German (Germ) 1

Total Page:16

File Type:pdf, Size:1020Kb

German (Germ) 1 GERMAN (GERM) 1 GERM 203H. Intermediate German I. 3 Credits. GERMAN (GERM) Students acquire necessary materials and opportunities to develop further their language skills in a cultural context. They review and expand GERM 101. Elementary German I. 4 Credits. upon the basic grammar covered in beginning German. Students may not Develops the four language skills (speaking, listening, reading, writing) receive credit for both GERM 206 and GERM 203 or GERM 204. in a cultural context. In addition to mastering basic vocabulary and Requisites: Prerequisite, GERM 102; permission of the instructor for grammar, students will communicate in German about everyday topics. students lacking the prerequisite. Students may not receive credit for both GERM 105 and GERM 101 or Gen Ed: FL. 102. Honors version available Grading status: Letter grade. Gen Ed: FL. GERM 204. Intermediate German II. 3 Credits. Grading status: Letter grade. Emphasizes further development of the four language skills (speaking, GERM 101H. Elementary German I. 4 Credits. reading, writing, listening) within a cultural context. Discussions focus on Develops the four language skills (speaking, listening, reading, writing) modern Germany, Austria, and Switzerland in literature and film. Students in a cultural context. In addition to mastering basic vocabulary and may not receive credit for both GERM 206 and GERM 203 or GERM 204. grammar, students will communicate in German about everyday topics. Honors version available Students may not receive credit for both GERM 105 and GERM 101 or Requisites: Prerequisite, GERM 203; permission of the instructor for 102. students lacking the prerequisite. Gen Ed: FL. Gen Ed: FL. Grading status: Letter grade. Grading status: Letter grade. GERM 102. Elementary German II. 4 Credits. GERM 204H. Intermediate German II. 3 Credits. This continuation of GERM 101 emphasizes speaking, listening, reading, Emphasizes further development of the four language skills (speaking, writing in a cultural context. Students enhance their basic vocabulary reading, writing, listening) within a cultural context. Discussions focus on and grammar and will regularly communicate in German about everyday modern Germany, Austria, and Switzerland in literature and film. Students topics. Students may not receive credit for both GERM 105 and may not receive credit for both GERM 206 and GERM 203 or GERM 204. GERM 101 or 102. Honors version available Requisites: Prerequisite, GERM 203; permission of the instructor for Requisites: Prerequisite, GERM 101; permission of the instructor for students lacking the prerequisite. students lacking the prerequisite. Gen Ed: FL. Gen Ed: FL. Grading status: Letter grade. Grading status: Letter grade. GERM 206. Intensive Intermediate German. 6 Credits. GERM 102H. Elementary German II. 4 Credits. An accelerated intensive course that covers the materials of GERM 203 This continuation of GERM 101 emphasizes speaking, listening, reading, and 204 in one semester. Students may not receive credit for both writing in a cultural context. Students enhance their basic vocabulary GERM 206 and GERM 203 or GERM 204. and grammar and will regularly communicate in German about everyday Requisites: Prerequisite, GERM 105; permission of the instructor for topics. Students may not receive credit for both GERM 105 and students lacking the prerequisite. GERM 101 or 102. Gen Ed: FL. Requisites: Prerequisite, GERM 101; permission of the instructor for Grading status: Letter grade. students lacking the prerequisite. GERM 210. Getting Medieval: Knights, Violence, and Romance. 3 Credits. Gen Ed: FL. Offers a historical perspective on the portrayal of medieval culture in film Grading status: Letter grade. from the 1920s to today. Specific topics include the ideal hero, the quest, GERM 105. Intensive Elementary German. 8 Credits. etiquette, chivalry, rituals, and love. Readings and discussions in English. Experience in German or fluency in another foreign language Gen Ed: VP, NA, WB. recommended. An accelerated, intensive course that essentially covers Grading status: Letter grade. materials of GERM 101 and 102 in one semester. Students may not GERM 211. Concepts in Medieval Culture. 