Relevant bibliographies by topics / German language

Academic literature on the topic 'German language'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "German language"

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Lykov, Egor. "Sprache und Sprachen der Volga German Studies Eine globale Perspektive." Zagreber germanistische Beiträge 28 (2020): 109–23. http://dx.doi.org/10.17234/zgb.28.7.

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This paper analyses the language usage in the most recent publications related to Volga German Studies as an interdisciplinary research field dealing with the language, history and culture of Volga Germans. Individual historiographies from the US, Canada, Germany, Russia, Kazakhstan, Ukraine, Georgia, Brazil and Argentina will be compared concerning the various languages of scientific publications. Particular attention will be paid to scientific communication between these national research centers, and the role of bilingual publications in the scientific discourse of the discipline will be focused upon. Furthermore, the influence of the increasing role of English in the scientific discourse on Volga German Studies will be discussed.
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SyGaco, Sonia B. "The Shift of the First Language During Migration." Asian Journal of Interdisciplinary Research 5, no. 1 (March 30, 2022): 26–34. http://dx.doi.org/10.54392/ajir2214.

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Nine teenage Filipino-Germans were challenged to learn two languages when they moved to Dumaguete City, Philippines. These German native speakers were born in Germany and migrated to the Philippines with their German fathers and Filipino mothers. In this new environment, they have been exposed to communicating in Cebuano, the dominant language, and develop their listening, speaking, reading, and writing English skills in school. The Can-do Scale test of Keijzer (2007) demonstrates their ability to learn a second language, with all responders willing to read, speak, and write in Cebuano and English. Short-term Filipino-Germans (who stayed in the Philippines for less than five years) prefer to listen to German on the radio or television, while long-term respondents (those who lived in the Philippines for more than five years) with dwindling German vocabulary favor listening to Cebuano and English. The study concludes that German respondents have gradually acquired Cebuano and English through time. The long-term migrants have forgotten their first language, as seen in their reading, speaking and writing skills. In contrast, the short-term migrants are still proficient in their first language despite the competition of the other two languages.
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Mihułka, Krystyna. "Selbst- und Fremdbilder in der Fremdsprachendidaktik am Beispiel des DaF-Unterrichts in Polen." Glottodidactica 49, no. 2 (December 30, 2022): 109–35. http://dx.doi.org/10.14746/gl.2022.49.2.05.

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This article aims at providing an answer to the question of whether, and if so to what extent (intensive) German language learning and exploring German culture leads to a positive change in the image of Germany and Germans in Poland. The article opens with theoretical considerations on the Us–Them dichotomy, the essential components of self-image and the image of the Other, as well as the interpenetration of the self and otherness. In turn, the empirical part of the article, which is directly related to the theoretical one, is devoted to the analysis of the results of a qualitative study conducted among Polish students of German Philology. The results of the analysis of the students’ utterances show that the exploration of German culture and the improvement of one’s German language proficiency at school and during German studies at university, as well as direct contact with the Germans have resulted in a positive change in the respondents’ attitudes towards Germany, Germans and the German language. The article ends with conclusions along with clearly outlined avenues for further research.
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Marta, Czyżewska. "Einige Bemerkungen über die deutsche Sprache zu Beginn des Dritten Jahrtausends im In- und Ausland." Traduction et Langues 11, no. 1 (August 31, 2012): 6–20. http://dx.doi.org/10.52919/translang.v11i1.532.

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Some remarks on the German language at home and abroad at the beginning of the third millennium The aim of this article is to thoroughly examine the "German - Language of Ideas" campaign launched in 2010 as a project of the Federal Foreign Office together with its partners (Goethe Institute, German Academic Exchange Service, Central Office for Schools Abroad, Deutsche Welle, Institute for Foreign Relations and Pedagogical Exchange Service). A discussion of the reasons, causes and goals of this central focus of German foreign cultural and educational policy is presented and analyzed in this paper.The variety of language-promoting facilities allows us to look positively to the future. In my opinion it is important that they are aware that these efforts must be long-term and comprehensive so that interest in the German language can at least remains at the level attained, if not even grows.German is no longer a world language like it was in the 19th century, and that can no longer be undone. It was the most important scientific language, but in Eastern Europe it still seems to be one of the most popular foreign languages and it can be observed that it is also an important cultural language. Klaus Reichert, President of the German Academy for Language and Poetry, stated in his interview that in Germany itself there is an increasing number of brilliant German authors who have a Turkish, Arabic, Serbian, Croatian, Spanish or Italian background. When asked why they chose German, they have answered that there are opportunities in German that they don't have in their languages. It is also an interesting phenomenon that of the 20 authors who were on the list for the German Book Prize, nine had a background in other languages, and that it was Melinda Nadj Abonji, a Serbian-Hungarian who lives in Switzerland, who received the book award. According to Klaus Reichert, these are phenomena that show us that our assumptions and perceptions are right. If one dares to make a prediction, that German will also change as a result in the long term, these authors would of course bring a different language competency into the bring Germans in. The paper tackled among other aspects issues in relation to Language purism, language maintenance, and language promotion, the German language, and the educational policy adopted for Deutsch development.
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Alekseenko, E. S. "The Status of the German Language in Modern Germany: a Brief Description of the Language Policy in the Federal Republic of Germany." Discourse 9, no. 4 (September 21, 2023): 176–86. http://dx.doi.org/10.32603/2412-8562-2023-9-4-176-186.

