German Studies

 

David Gramling

Assistant Professor & Director of Graduate Studies, Department of German Studies

dgl@email.arizona.edu

http://german.arizona.edu/people/david-gramling

David Gramling is Assistant Professor and Director of Graduate Studies in the University of Arizona Department of German Studies. He is a member of the governing board of the UA Center for Middle Eastern Studies, the faculty advisory committee for the institute of LGBT Studies, and is a faculty member in the Interdisciplinary Doctoral Program in Second Language Acquisition and Teaching. His major research related to civil discourse(s) concern Germany and Europe, particularly around issues of language, citizenship, and migration. He received two recent internal grants to explore questions of civil discourse, one from the UA’s Confluencenter to fund an International Symposium on Critical Multilingual Studies, and another to pursue a medical humanities study on intersections of bioethics, ethnicity, and language in end-of-life patient care.

Related publications:

Gramling, David. 2014. “Interculturality and Multilingualism in the Third Reich.” In The Challenges of Multilingualism: What is at Stake?, edited by Claire Kramsch and Ulrike Jessner. Berlin: De Gruyter Mouton.

Gramling, David. 2014. “Getting up onto Monolingualism: Barthes, Kafka, Myth.” In Challenging the Myth of Monolingualism, edited by Till Dembeck and Liesbeth Minnard. Amsterdam: Rodopi.

Gramling, David. 2013. “The Invention of Monolingualism from the Spirit of Systematic Transposability.” In Mehrsprachige Gegenwartsliteratur—Philologische Herausforderungen, edited by Georg Mein and Till Dembeck. University of Luxembourg.

Gramling, David. 2012. “An Other Unspeakability: Levi and Lagerszpracha” New German Critique 39(3): 165-187. http://ngc.dukejournals.org/content/39/3_117/165.abstract

Gramling, David. 2010. “On the Other Side of Monolingualism: Fatih Akın’s Linguistic Turn(s).” German Quarterly 83(3): 353-372. http://onlinelibrary.wiley.com/doi/10.1111/j.1756-1183.2010.00088.x/abstract

Gramling, David. 2009. “The New Cosmopolitan Monolingualism: Linguistic Citizenship in Twenty-first Century Germany.” Die Unterrichtspraxis/Teaching German. 42 (2): 130-140.  http://livelongday.files.wordpress.com/2009/10/gramlingmonolingualismup.pdf

 

 

Mary Wildner-Bassett

Professor, Department of German Studies

Dean, College of Humanities

wildnerb@email.arizona.edu

http://german.arizona.edu/people/mary-wildner-bassett

Mary E. Wildner-Basett is Professor in the Department of German Studies and Dean of the College of Humanities at the University of Arizona. Her research interests include foreign language pedagogy and second language acquisition, applied linguistics, computer-mediated second language communication, and complexity theory and its applications to first- and second-language discourse.

Related publications:

Wildner-Bassett, Mary E. 2005. “CMC as Written Conversation: A Critical Social-Constructivist View of Multiple Identities and Cultural Positioning in the L2/C2 Classroom.” CALICO Journal 22(3): 635-656.https://calico.org/memberBrowse.php?action=article&id=160

Wildner-Bassett, Mary E. 2005. "Multiple Literacies, CMC, and Language and Culture." Academic Exchange Quarterly 5(3): 57-63.

Wildner-Bassett, Mary E. 2000.  “Positionality, Cognition and Complexity as Research Ideologies for Explorations in Interlanguage Pragmatics.”  Pp. 119-136 in Cognitive Aspects of Foreign Language Learning and Teaching, edited by C.  Reimer. Tübingen: Narr Verlag.

Wildner-Bassett, Mary E. 2000. "Standpunkttheorien, Subjektive Theorien, und interkulturelles Lernen als Aushandlungsprozess”.   (Standpoint Theories, Subjective Theories, and Intercultural Learning as a Process of Negotiation). Pp. 255-268 in Entwicklungen in der Sprachlehr- und -lernforschung, edited by F. Königs and K. Kleppin. Tübingen: Narr Verlag.

Wildner-Bassett, Mary E. 1994. “Intercultural Pragmatics and Proficiency: ‘Polite’ Noises for Cultural Appropriateness.” International Review of Applied Linguistics in Language Teaching 32(1): 3-18. http://www.degruyter.com/view/j/iral.1994.32.issue-1/iral.1994.32.1.3/iral.1994.32.1.3.xml