3 Credits. receive credit for both GERM 105 and GERM 101 or 102. This course examines concepts that medieval texts utilize in order to Gen Ed: FL. articulate an understanding of human beings, their relations to others, Grading status: Letter grade. their social, political, and religious worlds. Readings and discussions in GERM 203. Intermediate German I. 3 Credits. English. Students acquire necessary materials and opportunities to develop Gen Ed: LA, WB. further their language skills in a cultural context. They review and expand Grading status: Letter grade. upon the basic grammar covered in beginning German. Students may not GERM 216. The Viking Age. 3 Credits. receive credit for both GERM 206 and GERM 203 or GERM 204. Honors Lecture/discussion course on Viking culture, mythology, exploration, version available and extension of power in northern Europe (approx. 750-1050 CE) as Requisites: Prerequisite, GERM 102; permission of the instructor for represented in sagas, the Eddas, runic inscriptions, and chronicles. students lacking the prerequisite. Readings and discussions in English. Gen Ed: FL. Gen Ed: HS, NA, WB. Grading status: Letter grade. Grading status: Letter grade. 2 GERMAN (GERM) GERM 220. Women in the Middle Ages. 3 Credits. GERM 267. Contemporary German and Austrian Cinema. 3 Credits. This interdisciplinary course examines representations of women, Examines exciting new directions in German and Austrian cinema from concepts of gender, and women's participation in the economic, political, the past 20 years. By analyzing weekly films, students develop skills in religious, and cultural life of the Middle Ages. Discussion and texts in film analysis and criticism; read reviews, interviews, and film-theoretical English. texts; write a film review; and produce a critical essay. Films with English Gen Ed: LA, NA, WB. subtitles; readings and discussions in English. Students may not receive Grading status: Letter grade credit for both GERM 267 and 367. Same as: WGST 220. Gen Ed: VP, CI, NA. GERM 227. Luther and the Bible. 3 Credits. Grading status: Letter grade The Reformation was seminal for the development of the modern world. Same as: CMPL 267. This course will investigate Reformation literature written in the period GERM 268. Auteur Cinema. 3 Credits. from the end of the 15th century to the end of the 17th century, and will We will explore the works of one or more German director(s). By watching investigate how Reformation ideas resonate through today. Readings and a sample of a director's oeuvre over a significant period of time, students discussions in English. come to understand the director's arch, identify common threads in their Gen Ed: HS, WB. films, and consider how his or her work relates to larger developments Grading status: Letter grade in German film history. Films with English subtitles; readings and Same as: RELI 227. discussions in English. GERM 245. Marx, Nietzsche, and Freud. 3 Credits. Gen Ed: VP, CI, NA. An introduction to the writings of three great German writers of the 19th Grading status: Letter grade. century who have had enormous impact on the lives of people around the GERM 271. Women in German Cinema. 3 Credits. world. Readings and discussions in English. Introduction to feminist aesthetics and film theory by the examination of Gen Ed: PH, NA. the representation of women in German cinema from expressionism to Grading status: Letter grade. the present. All materials and discussions in English. Previously offered GERM 247. Music, Madness, and Genius: The Pathologies of German as GERM/WGST 250. Musical Literature. 3 Credits. Gen Ed: VP, NA. This course surveys the themes of madness and genius and their relation Grading status: Letter grade to music in German literature of the 19th and 20th century. Readings and Same as: WGST 271, CMPL 271. class discussions in English. Prior knowledge of music is recommended GERM 272. History of German Cinema. 3 Credits. but not required. This course explores the major developments of German cinema. All films Gen Ed: LA, NA. with English subtitles. Readings and discussions in English. Previously Grading status: Letter grade. offered as GERM 275. GERM 249. German Literature in Translation. 