Please note that all sections of German 1 through German 4 will still meet five hours per week. However, at each level we are introducing sections that will meet three days per week, rather than five days per week.
1. (5) Elementary German I. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. All four foreign language skills (reading, writing, speaking, and listening) are addressed to help students acquire communicative competence in the German language while being sensitized to the links between language and culture. German 1 is for students with no prior knowledge of German.
2. (5) Elementary German II. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. Prerequisite: G1 or equivalent. In German 2, students will continue to develop communicative competence in the German language and expand their sensitivity towards the relationship between language and culture. While all language skills will be addressed, additional emphasis will be on the various styles of written and spoken German. Prerequisite: G1 or equivalent.
1G/2G. (0) Reading German for Graduates (S/U). Fall/Spring. Taken on S/U basis. Prepares graduate students from other disciplines to take their German reading exam. One year of German should be taken before 1G; 1G or consent of instructor for 2G. Students who will take 2G should enroll in it at the beginning of the semester; 2G will begin approximately the eighth week of instruction. All students interested in the G courses should attend the first meeting of the semester.
3. (5) Intermediate German I. Topics in German Language and Cultural History. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. While continuing to expand students’ communicative competence in German, this content-driven course will provide insights into postwar German history and cultural trends. Primary focus will be on the development of literacy skills (critical reading and writing), vocabulary expansion, and a thorough review of structural concepts. You will be guided towards expressing yourself on more abstract topics, such as language and power in society, multiculturalism, rebellion and protest, and social justice and towards drawing connections between texts and contexts, using a variety of text genres (journalistic, historical, short story, poetry, drama, advertising, film).
4. (5) Intermediate German II. Topics in German Language and Culture. Euba in charge. Fall/Spring. Five units; classes meet three or five times a week. In this fourth-semester German language course you will work on strengthening your interpretative abilities as well as your written and oral forms of expression. While continuing the development of communicative competence and literacy skills, students will discuss a variety of texts and films and try to find innovative ways in which to engage with familiar presuppositions about who we are, about what determines our values and actions and about the function and power of language.
READING AND COMPOSITION (Readings and discussions in English.)
R5B. (4) Reading and Composition. Fulfills the second half of the University’s Reading & Composition Requirement (equivalent to English 1B, Comp. Lit. 1 B, etc.).
Section 1: Reading and Composition- Staff
Section 2: Reading and Composition- Staff
Section 3: Reading and Composition- Staff
Section 4: Reading and Composition- Staff
Section 5: Reading and Composition- Staff
Section 6: Reading and Composition- Staff
COURSES TAUGHT IN GERMAN
100. (3) Introduction to Reading Culture – Dewulf.
This course is intended to acquaint students with selected works from German cultural history and to familiarize them with various methods of interpretation and analysis. Required for all German majors. Fulfills the L&S requirement in Arts and Literature or International Studies. Taught in German. Students with native fluency in German are not eligible to enroll.
101. (3) Advanced German Conversation, Composition and Style –Staff
Focusing on five central themes, this advanced-level language course will help students improve and expand on spoken and written language functions utilizing a variety of works from different genres in journalism, broadcasting, literature, fine arts, and cinema. The final goal is to enable students to participate in the academic discourse, written and spoken to linguistic and stylistic level appropriate for advanced students of German in upper division courses. Fulfills the L&S breadth requirement in Arts and Literature or International Studies. Taught in German. Students with native fluency in German are not eligible to enroll.
102A. (3) Cabaret Performance – Euba.
The analysis, discussion, adaptation and public performance of authentic texts from German Kabarett (i.e., comedic skits, political and social satire, parody, humorous poetry, etc.) will advance students’? language and interpersonal skills, while providing unique access to a significant dimension of German popular culture. Additional emphasis is put on aspects and practice of creative writing and German pronunciation and enunciation. Students must be available for evening rehearsals and performances on 4/22 and 4/28, 2013. Fulfills the L&S breadth requirement in Arts and Literature or International Studies. Taught in German. Taught in German. Students with native fluency are not eligible to enroll.
108 (3) Literary Translation. Kudszus.
This course introduces students to the problems of literary translation from German to English.
172 (3) German Dialtects. Shannon.
This course examines geographical and social variation within the German language. Among other things we will consider the differences between language and dialect, the division of German dialects and the history of German dialect study, various linguistic features (phonological, morphological, syntactic, and lexical) characteristic of the major German dialect areas, and issues involving the use of dialect versus standard language in contemporary society.
178 (3) Semiotics. Rauch.
This course introduces principal figures from the basic disciplines of philosophy, biology, and linguistics who are particularly influential in current trends in semiotic method. It undertakes to lay the foundation of a semiotic method distinct from monolithic traditional structuralism, so, e.g, it concentrates on anti-Saussurean thought. In presenting semiotic universals, the course pursues the formulation and the application of a theoretical construct valid for any and all semiotic modalities ranging from the literary text, to the language act as text, and to the human being as text.
182 (4) German Cinema in Exile- Kaes.