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Introduction. This article is devoted to the modern language policy in Germany. An analysis of intra- and extra-linguistic factors that influence the steps taken by the state in relation to the languages spoken on the territory of the country makes it possible to characterize the position and status of the language of the titular nation in Germany. Consideration of the current situation can help to draw a conclusion about the effectiveness of the implemented language policy, suggest further ways of the development of the German language, and also understand the underlying causes of the evolution of the language and its current state.Methodology and sources. The article is based on the results of the analysis of modern studies of the role, status and specifics of the German language by such linguists and philologists as Yu.V. Kobenko, S.A. Zhilyuk, V.I. Kozhevnikova, A. Kirkness, W. Hendelmeier, as well as the analysis of the main laws and legal acts in Germany regulating its language policy. For a more complete description of the studied phenomenon, the classic works of N.B. Vakhtin, E.V. Golovko, A.D. Schweitzer, L.B. Nikolskiy devoted to language policy, were considered.Results and discussion. Language policy is a powerful tool of social control. Due to the specifics of the formation of a unified German state, it is possible to talk about a systematically implemented language policy only from the end of the 19th century - the moment the German Empire was founded. The current position of the German language in Germany is determined by many extralinguistic factors, both diachronically (primarily by the role and position of the Third Reich in world history) and synchronically (the trend towards intensive cultural dialogue, openness of borders, priority support for the rights of linguistic minorities).Conclusion. At the moment, the German language is affected by the values of multiculturalism and pluralism cultivated in Europe and the actively ongoing process of globalization. Recognizing the importance of the German language in the process of the formation of German cultural identity, the German government is forced to focus primarily on supporting other languages and dialects common in the country. The question of supporting and securing the German language as a state language at the legislative level is still to be discussed.
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Дубинский and Vladimir Dubinskiy. "Non-verbal communication in Germany." Modern Communication Studies 2, no. 4 (August 20, 2013): 10–12. http://dx.doi.org/10.12737/811.

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The article addresses non-verbal communication presenting the national peculiarities of body language in Germany in close correlation with the stereotypical image of the German nation and the language picture of the world. The author gives a typology of German non-verbal communication on the basis of interpersonal interaction. The article illustrates gender differences in non-verbal communication of Germans giving particular attention to its national and international aspects. The author demonstrates the process of acculturation through non-verbal communication of foreigners living in Germany and of Germans living in Russia.
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Ritter, Anna. "Language choice and language contact in print advertisements for Russian-speaking immigrants in Germany." Russian Journal of Linguistics 25, no. 4 (December 18, 2021): 958–80. http://dx.doi.org/10.22363/2687-0088-2021-25-4-958-980.

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This study aims to analyze linguistic contact in a written language on a sample of advertisements for Russian-speaking immigrants in the German city of Nuremberg, where there is a well-developed infrastructure for Russian-speaking immigrants, including the availability of periodicals. The study has the following research questions: What functions do Russian and German, as well as other languages, perform in advertisements in periodicals for Russian-speaking immigrants? Is there a correlation between the subject matter of the ads and the language or languages used? What phenomena of language contact found in the spoken language of Russian-speaking immigrants are characteristic of advertisements? A corpus consisting of 443 advertisements, obtained through continuous sampling from periodicals, was collected for the study. The analysis revealed that Russian, German, English, Ukrainian, and Latin fulfil specific functions in the advertisements. It was found that, depending on the subject matter, advertisers choose a particular language or language combination for their ads. At the lexical and morphosyntactic levels were identified borrowings from German and English, entirely or partially grammatically integrated into Russian, and cases of code-switching between Russian and German. Thereby, the study highlights one aspect of the linguistic situation of the Russian-speaking community in Germany and may implicitly serve to assess the vitality of the Russian language in Germany.
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Domizi, Alessandra. "Außenstereotype über die deutsche Sprache und was sich dahinter verbirgt." Studia Linguistica 39 (December 7, 2020): 85–109. http://dx.doi.org/10.19195/0137-1169.39.5.