3 Credits. Gen Ed: VP, NA. The idea of world literature was a German invention, proposed by Goethe Grading status: Letter grade to describe literature of universal importance for all of humanity. German Same as: CMPL 272. thought, and German literature, in particular, remains an important GERM 279. Once Upon A Fairy Tale: Fairy Tales and Childhood, Then and component in this canon. This English-language literature course Now. 3 Credits. introduces newcomers to some highlights of German literature. Considers fairy tales from several different national traditions Gen Ed: LA, NA. and historical periods against the backdrop of folklore, literature, Grading status: Letter grade. psychoanalysis, and the socializing forces directed at children. Students GERM 265. Hitler in Hollywood: Cinematic Representations of Nazi may not receive credit for both GERM 279/CMPL 279 and GSLL 54. Germany. 3 Credits. Gen Ed: LA, NA. An examination of selected cinematic representations (both American Grading status: Letter grade and German) of Nazi Germany in terms of their aesthetic properties Same as: CMPL 279. and propagandistic value. Films with English subtitles; readings
Recommended publications
  • Proquest Dissertations
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI Bell & Howell Information and beaming 300 North Zeeb Road, Ann Aibor, Ml 48106-1346 USA 800-521-0600 CRITICAL DISCOURSE OF POSTMODERN AESTHETICS IN CONTEMPORARY FURNITURE: AN EXAMINATION ON ART AND EVERYDAY LIFE IN ART EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Sun-Ok Moon ***** The Ohio State University 1999 Dissertation Committee: ^Approved by Dr.
    [Show full text]
  • 6 Second Periodical Report Presented to the Secretary General Of
    Strasbourg, 26 May 2003 MIN-LANG/PR (2003) 6 EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Second Periodical Report presented to the Secretary General of the Council of Europe in accordance with Article 15 of the Charter NETHERLANDS 1 CONTENTS Volume I: Second report on the measures taken by the Netherlands with regard to the Frisian language and culture (1999-2000-2001)............................................4 1 Foreword........................................................................................................4 2 Introduction...................................................................................................5 3 Preliminary Section.....................................................................................10 PART I .....................................................................................................................25 4 General measures.........................................................................................25 PART II .....................................................................................................................28 5 Objectives and principles.............................................................................28 PART III 31 6 Article 8: Education.....................................................................................31 7 Article 9: Judicial authorities.......................................................................79 8 Article 10: Administrative authorities and public services..........................90 10 Article
    [Show full text]
  • The Furnishing of the Neues Schlob Pappenheim
    The Furnishing of the Neues SchloB Pappenheim By Julie Grafin von und zu Egloffstein [Master of Philosophy Faculty of Arts University of Glasgow] Christie’s Education London Master’s Programme October 2001 © Julie Grafin v. u. zu Egloffstein ProQuest Number: 13818852 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13818852 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 l a s g o w \ £5 OG Abstract The Neues SchloB in Pappenheim commissioned by Carl Theodor Pappenheim is probably one of the finest examples of neo-classical interior design in Germany retaining a large amount of original furniture. Through his commissions he did not only build a house and furnish it, but also erected a monument of the history of his family. By comparing parts of the furnishing of the Neues SchloB with contemporary objects which are partly in the house it is evident that the majority of these are influenced by the Empire style. Although this era is known under the name Biedermeier, its source of style and decoration is clearly Empire.
