profile POLAND Language Policy Division, Strasbourg Ministry of National Education, Poland 2005 - 2007 TABLE OF CONTENTS Executive Summary........................................................................................5 1. Introduction ...............................................................................9 1.1. THE ORIGINS, CONTEXT AND PURPOSE OF THE PROFILE ..................................9 1.2. COUNCIL OF EUROPE LANGUAGE EDUCATION POLICIES ....................................10 2. Description of the current situation and education priorities ..................................................................................................12 2.1. PRIORITIES IN THE REVIEW OF LANGUAGE TEACHING AND LEARNING ...............12 2.2. SIGNIFICANT CONTEXTUAL FACTORS .................................................................13 3. Analysis of the current situation in language education ....14 3.1. INTRODUCTION...................................................................................................14 3.2. NATIONAL POLICY..............................................................................................15 3.3. REGIONALITY AND EQUAL OPPORTUNITIES ........................................................17 3.4. POLISH AS A SECOND AND FOREIGN LANGUAGE .................................................18 3.5. PLURILINGUAL POTENTIAL AND POLAND’S LINGUISTIC CAPACITY.....................19 3.6. LANGUAGES IN SCHOOL .....................................................................................23 -
INTELLIGIBILITY of STANDARD GERMAN and LOW GERMAN to SPEAKERS of DUTCH Charlotte Gooskens1, Sebastian Kürschner2, Renée Van Be
INTELLIGIBILITY OF STANDARD GERMAN AND LOW GERMAN TO SPEAKERS OF DUTCH Charlotte Gooskens 1, Sebastian Kürschner 2, Renée van Bezooijen 1 1University of Groningen, The Netherlands 2 University of Erlangen-Nürnberg, Germany [email protected], [email protected], [email protected] Abstract This paper reports on the intelligibility of spoken Low German and Standard German for speakers of Dutch. Two aspects are considered. First, the relative potential for intelligibility of the Low German variety of Bremen and the High German variety of Modern Standard German for speakers of Dutch is tested. Second, the question is raised whether Low German is understood more easily by subjects from the Dutch-German border area than subjects from other areas of the Netherlands. This is investigated empirically. The results show that in general Dutch people are better at understanding Standard German than the Low German variety, but that subjects from the border area are better at understanding Low German than subjects from other parts of the country. A larger amount of previous experience with the German standard variety than with Low German dialects could explain the first result, while proximity on the sound level could explain the second result. Key words Intelligibility, German, Low German, Dutch, Levenshtein distance, language contact 1. Introduction Dutch and German originate from the same branch of West Germanic. In the Middle Ages these neighbouring languages constituted a common dialect continuum. Only when linguistic standardisation came about in connection with nation building did the two languages evolve into separate social units. A High German variety spread out over the German language area and constitutes what is regarded as Modern Standard German today. -
2021 Conference Downloadable Program
AATSEEL 2021 Conference Program *all online* Detailed Panel Listings *all times are EST* AATSEEL Keynote Address (asynchronous): Evgeny Dobrenko, "The Stalinist State (of) Laughter: The Fate of the Comic in a Tragic Age" SATURDAY, FEBRUARY 20, 2021 AATSEEL "zakuska" Session 1: 10:00am-12:00pm 1-1. Instructional Practice and Design for the 2020s: Inclusive and High-Impact Approaches to Language, Literature, and Culture Chair: Mark Lipovetsky, Columbia University Discussant: Rachel Stauffer, James Madison University/Virginia Tech Panelists: Teaching for Liberal Arts Goals in the Literature and Culture in Translation Courses Benjamin Rifkin, Hofstra University Diversity and Inclusion in the Russian Language Classroom? Joan Chevalier, United States Naval Academy Think Tank for BIPOC Students Amarilis Lugo de Fabritz, Howard University Session 2: 12:15pm-1:45pm 2-1. Translation Workshop with Ekaterina Simonova (Ekaterinburg) Session 3: 2:00pm-4:00pm 3-1. Open Seminar with Thomas Garza (University of Texas - Austin) 1 The Myth of «Шире круг»: Addressing Diversity and Intersectionality in the Teaching of Russian Session 4: 4:30pm-6:30pm 4-1. Alternative Paths for Slavic PhDs Chair: Ekaterina Shubenkina, USC Roundtable participants: Karen Evans-Romaine, UW-Madison Brendan Nieubuurt, University of Michigan-Ann Arbor Boris Dralyuk, LARB executive editor Shannon Spasova, Michigan State U 4-2. Study Abroad: Accessibility, Diversity, Inclusivity Chair: Natalie McCauley, University of Richmond Roundtable participants: Irina Levin, ASU Naomi Olsen, -
The Washing of the Feet During the Evening Mass on Thursday of the Lord’S Supper ______
The Washing of the Feet during the Evening Mass on Thursday of the Lord’s Supper _______________________________________________________________ On the authority of Pope Francis, the Congregation for Divine Worship and the Discipline of the Sacraments [CDWDS] issued a Decree and a Commentary on 6 January 2016 changing the rubric for the Washing of the Feet during the Evening Mass on Thursday of the Lord’s Supper. Here is the English rubric with the edits: The men who have been chosen are Those who have been chosen from amongst the people of God are led by the ministers to seats prepared in a suitable place. Then the Priest (removing the chasuble if necessary) goes to each one, and, with the help of the ministers, pours water over each one’s feet and then dries them. By the action of the Apostolic See, those chosen for the foot washing is open to all members of the People of God – boys and girls, women and men. Those chosen for the foot washing reflect all who make up the People of God, the disciples of the Lord. In the account of the Last Supper in the Gospel of John, the Good News proclaimed during the Holy Thursday Evening Mass, Jesus washes the feet of an unspecified number of disciples. Just as the “beloved disciple” is nameless so that it may be, in fact, every hearer who is the beloved one, the “disciples” are all of us as well. This mandatum , this love command to be of service, to be servants is given to each one of the baptized. -
Cycle of Services in the Eastern Orthodox Church Compiled by Archimandrite Nektarios Serfes
Cycle of Services in the Eastern Orthodox Church Compiled By Archimandrite Nektarios Serfes Introduction by Father Nektarios Serfes: Nothing is so spiritually uplifting, and so rewarding then prayer before God in the Church. The Orthodox Church has a cycle of services, and all of us should make every means to attend these services. It’s not really how long are these services, but what we put into them that is spiritually rewarding. When the Church calls us to prayer, we should rush with great Christian love to go to these services, and give our Lord God due honor and worship, at the same time we should think about our spiritual relationship with our God, and our path to our salvation. During these cycle of services we begin to realize how much our Lord God loves us, and wants us to be a part of His Kingdom. We can participate in His Kingdom in prayer, and we can behold His great spiritual beauty as we gaze around the Church and behold Him, as well as the opening arms of the Mother of God, the saints, the prophets, the apostles, and the martyrs all surrounding us with their prayers and intercession on our behalf, what a blessing! Then again preparations before the Divine Liturgy are spiritually necessary, and that is if when we will go to Holy Communion, we should consider speaking to our priest about going to Holy Confession. We also should fast from certain foods anticipation of receiving the Body and Blood of Christ, i.e. at the least, fast from meats on Wednesday and Friday, and all foods and liquids the morning of the liturgy unless these are deemed necessary for medical reasons.