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The German language is (stereo)typically viewed as a language that is both hard to learn and harsh to the ear, as well as useful and (sometimes overly) precise. Considering a few linguistic studies but focusing on layman manifestations from different countries found in literature, press, television and social networks, the author analyses these stereotypes as to their spread, connection to German culture, possible origins and social connotations. Following a qualitative approach, the analysis highlights how the outside view of Germany and the Germans has been shaped by specific historical events, from the era of the Germans as a people of poets and thinkers to the two World Wars and the modern EU. Finally, the analysis allows the identification of a clear connection between Germany/Germans-related and German-related stereotypes.
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Mihułka, Krystyna. "Zum Stellenwert des Deutschen in Polen." Glottodidactica. An International Journal of Applied Linguistics 47, no. 1 (June 1, 2020): 53071. http://dx.doi.org/10.14746/gl.2020.47.1.04.

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The German language in Poland has a very long tradition dating back to the 18th century. Over the centuries, under the influence of historical, political, economic and social factors, the image of Germany and Germans in Poland as well as the attitude of Poles towards the German language have been subject to continual evolution. The aim of this article is to discuss the position of the German language in Poland, mainly in the 21st century. Particular attention is paid to the discussion of the importance of this language in the Polish educational system in the past two decades, and the changing number of people learning, predominantly in primary and secondary education. Moreover, the reasons for the relatively high level of dislike of the German language among Poles (including learners of German) are presented and analysed. The discussion of the current status of German in our country is preceded by a brief historical outline showing the significance of the German language in Poland as well as the attitude of Poles towards this language over the centuries, beginning with the Old-Polish period
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Cherkasova, Nelly A. "On the issue of formal assimilation of anglicism nouns in the genus category of the german language system and its national variants." Vestnik of Kostroma State University 29, no. 4 (March 29, 2024): 145–52. http://dx.doi.org/10.34216/1998-0817-2023-29-4-145-152.

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In the conditions of general globalisation, there is a massive consolidation of Anglicisms in all languages, including the German language with its national variants. The study of this process is topical and corresponds to modern priority scientific directions. Formal assimilation is an aspect of loaning foreign language material by a receptor language. It is this that allows foreign language material to gain a foothold in the system of the borrowing language. However, the German language we consider to be a receptor language, is not a monosystem formation due to its including of national variants. The German literary language is a potential abstract archsystem realised in three directions, sovereign systems of the German language (the German language of Germany, the Austrian and the Swiss varieties of the German literary language). The nature of the German language greatly influences the results of formal assimilation of borrowed material, since they will vary depending on the usage. Fluctuations in national variants arise both at the phonetic, lexical, grammatical, word-formation level, and can manifest themselves in relation to the processes of borrowing and Germanisation of foreign language material. This article studies and describes deviations and variations in the results of the formal assimilation of Anglicisms-nouns in the genus category, functioning in the national varieties of the German language of Austria and Switzerland in comparison with the German language of Germany. The acquisition of generic categorical meaning by borrowed units plays an important role in the German language system, since belonging to a certain grammatical gender is a mandatory and constant indicator of the part of speech “noun” and predetermines the further assimilation of the borrowed unit in the receptor language.
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Dissertations / Theses on the topic "German language"

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Somerholter, Kerstin Evelyn. "Language contact and shift in the Soviet German speech community /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/fullcit?p9947394.

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Schanze, Livia Sophie. "Language and immigration in Germany : the role of German language in recent immigration debates." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/344779/.

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All nations with significant dimensions of immigration and ethnic minorities are facing policy tensions stemming from two contradicting fundamental constitutional principles. The establishment and preservation of nationhood seems to require cultural homogeneity and associated integration of the population living on a specified territory. However, the aim of integration is challenged by the principle of recognising and safeguarding cultural identities of minorities and immigrants. One of central debates concerns language policy. This country study concerns the recent relation of language policy and immigration policy in Germany. It is based on the analysis of public discourses circling around the legislative process and the subsequent application and amendment of the foreigners’ statute of 1997 and the immigration statute of 2004 including the Green card initiative (2000) and the debate about restrictive policies after the Madrid bombing (2004). It also contains a case study of the controversies on the German-only policy on the playground of a multi-ethnic school in Wedding, a district of Berlin. Recent media coverage shows that this example, picked in 2006, has since achieved a paradigmatic quality. The thesis outlines and applies aspects of critical discourse analysis for the interpretation of selected relevant texts, mainly contained in national quality newspapers. The case study is also based on interviews and use of correspondence addressed to the school.
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Reindl, Donald F. "Language contact: German and Slovenian." Bochum Brockmeyer, 2005. http://d-nb.info/990069427/04.

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Benes, Kveta E. "German linguistic nationhood, 1806-66 : philology, cultural translation, and historical identity in preunification Germany /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/10455.

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Voss, Annemarie. "John Milton's Paradise lost in Germany : reception and German-language criticism." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762991.