    [Show full text]
  • Roy Lichtenstein's Drawings. New York, Museum of Modern
    EXHIBITION REVIEWS and located anything that looks Biedermeier in a bourgeois milieu. The traditional view has recently come under damaging scrutiny. Dr Haidrun Zinnkann in a study of furniture produced in Mainz - an important centre of manu- facture - has looked at cabinet-makers' order books, finding that it was the aris- tocracy who first commissioned pieces in Biedermeier style. Only around 1830 did the local Mainz middle classes, copying their 'social betters', approach manufac- turers for such furniture.2 What of Biedermeier in Munich? Here, the Stadtmuseum collection is important because so many of its 300-odd Biedermeier pieces can be dated, and their history documented. To be more precise, the mu- seum has fallen heir to a good deal of furniture from the residences of the former ruling house ofWittelsbach. Between 1806 and 1815 the Wittelsbachs commissioned large numbers of pieces in a style that can only be described as Biedermeier (Fig.76). This furniture was for everyday use, while grander rooms were decorated in Empire style. Thus in Munich Biedermeier appears a full decade before 'it should'. It was in- troduced by a court that also had a taste for French furnishings, and the work was not executed by craftsmen in the town 76. Biedermeierchair, but by the royal cabinet-maker, Daniel, c. 1806-15. and his sub-contractor. (The evidence Height92/46 cm, breadth46.5/44.5 cm. presented to support this is so overwhelm- as to be (Exh. Stadtmuseum, ing incontestable.) Moreover, Munich). enough is known about Munich in this period to be able to say how Biedermeier over from spilled the ruling house into the travellers reached Munich, but they took 2H.
    [Show full text]
  • A History of German-Scandinavian Relations
    A History of German – Scandinavian Relations A History of German-Scandinavian Relations By Raimund Wolfert A History of German – Scandinavian Relations Raimund Wolfert 2 A History of German – Scandinavian Relations Table of contents 1. The Rise and Fall of the Hanseatic League.............................................................5 2. The Thirty Years’ War............................................................................................11 3. Prussia en route to becoming a Great Power........................................................15 4. After the Napoleonic Wars.....................................................................................18 5. The German Empire..............................................................................................23 6. The Interwar Period...............................................................................................29 7. The Aftermath of War............................................................................................33 First version 12/2006 2 A History of German – Scandinavian Relations This essay contemplates the history of German-Scandinavian relations from the Hanseatic period through to the present day, focussing upon the Berlin- Brandenburg region and the northeastern part of Germany that lies to the south of the Baltic Sea. A geographic area whose topography has been shaped by the great Scandinavian glacier of the Vistula ice age from 20000 BC to 13 000 BC will thus be reflected upon. According to the linguistic usage of the term
    [Show full text]
  • Partitive Article
    Book Disentangling bare nouns and nominals introduced by a partitive article IHSANE, Tabea (Ed.) Abstract The volume Disentangling Bare Nouns and Nominals Introduced by a Partitive Article, edited by Tabea Ihsane, focuses on different aspects of the distribution, semantics, and internal structure of nominal constituents with a “partitive article” in its indefinite interpretation and of potentially corresponding bare nouns. It further deals with diachronic issues, such as grammaticalization and evolution in the use of “partitive articles”. The outcome is a snapshot of current research into “partitive articles” and the way they relate to bare nouns, in a cross-linguistic perspective and on new data: the research covers noteworthy data (fieldwork data and corpora) from Standard languages - like French and Italian, but also German - to dialectal and regional varieties, including endangered ones like Francoprovençal. Reference IHSANE, Tabea (Ed.). Disentangling bare nouns and nominals introduced by a partitive article. Leiden ; Boston : Brill, 2020 DOI : 10.1163/9789004437500 Available at: http://archive-ouverte.unige.ch/unige:145202 Disclaimer: layout of this document may differ from the published version. 1 / 1 Disentangling Bare Nouns and Nominals Introduced by a Partitive Article - 978-90-04-43750-0 Downloaded from PubFactory at 10/29/2020 05:18:23PM via Bibliotheque de Geneve, Bibliotheque de Geneve, University of Geneva and Universite de Geneve Syntax & Semantics Series Editor Keir Moulton (University of Toronto, Canada) Editorial Board Judith Aissen (University of California, Santa Cruz) – Peter Culicover (The Ohio State University) – Elisabet Engdahl (University of Gothenburg) – Janet Fodor (City University of New York) – Erhard Hinrichs (University of Tubingen) – Paul M.