The course will deal with the topic from various angles; a representative selection of American films noirs from the United States and some films (as forerunners) from the Weimar Republic will be shown and discussed in terms of their visuals and narratives. There will also be literary texts and cultural documents (articles on crime in the United States; on the working conditions in Hollywood) pertaining to the topic. Films have English subtitles.. German taught only if majors participate in an one hour additional meeting per week to discuss readings in German.
COURSES TAUGHT IN ENGLISH
24 sec.001. (1). Kramsch.
24 sec.002. (1). Feldman.
C76 (TBA)- Feldman
“Beauty and the Beholder: Approaching Art at the Berkeley Art Museum”
C106 (3) Literacy through Literature- Kramsch
Exploration of the role that literature can play in the acquisition of literacy in a first and second language. Linguistic and psycholinguistic issues: orality and literacy, discourse text, schema theory, and reading research. Literary issues: stylistics and critical reading, reader response, structure of narratives. Educational issues: the literary text in the social context of its production and reception by intended and non-intended readers. Also listed as Education C145.
110 (3) Literature of the Middle Ages- Largier.
In this course we will read medieval courtly literature and discuss its most important aspects. Texts will include Gottfried of Strassburg’s Tristan, Hartmann of Aue’s Iwein and a selection of medieval love poetry. In the context of our discussions we will also address the modern reception of these texts in literature, art and film.
157D (4) Adorno, Benjamin, Habermas- Feldman.
This course examines the writings of the Frankfurt School of Critical Theory, a major branch of western Marxism. Focusing on confrontations with modernity, the lectures will deal with three seminal thinkers: Walter Benjamin, known for his genial insights into the culture of modernism; Theodor Adorno, the versatile philosopher and aesthetic theorist of the avant garde; and Jurgen Habermas, the most influential German intellectual after World War II.
160B. (4) Fascism and Propaganda- Sinn.
This course will focus on the theory and practice of propaganda during the 12 years of the Third Reich. It takes a close look at the ideology the Nazis tried to transmit, the techniques, organization, and effectiveness of their propaganda. Challenging the idea of the total power of propaganda, it looks for the limits of persuasion and possible other reasons for which Germans might have decided to follow Hitler. Sources will include the press, radio, film, photography, political posters, and a few literary works of the time.
160D. (4) Multicultural Germany – Ellis.
This course will deal with the culture and politics of minorities in contemporary Germany. We will discuss how ethnic identities are perceived, constructed, and marketed. We also engage critically with such concepts as migration, assimilation, citizenship, diaspora, hybridity, and authenticity, as well as rhetorical strategies of “speaking back.” We will focus on exemplary texts and films from Germany, but include comparisons with minority experiences in other countries.
168. (3) Yiddish Translation- Ingalls.
This course will serve as a cultural introduction to five cities of Yiddish Modernism. With each city, the class will explore Yiddish history and culture with a view to the multi-lingual, pluralistic societies that shaped Yiddish in the twentieth century. The course will begin with Chernovitz, location of the first Yiddish Language Conference in 1908—a meeting place for Bundists, Communists, Anarchists, Zionists, and other revolutionaries—and birthplace to the great Yiddish poet Itzik Manger. From Chernovitz we will move North to Vilna, “Jerusalem of Lithuania”—first headquarters of YIVO, bastion of Haskalah learning, and home to Abraham Sutzkever.
At the center of this course will be Warsaw—the heart of Jewish life and Yiddish literature in pre-Holocaust Europe. In this part of the semester, we will read “the greatest Russian novel written in Yiddish,” I.J. Singer’s The Brothers Ashkenazi, and watch two classics of Yiddish cinema: “The Dybbuk” (1937) and “Yidl with his Fiddle” (1936). After Warsaw, the class will move into a less traditional Yiddish center—Berlin. From 1921-1933, émigrés from every corner of the Yiddish-speaking world moved to this lively metropolis. We will look at interactions between members of the Yiddish and German literati and read short stories by Dovid Bergelson, selections from Moyshe Kulbak’s epic poem, Child Harold of Disner, and selected modernist poetry. The final city will be New York. New York challenged Warsaw for supremacy even before it emerged as the new capital of “Yiddishland” when the Yiddish world of Eastern Europe was destroyed. We will read poetry by Celia Dropkin and a play by Abraham Goldfaden, and watch the 1939 film version of “Teyva the Dairyman.”
All the readings for this class will be offered in translation and no knowledge of Yiddish is required, but students of Yiddish are invited to read the texts in the original. Students are expected to write one research paper (approx. 15 pages) and give one presentation during the semester.
182 (4) German Cinema in Exile- Kaes.
The course will deal with the topic from various angles; a representative selection of American films noirs from the United States and some films (as forerunners) from the Weimar Republic will be shown and discussed in terms of their visuals and narratives. There will also be literary texts and cultural documents (articles on crime in the United States; on the working conditions in Hollywood) pertaining to the topic. Films have English subtitles.
201A. (4) Literature of the Middle Ages – Tennant.
Survey of medieval German literature that concentrates on monuments of the Hohenstauffen period but also includes representative works from the later 13th, 14th and 15th centuries. Intended for M.A. candidates but open to all students with a working knowledge of Middle High German.