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This survey focuses on German-language studies of John Milton's Paradise Lost, based on a bibliography of more than 140 German-language publications dating from 1651 to the present. Its purpose is to describe and evaluate these studies and to make their arguments accessible to readers who have difficulties locating, obtaining, and/or reading these texts.Chapters 1-4 give an account of Milton's reception in Germany and Switzerland. Topics discussed include the evaluation of Milton as poet and man, the influence of Milton's Paradise Lost on the development of German literature (Klopstock's Messias), early Milton studies, German translations of Milton's Paradise Lost, the teaching of Milton's works in Germany, and the evaluation of the poem for the present generation. Chapters 5 to 10 survey twentieth-century German-language criticism of Paradise Lost. Topics include the literary tradition; the drama plans; structure and style; cosmology and theology; and interpretations of the fall.Outstanding twentieth-century German studies include Hiibener's analysis of stylistic tension (1913); Bastian's analysis of the problem of temptation (1930); Wickert's examination of Milton's drama plans (1955); Grun's interpretation of the fall (1956); MoritzSiebeck's structural and aesthetic justification of the last two books of Paradise Lost (1963); Spevack-Husmann's examination of the relevance of the medieval tradition of allegorical and typological myth interpretation for Milton's mythological comparisons (1963); Markus's study of the parenthesis as rhetorical means of psychological influence (1965); Hagenbuchle's analysis of the fall(1969); Maier's examination of contrast and parallel as structural elements (1974); Slogsnat's exploration of the dramatical structure and tragic nature (1978); Schrey's account of Milton's reception in Germany (1980); and Klein's study of astronomy and anthropocentric in Milton's attitude towards science (1986). These studies deserve to be better known by the English-speaking scholarly community for their different points of view and their good understanding of Milton's art.Milton's Paradise Lost is still appreciated in Germany and continues to have many readers.
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Felbick, Dieter. "Schlagwörter der Nachkriegszeit 1945-1949." Berlin : W. de Gruyter, 2003. http://catalogue.bnf.fr/ark:/12148/cb39981960d.

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Stoehr, Louise Elizabeth. "The effects of built-in comprehension aids in a CALL program on student-readers' understanding of a foreign language literary text /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Chan, Yin-fung. "Towards an interactive view of third language acquisition : the case of the German Vorfeld /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24729966.

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Kathol, Andreas. "Linearization-Based German Syntax /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487867541733891.

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Franke, Katharina. ""We call it Springbok-German!": language contact in the German communities in South Africa." Monash University. Faculty of Arts. School of Languages, Cultures and Linguistics, 2009. http://arrow.monash.edu.au/hdl/1959.1/68398.

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Varieties of German are spoken all over the world, some of which have been maintained for prolonged periods of time. As a result, these transplanted varieties often show traces of the ongoing language contact as specific to their particular context. This thesis explores one such transplanted German language variety – Springbok- German – as spoken by a small subset of German Lutherans in South Africa. Specifically, this study takes as its focus eight rural German communities across two South African provinces, KwaZulu-Natal and Mpumalanga, which were founded in the second half of the 19th century. The study employs a broadly ethnographic approach and integrates participant observation with interviews and (limited) questionnaire data. On the one hand, it addresses issues of language maintenance and shift, and on the other, presents findings from an analysis of grammatical features, that is morphosyntactic and syntactic features, of this particular German language variety. The thesis explores the domains where speakers continue to make use of German, by discussing practices at home, within the church and community, and at school. It also briefly considers German media consumption. The findings reveal that the home and the church/community constitute the strongholds of German language maintenance, although intermarriage is having an increasing impact on these patterns. Changes in the demographics of the communities, e.g. out-migration of younger speakers and barely any in-migration, are also shown to be detrimental to the continued survival of German in this region. Conceptualising these communities as ethnoreligious ones where (Luther) German functions as a ‘sacred variety’ (cf. Fishman, 2006a) helps to account for the prolonged maintenance patterns as exhibited by the communities. The study explores how the communities are shaped by their German Lutheranism and a 19th century understanding of Volkstum, and how this resulted in an insistence on preserving the German language and culture at all costs. This is still transparent today. This study also seeks to provide new insights into the structure of Springbok- German, and, for this purpose, explores a number of (morpho)syntactic features, including case marking, possessive constructions, word order, and infinitive complements. Although the overall findings indicate that Springbok-German is (still) relatively conservative, there are clear indications of emerging structural changes. While reduction in the case system, for example, is not as advanced as in other transplanted German varieties, the accusative/dative distinction is becoming increasingly blurred. Changes are also apparent in possessive constructions and word order. In this context, the study considers the fundamental question of the role language contact plays in such situations, i.e. whether the respective changes can plausibly be attributed to contact with Afrikaans and/or English, or whether they are best seen as the result of language-internal tendencies. The conclusion follows that it is difficult to ascertain the precise role of external influence vs. internal developments. The developments in Springbok-German are best seen as resulting from a combination of both, shaped furthermore by the social conditions as prevalent in this particular language contact setting.
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Books on the topic "German language"

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Boase-Beier, Jean, and Ken Lodge, eds. The German Language. Oxford, UK: Blackwell Publishing Ltd, 2003. http://dx.doi.org/10.1002/9780470773499.

