This textbook includes all 10 chapters of Deutsch im Blick. It accompanies http://coerll.utexas.edu/dib/, the web-based first-year German program developed and in use at the University of Texas since 2008, and its companion site, Grimm Grammar http://coerll.utexas.edu/gg/. Deutsch im Blick is an open access site with free and open multimedia resources, which requires neither password nor fees.

Deutsch im Blick has been funded and created by Liberal Arts Instructional Technology Services at the University of Texas, and is currently supported by COERLL, the Center for Open Educational Resources and Language Learning UT-Austin, and the U.S. Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE Grant P116B070251 & P116Y090057) as an example of the open access initiative.

Chapter 0 Introduction
Chapter 1 Ankunft In Würzburg
Chapter 2 An Der Uni
Chapter 3 Der Alltag Und Das Studentenleben
Chapter 4 Freizeit Und Ausgehen
Chapter 5 Familie, Feste Und Feiertage
Chapter 6 Durch Deutschland Und Die Welt Reisen
Chapter 7 Gesundheit Und Fitness
Chapter 8 Das Traumleben: Beziehungen, Wohnen Und Die Karriere
Chapter 9 Was Ist Deutsch?
Chapter 10 Auf Nach Berlin!

Textbook and reviews also available here: https://open.umn.edu/opentextbooks/textbooks/deutsch-im-blick

This is a first-semester German syllabus using the OER Resource Deutsch im Blick. It correspondes to the following course numbers:UL Lafayette Campus: GERM 101Louisiana Common Course Catalogue: LACC.CGRM 1013, Elementary German I (3 hours)

The FLLITE website contains a collection of lessons in second language literacy for various languages.

The website is the focal point of the FLLITE Project, which takes the creative moments found in everyday language use as the basis for lessons in second language literacy. By emphasizing language play as central to communication, FLLITE lessons aim to develop language awareness as well as communicative abilities through the integration of speaking, reading, listening, and writing tasks.

The goal of the FLLITE Project is the publication of classroom-tested lessons based on authentic texts in different languages, for example, blogs, Internet memes, YouTube videos, slam poetry, and so forth.

All FLLITE lessons carry an open license that allows you the teacher to…

…access, adapt, and re-use any lesson; and
…contribute a lesson for editorial feedback and publication.

Guides a learner who has no previous German experience to gain the ability to accurately understand formal written German prose, aided only by a comprehensive dictionary. Specific objectives include: 1) Explain enough grammatical and syntactical information about the German language to enable you to read any desired text with the aid of a dictionary. 2) Explain elements of word formation to accelerate the process of learning vocabulary. 3) Lead you through practice in small-scale translation as the necessary foundation for dealing with more complex readings.

Guides a learner who has no previous German experience to gain the ability to accurately understand formal written German prose, aided only by a comprehensive dictionary. Specific objectives include: 1) Explain enough grammatical and syntactical information about the German language to enable you to read any desired text with the aid of a dictionary. 2) Explain elements of word formation to accelerate the process of learning vocabulary. 3) Lead you through practice in small-scale translation as the necessary foundation for dealing with more complex readings.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/a-foundation-course-in-reading-german

This is a review of A Foundation Course in Reading German: https://louis.oercommons.org/courses/a-foundation-course-in-reading-german, written by Caroline Huey, Associate Professor of German Studies, The University of Louisiana at Lafayette

The topic for Fall 2006 is short film and radio plays. This course investigates current trends and topics in German literary, theater, film, television, radio, and other media arts productions. Students analyze media texts in the context of their production, reception, and distribution as well as the public debates initiated by these works. The topic for Fall 2006 is German Short Film, a popular format that represents most recent trends in film production, and German Radio Art, a striving genre that includes experimental radio plays, sound art, and audio installations. Special attention will be given to the representation of German minorities, contrasted by their own artistic expressions reflecting changes in identity and a new political voice. Students have the opportunity to discuss course topics with a writer, filmmaker, and/or media artist from Germany. The course is taught in German.

The German Frame-semantic Online Lexicon (G-FOL) is a prototype of a new kind of pedagogical dictionary. The goal is to help students learn how words are used in modern-day German. This online resource is different from traditional dictionaries and textbooks because it is based on the German FrameNet at the University of Texas at Austin, a digital archive of how German words are used in real life contexts. As such, students can easily access up-to-date information about the syntactic, semantic, and pragmatic contexts in which a German word appears. In addition, each lexical entry provides information about a word’s register, frequency, and related meanings. Thanks to G-FOL’s web-based architecture, the lexicon easily links to other pedagogical resources in digital format and can be updated with new words or new usages of existing words.