    [Show full text]
  • GERMAN LITERARY FAIRY TALES, 1795-1848 by CLAUDIA MAREIKE
    ROMANTICISM, ORIENTALISM, AND NATIONAL IDENTITY: GERMAN LITERARY FAIRY TALES, 1795-1848 By CLAUDIA MAREIKE KATRIN SCHWABE A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2012 1 © 2012 Claudia Mareike Katrin Schwabe 2 To my beloved parents Dr. Roman and Cornelia Schwabe 3 ACKNOWLEDGMENTS First and foremost, I would like to thank my supervisory committee chair, Dr. Barbara Mennel, who supported this project with great encouragement, enthusiasm, guidance, solidarity, and outstanding academic scholarship. I am particularly grateful for her dedication and tireless efforts in editing my chapters during the various phases of this dissertation. I could not have asked for a better, more genuine mentor. I also want to express my gratitude to the other committee members, Dr. Will Hasty, Dr. Franz Futterknecht, and Dr. John Cech, for their thoughtful comments and suggestions, invaluable feedback, and for offering me new perspectives. Furthermore, I would like to acknowledge the abundant support and inspiration of my friends and colleagues Anna Rutz, Tim Fangmeyer, and Dr. Keith Bullivant. My heartfelt gratitude goes to my family, particularly my parents, Dr. Roman and Cornelia Schwabe, as well as to my brother Marius and his wife Marina Schwabe. Many thanks also to my dear friends for all their love and their emotional support throughout the years: Silke Noll, Alice Mantey, Lea Hüllen, and Tina Dolge. In addition, Paul and Deborah Watford deserve special mentioning who so graciously and welcomingly invited me into their home and family. Final thanks go to Stephen Geist and his parents who believed in me from the very start.
    [Show full text]
  • "Ich Höre Gern Diesen Dialekt, Erinnert Mich an Meine Urlaube in Kärnten
    "Ich höre gern diesen Dialekt, erinnert mich an meine Urlaube in Kärnten ... ": A survey of the usage and the popularity of Austrian dialects in Vienna John Bellamy (Manchester) A survey of over 200 Austrians was undertaken in Vienna to investigate the extent to which they say they use dialect. They were asked if they speak dialect and if they do, in which situations they would switch to using predominantly Hochsprache. The responses have been analysed according to age, gender, birthplace (in Austria) and occupation to find out if the data reveals underlying correlations, especially to see if there have been any developments of note since earlier studies (for example, Steinegger 1995). The same group of informants were also asked about their opinions of Austrian dialects in general and this paper details their answers along with the reasons behind their positive or negative responses in this regard. The data collected during this survey will be compared to other contemporary investigations (particularly Soukup 2009) in an effort to obtain a broader view of dialect usage and attitudes towards dialect in Vienna and its environs. Since a very similar study was undertaken at the same time in the UK (Manchester) with more or less the same questions, the opportunity presents itself to compare dialect usage in the area in and around Vienna with regional accents and usage in the urban area of Manchester. References will be made during the course of the presentation to both sets of data. Language planning in Europe during the long 19th century: The selection of the standard language in Norway and Flanders Els Belsack (VU Brussel) The long 19th century (1794-1914) is considered to be the century of language planning par excellence.