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Boase-Beier, Jean. The German Language. New York: John Wiley & Sons, Ltd., 2007.

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Johnson, Sally A. Exploring the German language. 2nd ed. Cambridge, N.Y: Cambridge University Press, 2008.

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Pettit, Richard. Living language plus: German. New York: Crown Publishers, 1990.

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Natalie, Braber, ed. Exploring the German language. 2nd ed. Cambridge, N.Y: Cambridge University Press, 2008.

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Martin, Genevieve A. German learner's dictionary: English-German, German-English. New York: Living Language, 2008.

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(Firm), HarperCollins. Pocket German dictionary: German-English, English-German. 5th ed. New York, NY: HarperCollins, 2001.

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Zotter, Josefa. Traveler's German dictionary: English-German/German-English. Westport, CT: Cortina Learning International, 1993.

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Neather, E. J. Mastering German 2: German language and culture. Basingstoke: Macmillan, 1989.

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Veronika, Calderwood-Schnorr, Galloway Helen, Probst Silke, and HarperCollins (Firm), eds. Collins Gem German dictionary: German-English, English-German. 7th ed. Glasgow: Collins Gem, 2003.

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Book chapters on the topic "German language"

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Schroeder, Manfred R. "The German Language." In Acoustics, Information, and Communication, 423–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05660-9_23.

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Hegele, Stefanie, Barbara Heinisch, Antonia Popp, Katrin Marheinecke, Annette Rios, Dagmar Gromann, Martin Volk, and Georg Rehm. "Language Report German." In European Language Equality, 147–50. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28819-7_18.

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AbstractGerman is the second most widely spoken language in the EU. The last decade has seen strongly perceptible language change, trending towards the simplification of the grammatical system, a rapidly growing number of anglicisms, a decreasing prevalence of dialects, and an increase in socio-political debates on matters such as language policies and gender-neutral language. Many technologies and resources for German are available, which is also due to numerous well-established research institutions and a thriving Language Technology (LT) and Artificial Intelligence (AI) industry. In order to withstand in the digital sphere, it is important that incentives for research, digital education and also concrete opportunities for marketing and deploying LT applications are put at the forefront of future AI strategies.
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Blackshire-Belay, Carol A. "Foreign Workers’ German." In Creole Language Library, 431. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.43bla.

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Stevenson, Patrick, Kristine Horner, Nils Langer, and Gertrud Reershemius. "Mediated language." In The German-Speaking World, 91–101. Second edition. | New York : Routledge, 2018. | Series: Routledge language in society: Routledge, 2017. http://dx.doi.org/10.4324/9781315718026-8.

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Huffines, Marion Lois. "Pennsylvania German." In Focus on Language and Ethnicity, 9. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.fishfest2.03huf.

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Lorenz, Matthias N. "The German-Language Corpus." In Distant Kinship, 137–444. Stuttgart: J.B. Metzler, 2022. http://dx.doi.org/10.1007/978-3-476-05878-2_6.

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Eybl, Franz M. "Language and Literature, German." In Encyclopedia of Sciences and Religions, 1135–39. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1408.

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Stevenson, Patrick, Kristine Horner, Nils Langer, and Gertrud Reershemius. "Language and education." In The German-Speaking World, 134–45. Second edition. | New York : Routledge, 2018. | Series: Routledge language in society: Routledge, 2017. http://dx.doi.org/10.4324/9781315718026-11.

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Stevenson, Patrick, Kristine Horner, Nils Langer, and Gertrud Reershemius. "Language and citizenship." In The German-Speaking World, 146–56. Second edition. | New York : Routledge, 2018. | Series: Routledge language in society: Routledge, 2017. http://dx.doi.org/10.4324/9781315718026-12.

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García Portilla, Jason. "Language and Religion." In “Ye Shall Know Them by Their Fruits”, 185–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78498-0_11.

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AbstractThis chapter explores the influence of religion and hegemony on language by concentrating on English, German and the Romance languages widely spoken in Europe and the Americas.Bible translations have helped to keep alive native languages. German and English are associated with the Reformation and have thus been highly influenced by the Bible. In turn, Roman languages are associated with the status quo of the Roman Empire, i.e. Roman Church-State. The Roman Church-State condemned—and sought to impede—any effort to bring the Holy Scriptures within reach of common people, in order to prevent what happened in Germany and England. Thus, the influence of the Bible on Latin languages has been limited.
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Conference papers on the topic "German language"

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Soare, Ioanlaurian, and Mariacristina Munteanubanateanu. "MULTILINGUALISM AND MINORITY LANGUAGE TEACHING. BETWEEN TRADITION AND REVITALIZATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-130.