204. (2) Compact Seminar- Weitin.
“Goethe‘s Faust and Human Rights”. The seminar offers a new reading of one of the most canonical texts of German literature: Goethe’s Faust. The famous drama is essential for the self-assertion of human dignity at the beginning of modernity. Reflecting on the status of human dignity between norm and taboo, basic rights and principles of legitimization, we will analyze what Goethe’s universally human Faust character achieves. “Here I am Man: here, dare to be,” he proclaims a modern subjectivity, which has liberated itself from the old bonds of religion and must create its own foundation, one that has never existed before: “Standing on free ground with a free people”.
207. (4) Reading the German Literary Text– Gokturk.
Drawing on a variety of literary texts, periods, and genres, this seminar will present and explore different ways of reading. Topics will include literary hermeneutics and textual deconstruction.
214. (4) Studies in the 20th Century- Feldman.
This graduate seminar will focus on 20th-century interpretations of 18th- and 19th-century philosophies of history. Readings will include excerpts from some of the following: Schleiermacher; Ranke; Droysen; Nietzsche; Dilthey; Heidegger; Gadamer; Szondi; Koselleck; Arendt.
256 (4) Problems of Literary Theory- Weitzman.
This course will offer an overview of the fundamentals of irony and its theoretization from Socrates to the present day. We will examine the history of irony in all its permutations, as well as the various positions irony occupies within rhetoric, ontology, aesthetics, politics and literary theory. Above all, we will ask the question of why the seemingly simple matter of irony proves to be such a tenacious problem in Western thought and why it continues to be a topic of debate and controversy (including repeated calls fro and announcements of its end).
271. (4). Comparative Germanic – Rauch.
Advanced topics in Germanic phonology, morphology, syntax, semantics, pragmatics. The principal Germanic dialects viewed within laryngeal theory and reconstruction.
The seminar will deal with the methods and results of morphological analysis as applied to the German language. It will introduce basic concepts and means of morphological analyses, as well as study and apply various theories of word structure to German. The primary concern will be the synchronic analyses of modern German word formation, but questions of a diachronic nature as well as ones about inflection will also be discussed.
294. (4). Contrastive Grammar. Rauch.
This course combines the study of two sets of contrastive languages. One part is devoted to advanced problems and methods in the contrastive grammar of Modern German and Modern English. The grammars of the immediate predecessors of these two languages, Early New High German and Early Modern English, provide the second set of contrastive data. No prerequisites.
375B. (3) Seminar in Foreign Language Pedagogy: Teaching College German (II)- Euba.
This course expands upon the basis of methodology and theory of language teaching covered in 350 and prepares students for teaching at the intermediate level. The theoretical and practical exploration of recent developments in second language teaching concentrates on instructional technology, teaching writing, teaching literary texts, and curriculum design. Students reflect on their development as teachers through a journal, video, and observation of their teaching, and the final portfolio.
2. (5) Elementary Dutch- Staff.
Prerequisite: Dutch 1 or consent of instructor. In this course you reinforce and expand your knowledge of grammar and vocabulary and increase fluency through oral and written exercises. Focus of this course is on developing communicative competence in the language, i.e. developing the ability to appropriately use the language (spoken as well as written) in authentic situations. Activities to develop oral communicative competence include dialogues and group discussions, and listening to songs, conversations and interviews. You are encouraged to build confidence and skill by actively participating in classroom activities and interacting with others. Authentic readings are drawn from a variety of genres (ads, newspaper articles, short stories) and are designed to increase vocabulary and to reinforce grammatical knowledge. Writing assignments include expressing an opinion, and writing personal letters and business letters. The course meets five hours per week. In addition to classroom instruction, one hour at the language lab is required.
100 (3) Dutch for Reading Knowledge- Hollander.
Research scholars are often faced with the difficulty of reading and understanding Dutch texts. They need to only have a reading knowledge of the language and need to be able to decipher, for instance, texts written in seventeenth-century Dutch. This course is tailored to the specific needs of these students. Taught in English.
125. (3) Advanced Dutch- Hollander.
This course is designed to improve both the oral and written style of the student in Dutch, employing a variety of sources ranging from the newspaper to the essay to the creative forms (poetry, short story). The art of correspondence, both formal and informal, will be taught as well as the widely-varying spoken styles.
C164. (4) The Indonesian Connection- Dewulf.
Three hours of lecture and one hour of discussion per week.
Description: In postcolonial thought on European claims to cultural supremacy, the case of the “Dutch East-Indies” (the future Indonesia) still arouses questions like: What made the Dutch colonial policy different from that of other European powers? What were the main characteristics of the “Dutch East-Indies”? How did a small country like the Netherlands manage to rule a territory that was fifty-two times its own in scale? And how can we explain that 350 years of Dutch domination left so few traces in contemporary Indonesia? Also listed as Southeast Asian C164.
102. (5) Intermediate Yiddish for Students- Chaver.
Further intensive study of Yiddish for advanced students, building on the foundation established in Yiddish 101, or equivalent knowledge. Advanced grammar and introduction to the reading of original texts.