The German Quarterly serves as a forum for all sorts of scholarly debates - topical, ideological, methodological, theoretical, as well as debates on recent developments in the profession. We encourage essays addressing new theoretical or methodological approaches, recent developments in the field, and subjects that have recently been underrepresented in The German Quarterly, such as studies on pre-modern subjects.
The German Quarterly is an equal opportunity publication in terms of approaches, topics, epochs and styles in a landscape in which many of the best journals are now specialized. We welcome submissions on all topics in German literature, culture and film from the Middle Ages to the present, as well as comparative and interdisciplinary articles that are relevant to the field of German.
Editor, The German Quarterly
University of Notre Dame, Notre Dame, IN
Robert Norton is Professor of German and concurrent Professor of Philosophy at the University of Notre Dame. Robert’s specializations include 18th- through 20th-century German literature and philosophy, aesthetics and ethics, and German intellectual history.
Back issues of The German Quarterly are accessible to users at institutions that participate in JSTOR's Arts & Sciences III and Language and Literature Collections. Users are able to browse, search, download, and print the full-text PDF versions of articles from the first volume in 1928 through 2008. Wiley offers access to issues from 2005 to the present.
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Die Unterrichtspraxis/Teaching German, devoted to the improvement of German teaching in the United States, is published twice a year. The journal publishes pedagogical articles, reports, and other material of interest to teachers of German at all levels of instruction.
Die Unterrichtspraxis/Teaching German provides a forum for recent advances in scholarship on German language teaching and learning; practical suggestions for implementing innovative instruction in German classrooms; information concerning relevant teaching and source materials; information about the linguistic, social, political, and cultural landscape of German-speaking countries; and assessments or suggestions regarding the betterment of the German teaching profession.
Editor, Die Unterrichtspraxis/Teaching German
University of California-Davis, Davis, CA
Carlee Arnett is Associate Professor of German and Language Program Coordinator of German and Russian at the University of California, Davis. Trained as a Germanic linguist, Carlee’s main areas of research are theoretical syntax, historical linguistics and second language acquisition.
Back issues of Die Unterrichtspraxis/Teaching German are accessible to users at institutions that participate in JSTOR's Arts & Sciences VII Collection. Users are able to browse, search, download and print the full-text PDF versions of articles from the first volume in 1968 through 2008. Wiley offers access to issues from 2005 to present.
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