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Language variety (multilingualism) gains today more and more significance in our community. Children in their early school years have already access to different language sources. There is a friendly educational environment that allows further students fit into new practices whereas languages are able to help them (re)orienting their educational frame. In times past the rigid curriculum of the school system restricted language variety. The decision to exclude Low German (Niederdeutsch) in schools in the 19th century led to a partial extinction of the language and its dialects in Northern Germany nowadays, whereas miles away in South Europe the Basque language reshaped its ideological terrain and turned from a banned language in Franco's dictatorship (about 40 years ago) into a co-official regional language in nowadays Spain with an increasing number of speakers. This paper investigates firstly the status of a language as a minority/local/regional language in opposition to a dominant/national/official language, whereas denominations such as: minority or official languages need further explanations. In Ireland the Irish language has the status of an official language, on the other hand the number of people who declared they speak the language amounts to 6-7% in the whole population. This gives Irish both a minority and an official status, nevertheless: the name of a so called minority language can vary depending on region and tradition. Low German, also known as Nether German or Low Saxon (Niederdeutsch, Plattdeutsch, Nedersaksisch) is still competing for an official name. Whereas in Spain there is Euskera or el Vasco. Secondly, the paper analyses the role of two minority languages within the national educational system of Spain, France and Germany. The two languages are: the Basque language which is spoken in Northern Spain (more exactly in the Basque Country and northern Navarre) and France (in the French Basque Country), the second language is: Low German (spoken mainly in northern parts of Germany). Thirdly, the present paper concludes the fact that within a multilingual/bilingual/monolingual milieu of nowadays Europe a revitalization of a minority language can be achieved due to certain social mechanisms. There is the school system on one hand, then the tradition and identity values a certain group of people may perform and of course there are the authorities and the language policies they develop on the other hand. Accordingly, by means of a collaboration of these mechanisms a revitalization of the Basque language was possible in Spain, respectively because of a malfunction of these structures we notice a decline of Low German in Germany.
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Chernyshova, P. V. "History and development of the German language." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-82.

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This article provides an overview of the evolution and development of the German language from the Proto-Germanic period to the present day. The key stages and features of the language's development, its influence on culture and literature, and its role in various fields such as science, art and business are outlined. Grammatical features, the diversity of dialects, and the importance of German as a means of international communication and cultural heritage are covered.
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Rubenis, Rudolfs. "Possibilities to Obtain Higher Education in Germany for Latvian Baltic German Students." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.91.

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With the formation of the Parliamentary Republic of Latvia in the early 1920s, higher education in Latvia underwent the changes that affected the Baltic Germans. The necessity to obtain higher education in the Latvian language was perceived with mixed feelings, and the interest in the establishment and development of the University of Latvia (UL) and involvement in the reorganisation of the Riga Polytechnic Institute (RPI) went hand in hand with the reluctance to accept the full Latvianization of higher education. In the circumstances, the students used contacts established by their student corporations and sought for higher education in Germany, where it could be obtained in German but later equated to the higher education obtained in Latvia. Thus, the aim of the article is to evaluate the possibilities for the Baltic German students from the parliamentary state of Latvia (1920–1934) to study in German universities. The research is based on the documents of UL and Baltic German student corporations from the Latvian State Historical Archive (LVVA), Baltic German student corporation press (journals and anniversary books) kept in the UL Library, UL activity reports (1924–1931) stored in UL Museum history collection and available research on the Baltic German minority in the Parliamentary Republic of Latvia. The study showed that during the parliamentary period, the Latvian Baltic Germans used the state granted minority rights to find alternative ways to obtain higher education in German. The parliamentary system did not discriminate against the Baltic Germans for their use of the German language and allowed them to study in Germany but demanded that their diplomas be equated with the diploma obtained at the UL. The contacts established by student corporations helped Baltic German students to better integrate into the German study environment offering accommodation on the premises of student corporations in Germany. At the same time, additional knowledge through lectures on the political situation of Baltic Germans in the parliamentary state of Latvia did not allow them losing their historical connection with the Baltic region.
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Denisova, Lyudmila. "LATIN LANGUAGE LESSON FOR GERMAN LANGUAGE STUDENTS." In GERMAN IN BASHKORTOSTAN: PROBLEMS AND PROSPECTS. Baskir State University, 2021. http://dx.doi.org/10.33184/nyvb-2021-04-06.13.

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Kachur, A. Yu. "Dialects of the German language in the Federal States of Germany." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-46.

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German dialects play an important role in German culture and identity, especially in the federal states. Each of the lands has its own unique dialects, which differ in pronunciation, vocabulary and grammar from the official standard German language. The article is devoted to the dialects of the German language and their classification depending on geographical location
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Yusupova, Lyalya Gaynullovna, and Gulgena Kharisovna Kazykhanova. "About youth German language functioning." In IV International Research-to-practice Conference. TSNS Interaktiv Plus, 2015. http://dx.doi.org/10.21661/r-9163.

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Kurniawati, Wisma, and Ajeng Dianing Kartika. "Language Errors in German Class." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.142.