Expansion of basic communication skills and further development of linguistic competency. Review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Reading of short literary texts. Exposure to history and culture of German-speaking countries through audio, video, and Web materials. In this course students are exposed to history and culture of German-speaking countries through audio, video, and Web materials. It focuses on the expansion of basic communication skills and further development of linguistic competency, and includes the review and completion of basic grammar, building of vocabulary, and practice in writing short essays. Students will also read short literary texts.

This module is aimed post GCSE students in semester A and addresses common grammatical problems areas. The grammar exercises are also supported by audio, so that the pronunciation is underlined and listening skills are practiced. The transcript reader of the listening exercises allows students to identify words/passages they find difficult to understand.

Welcome to Grenzenlos Deutsch, an open online curriculum for beginning German!

This full-year curriculum is intended as a no-cost alternative to current, more traditional textbooks in the field. It mixes materials rooted in real-world, contemporary communication scenarios, multimedia content, and online learning activities.The Grenzenlos curriculum ensures that the topics of discussion in the language classroom are relevant to and reflect today’s world.

Grimm Grammar is an online German grammar reference from the University of Texas at Austin. It is an irreverent revival and shameless exploitation of 19th-century Grimm Fairy Tales for honorable pedagogical purposes.

This course will introduce the student to the range of drama written and performed in England and Continental Europe between roughly 1660 and 1800. The student will explore the major plays, players, and playhouses from this era in conjunction with a thorough and in-depth historical contextualization. The course will focus on Restoration and eighteenth-century drama from various nationalistic perspectives, investigating the various genres that were prevalent during that time period. Upon completion of this course, students will be able to: provide an introduction to and brief overview of both the Restoration and the eighteenth-century in terms of their history, politics, and culture and especially their drama; identify and describe the major movements and developments in the theatre of this era (including, for example, heroic drama, pathetic drama, Restoration comedy, sentimental comedy, political satire, and opera); compare and contrast the British drama from these eras to that of both Germany and France and especially in the context of the work of Gotthold Ephraim Lessing, Friedrich Schiller, Johann Wolfgang von Goethe, Pierre de Marivaux, and Voltaire. (English Literature 412)

In this lab students will create a weather report and practice talking about the weather. Then, students will work together to discuss and suggest activities that are appropriate based on the weather report that they came up with.

I realize that "Modes of Assertion" is a rather cryptic title for the course. What we will explore are ways of modulating the force of an assertion. This will engage us in formal semantics and pragmatics, the theory of speech acts and performative utterances, and quite a bit of empirical work on a not-too-well understood complex of data. It is obvious that he made a big mistake. If you're like me you didn't feel much of a difference. But now see what happens when you embed the two sentences: We have to fire him, because he obviously made a big mistake. We have to fire him, because it is obvious that he made a big mistake. One of the two examples is unremarkable, the other suggests that the reason he needs to be fired is not that he made a big mistake but the fact that it is obvious that he did. We will try to understand what is going on here and look at related constructions not just in English but also German (with its famous discourse particles like ja ) and Quechua and Tibetan (with their systems of evidentiality-marking, as recently studied in dissertations from Stanford and UCLA).

This is a module framework. It can be viewed online or downloaded as a zip file.

As taught in Autumn Semester 2009.

This module investigates the sounds of German and how they can be described accurately (“phonetics and phonology”). Students will learn to transcribe German using the notation of the International Phonetic Association, and we will look in particular at aspects of German pronunciation that are hard to master because they are different to English or similar to French. We will also look at how foreign words (including English words) are integrated into the German sound system, and at regional variation in spoken German. Practical transcription skills will form a major part of coursework, including one of the two assignments.

Suitable for study at undergraduate level 1.

Dr Nicola McLelland, School of Modern Languages and Culture.

Dr McLelland studied German and French at the University of Sydney, Australia, where, after studying for two years in Bonn, Germany, also gained a PhD in medieval German literature. After an MPhil in linguistics at the University of Cambridge Dr McLelland developed her current interest in the history of people's ideas and beliefs about language, especially German.

Dr McLelland has three main research areas: i. the history of linguistic ideas, especially the history of German grammar-writing, and the history how German has been presented to English learners of it; ii. contemporary sociolinguistic theory as applied to German and to other Germanic languages; iii. narrative techniques in medieval German literature, especially in Ulrich von Zatzikhoven's Lanzelet.