    [Show full text]
  • Helmut Rainer Kussler
    Helmut Rainer Kussler 1. PERSONAL INFORMATION Date of birth 3 November 1943 Nationality German (South African permanent resident) Marital status Married, one daughter Position Emeritus Professor of German Department of Modern Foreign Languages [until 1997: Department of German], University of Stellenbosch / South Africa Language Proficiency German (mother tongue), Afrikaans and English (second languages); publi- cations in all three languages Computing Skills Professional level in multimedia language learning courseware imple- mentation and development Contact information P.O. Box 3530, Matieland 7602 South Africa Tel [x27] (0)21 886 6327 Email [email protected] Fax [x27] 886 166 186 2. STUDY, TRAINING AND EMPLOYMENT Study University of Stellenbosch, South Africa: 1963-1969: B.A. 1965 [Majors: German with distinction, Latin; Sub Majors: Afrikaans- Dutch, English, History] Hons.-B.A. in German cum laude (grade: 100%): 1966 2 M.A. in German cum laude (grade: 100%): 1967 TITLE OF THESIS: Konzeption und Gestaltung des Abschieds in der modernen deutschen Lyrik. Untersuchungen zu Gedichten von Nietzsche, Rilke, Benn und Ingeborg Bachmann Doctor Litterarum (D.Litt.) in German: 1969 (Doctoral dissertations are not graded at Stellenbosch University) TITLE OF DISSERTATION: Das Abschiedsmotiv in der deutschen Lyrik des 20. Jahrhunderts Post-doctoral Study and Training Full time study at the University of Hamburg (two terms: 1971/72) COURSES COMPLETED (certified): Einführung in das Studium der deutschen Literatur (Prof. Dr. Gunther Martens) Lyrik der DDR (Dr. Paul Kersten) Formen der uneigentlichen Rede (Dr. Werner Eggers) Deutsche Literatur 1895-1910 (Dr. Werner Eggers) Lyrik des 17. Jahrhunderts (Dr. Carl-Alfred Zell) Das Lehrgedicht (Dr. Carl-Alfred Zell) Training in suggestopedic language instruction: 1983: One-week workshop, Iowa State University/USA (Dr.
    [Show full text]
  • Authentic Language
    ! " " #$% " $&'( ')*&& + + ,'-* # . / 0 1 *# $& " * # " " " * 2 *3 " 4 *# 4 55 5 * " " * *6 " " 77 .'%%)8'9:&0 * 7 4 "; 7 * *6 *# 2 .* * 0* " *6 1 " " *6 *# " *3 " *# " " *# 2 " " *! "; 4* $&'( <==* "* = >?<"< <<'-:@-$ 6 A9(%9'(@-99-@( 6 A9(%9'(@-99-(- 6A'-&&:9$' ! '&@9' Authentic Language Övdalsk, metapragmatic exchange and the margins of Sweden’s linguistic market David Karlander Centre for Research on Bilingualism Stockholm University Doctoral dissertation, 2017 Centre for Research on Bilingualism Stockholm University Copyright © David Budyński Karlander Printed and bound by Universitetsservice AB, Stockholm Correspondence: SE 106 91 Stockholm www.biling.su.se ISBN 978-91-7649-946-7 ISSN 1400-5921 Acknowledgements It would not have been possible to complete this work without the support and encouragement from a number of people. I owe them all my humble thanks.
    [Show full text]
  • 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.
    [Show full text]
  • The High German of Russian Mennonites in Ontario by Nikolai
    The High German of Russian Mennonites in Ontario by Nikolai Penner A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Doctor of Philosophy in German Waterloo, Ontario, Canada, 2009 © Nikolai Penner 2009 Author’s Declaration I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by examiners. I understand that my thesis may be made electronically available to the public. ii Abstract The main focus of this study is the High German language spoken by Russian Mennonites, one of the many groups of German-speaking immigrants in Canada. Although the primary language of most Russian Mennonites is a Low German variety called Plautdietsch, High German has been widely used in Russian Mennonite communities since the end of the eighteenth century and is perceived as one of their mother tongues. The primary objectives of the study are to investigate: 1) when, with whom, and for what purposes the major languages of Russian Mennonites were used by the members of the second and third migration waves (mid 1920s and 1940-50s respectively) and how the situation has changed today; 2) if there are any differences in spoken High German between representatives of the two groups and what these differences can be attributed to; 3) to what extent the High German of the subjects corresponds to the Standard High German. The primary thesis of this project is that different historical events as well as different social and political conditions witnessed by members of these groups both in Russia (e.g.
    [Show full text]