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Maué, Elisabeth. "The Development of German Language Skills of Young Refugees in Germany." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435261.

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Momcilovic, Nikoleta, and Dina Petrovic. "ONLINE DICTIONARIES IN LEARNING THE GERMAN LANGUAGE - STUDENTS' PERCEPTIONS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-217.

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Intensive development of new media poses new challenges in learning and teaching foreign languages. A number of tools and online materials that support the development of language skills are available for university teachers and students. The emergence of online dictionaries significantly changed the translation process, which is for today's students faster, easier, and daily available on mobile devices such as phones, laptops, tablets. The main objective of this paper is to explore students' opinions about the use of online dictionaries for learning the German language. The research sample consists of students from the Faculty of Philosophy in Nis who study German as a second foreign language. A structured interview was used as an instrument for data collection; processing and data analysis was done by descriptive statistics. The results obtained confirm the initial hypothesis that the students use online dictionaries in learning the German language. The largest number of students used online dictionaries for translation of texts necessary for the preparation of examinations or tests, while a much smaller number of respondents use online dictionaries for the purpose of translating technical texts or materials that are not related to study purposes. The survey data show that students are informed about the benefits of using online dictionaries, such as speed, availability, better understanding, remembering new words for longer periods, as well as about the limitations relating to the lack of reliability, accuracy and precision. Conclusion is that online dictionaries are integral and indispensable part of learning foreign languages and that their use in the future most certainly will be on the rise. In this context, as the recommendation, the greater use of online vocabularies in foreign language teaching at universities is stated, which is in line with the requirements for the modernization of higher education.
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Асташкина, Полина. "Между Россией и Германией: российские немцы и их идентичность (на примере современной поэзии)." In Россия — Германия в образовательном, научном и культурном диалоге. Конкорд, 2021. http://dx.doi.org/10.37490/de2021/003.

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On the basis of linguistic analysis at different levels of language, the cognitive method and elements of discourse analysis, this article studies ways, how the identity of Russian Germans is represented in poetic texts in Russian and German. Linguistic markers of the identity of Russian Germans, as well as key concepts, are identified, figurative means are analyzed. The article finds out the multiplicity and ambivalence of self-determination of Russian Germans, as well as the inalienability of both countries — Russia and Germany — for their identity.
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Reports on the topic "German language"

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Fedorova, Anna Leonidovna. LITERATURE IN PLAIN LANGUAGE: DIDACTIC POTENTIAL IN TEACHING GERMAN LANGUAGE. DOI CODE, 2023. http://dx.doi.org/10.18411/doicode-2024.283.

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Thomas, Strobel. A contrastive approach to grammatical doubts in some contemporary Germanic languages (German, Dutch, Swedish). Goethe-Universität Frankfurt a.M., March 2023. http://dx.doi.org/10.21248/gups.72278.

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Unquestionably (or: undoubtedly), every competent speaker has already come to doubt with respect to the question of which form is correct or appropriate and should be used (in the standard language) when faced with two or more almost identical competing variants of words, word forms or sentence and phrase structure (e.g. German "Pizzas/Pizzen/Pizze" 'pizzas', Dutch "de drie mooiste/mooiste drie stranden" 'the three most beautiful/most beautiful three beaches', Swedish "större än jag/mig" 'taller than I/me'). Such linguistic uncertainties or "cases of doubt" (cf. i.a. Klein 2003, 2009, 2018; Müller & Szczepaniak 2017; Schmitt, Szczepaniak & Vieregge 2019; Stark 2019 as well as the useful collections of data of Duden vol. 9, Taaladvies.net, Språkriktighetsboken etc.) systematically occur also in native speakers and they do not necessarily coincide with the difficulties of second language learners. In present-day German, most grammatical uncertainties occur in the domains of inflection (nominal plural formation, genitive singular allomorphy of strong masc./neut. nouns, inflectional variation of weak masc. nouns, strong/weak adjectival inflection and comparison forms, strong/weak verb forms, perfect auxiliary selection) and word-formation (linking elements in compounds, separability of complex verbs). As for syntax, there are often doubts in connection with case choice (pseudo-partitive constructions, prepositional case government) and agreement (especially due to coordination or appositional structures). This contribution aims to present a contrastive approach to morphological and syntactic uncertainties in contemporary Germanic languages (mostly German, Dutch, and Swedish) in order to obtain a broader and more fine-grained typology of grammatical instabilities and their causes. As will be discussed, most doubts of competent speakers - a problem also for general linguistic theory - can be attributed to processes of language change in progress, to language or variety contact, to gaps and rule conflicts in the grammar of every language or to psycholinguistic conditions of language processing. Our main concerns will be the issues of which (kinds of) common or different critical areas there are within Germanic (and, on the other hand, in which areas there are no doubts), which of the established (cross-linguistically valid) explanatory approaches apply to which phenomena and, ultimately, the question whether the new data reveals further lines of explanation for the empirically observable (standard) variation.
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Ustinova, Viktoriia O., Svitlana V. Shokaliuk, Iryna S. Mintii, and Andrey V. Pikilnyak. Modern techniques of organizing computer support for future teachers’ independent work in German language. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3255.

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The purpose of the study is to elucidate the theoretical and methodological aspects of computer support organization for independent work in a foreign (German) language for future teachers of different subjects. The subject of the study is a methodological technique of organizing effective computer support for future teachers to work independently in a foreign (German) language. Objectives of the study: to state the goals of studying foreign languages in its broad and narrow sense, the requirements for the results of future teachers’ training in different subjects; to explore ways of organizing computer support for future teachers’ independent work; to determine the list and purpose of the basic and auxiliary structural elements of a typical e-learning Moodle course in a foreign language; to provide methodological recommendations for the organization of future teachers’ independent work in the content of a separate training module of the Moodle course “Foreign (German) Language”. The article summarizes the experience of organizing computer support for future teachers’ independent work and the substantive and methodological features of its implementation into the process of experimental introduction of the Moodle course “Foreign (German) Language” into the educational process carried out on the basis of Kryvyi Rih State Pedagogical University.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Melnyk, Iurii. JUSTIFICATION OF OCCUPATION IN GERMAN (1938) AND RUSSIAN (2014) MEDIA: SUBSTITUTION OF AGGRESSOR AND VICTIM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11101.

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The article is dedicated to the examination and comparison of the justification of occupation of a neighboring country in the German (1938) and Russian (2014) media. The objective of the study is to reveal the mechanics of the application of the classical manipulative method of substituting of aggressor and victim on the material of German and Russian propaganda in 1938 and in 2014 respectively. According to the results of the study, clear parallels between the two information strategies can be traced at the level of the condemnation of internal aggression against a national minority loyal to Berlin / Moscow and its political representative (the Sudeten Germans – the pro-Russian Ukrainians, as well as the security forces of the Yanukovych regime); the reflections on dangers that Czechoslovakia / Ukraine poses to itself and to its neighbors; condemnation of the violation of the cultural rights of the minority that the occupier intends to protect (German language and culture – Russian language and culture); the historical parallels designed to deepen the modern conflict, to show it as a long-standing and a natural one (“Hussites” – “Banderites”). In the manipulative strategy of both media, the main focus is not on factual fabrication, but on the bias selection of facts, due to which the reader should have an unambiguous understanding of who is the permanent aggressor in the conflict (Czechoslovakia, Czechs – Ukraine, Ukrainians), and who is the permanent victim (Germans – Russians, Russian speakers). The substitution of victim and aggressor in the media in both cases became one of the most important manipulative strategies designed to justify the German occupation of part of Czechoslovakia and the Russian occupation of part of Ukraine.
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Gey, Fredric C., and Hailing Jiang. English-German Cross-Language Retrieval for the GIRT Collection - Exploiting a Multilingual Thesaurus. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456467.

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Mazurkiewicz, Marek. ECMI Minorities Blog. German minority as hostage and victim of populist politics in Poland. European Centre for Minority Issues, February 2022. http://dx.doi.org/10.53779/fhta5489.

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On 4 February 2022, the Polish Journal of Laws published a new ordinance of the Minister of Education and Science, implementing cuts in the funding of education of German as a minority language. Consequently, the hourly length of such lessons will be significantly reduced. This regulation applies exclusively to the German minority, and the official motive for introducing discriminatory measures is to improve the situation of Polish diaspora in Germany. This is the first time after 1989 when the Polish state authorities introduce a law limiting the rights of Poland’s citizens belonging to a national minority (in this situation children), as a retaliation for the alleged situation of a kin-community elsewhere. Importantly, the adopted regulations are not only discriminatory towards one of the minorities; their implementation may in fact contribute to the dysfunctionality of the entire minority education system in Poland. This is also an obvious violation of the constitutional principle of equality before the law, the right of minorities to ‘maintain and develop their own language’, international standards of minority rights protection, as well as a threat to the very functioning of human rights protection mechanisms in the country.
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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.

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Kazhan, Yuliya M., Vita A. Hamaniuk, Svitlana M. Amelina, Rostyslav O. Tarasenko, and Stanislav T. Tolmachev. The use of mobile applications and Web 2.0 interactive tools for students' German-language lexical competence improvement. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3880.

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The article focuses on the use of mobile applications and Web 2.0 interactive tools to improve students’ German-language lexical competence. The composition and structure of lexical competence are described, the order of exercises for lexical competence formation is given, the didactic possibilities of using mobile applications, blogging technologies and other interactive tools to improve lexical skills are found out, examples of using mobile applications and Web 2.0 interactive tools in the learning process that prove their effectiveness are given. It is proved that the use of mobile applications and Web 2.0 interactive tools helps to organize students’ work in and outside classrooms effectively for the formation and improvement of their lexical competence.
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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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