Hostname: page-component-7479d7b7d-pfhbr Total loading time: 0 Render date: 2024-07-12T00:32:10.013Z Has data issue: false hasContentIssue false
  • English
  • Français

Grammar Games and Bilingual Blends

Published online by Cambridge University Press:  23 October 2020

Claire Kramsch
Get access Rights & Permissions [Opens in a new window]

Extract

Grammar Games in the Classroom

It looked like an error of vocabulary. The class was reading a text by the east german author Thomas Brussig, Wasserfarben, and practicing the indirect discourse subjunctive. In the text, an East German school director, Schneider, summons a student to his office to reprimand him on his lack of motivation:

Society places … high expectations on the graduating senior…. A basic expectation is that he engages in meaningful academic study and that he personally contributes to the national defense by standing up for the state.

Type
The Changing Profession
Information
PMLA , Volume 124 , Issue 3 , May 2009 , pp. 887 - 895
Copyright
Copyright © Modern Language Association of America, 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Works Cited

Achard, Michel, and Niemeier, Susanne, eds. Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching. Berlin: Mouton, 2004. Print.CrossRefGoogle Scholar
Bateson, Gregory. Mind and Nature: A Necessary Unity. New York: Bantam, 1979. Print.Google Scholar
Beckett, Samuel. Worstward Ho. Nohow On. London: Calder, 1988. Print.Google Scholar
Begley, Louis. The Tremendous World I Have inside My Head: Franz Kafka: A Biographical Essay. New York: Atlas, 2008. Print.Google Scholar
Belz, Julie. “The Myth of the Deficient Communicator.” Language Teaching Research 6.1 (2002): 59–82. Print.CrossRefGoogle Scholar
Brussig, Thomas. Wasserfarben. Berlin: Aufbau, 2001. Print.Google Scholar
Byram, Katra, and Kramsch, Claire. “Why Is It So Difficult to Teach Language as Culture?” German Quarterly 81.1 (2008): 21–35. Print.Google Scholar
Cameron, Lynne, and Low, Graham, eds. Researching and Applying Metaphor. Cambridge: Cambridge UP, 1999. Print.CrossRefGoogle Scholar
Chiellino, Gino. Fremde: Discourse on the Foreign. Trans. Louise von Flotow. New York: Guernica, 1995. Print.Google Scholar
Chiellino, Gino. Sich die Fremde nehmen: Gedichte, 1986–1990. Kiel: Klener Malik, 1992. Print.Google Scholar
Deleuze, Gilles, and Guattari, Félix. Kafka: Toward a Minor Literature. Trans. Dana Polan. Minneapolis: U of Minnesota P, 1986. Print.Google Scholar
Derrida, Jacques. Monolingualism of the Other; or, The Prosthesis of Origin. Trans. Patrick Mensah. Stanford: Stanford UP, 1998. Print.Google Scholar
Fauconnier, Gilles, and Turner, Mark. The Way We Think: Conceptual Blending and the Mind's Hidden Complexities. New York: Basic, 2002. Print.
Johnson, Mark. The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason. Chicago: U of Chicago P, 1987. Print.CrossRefGoogle Scholar
Kafka, Franz. The Complete Stories. Ed. Glatzer, Nahum. New York: Schocken, 1976. Print.Google Scholar
Kafka, Franz. Drucke zu Lebzeiten: Kritische Ausgabe. Ed. Kittler, Wolf, Koch, Hans-Gerd, and Neumann, Gerhard. Frankfurt am Main: Fischer Taschenbuch, 2002. Print.Google Scholar
Kafka, Franz. Letter to His Father / Brief an den Vater. Bilingual ed. Trans. Ernst Kaiser and Eithne Wilkins. New York: Schocken, 1966. Print.Google Scholar
Kafka, Franz. Die Verwandlung. Ed. Hoover, Marjorie L. New York: Norton, 1960. Print.Google Scholar
Khatibi, Abdelkebir. Love in Two Languages. Trans. Howard, Richard. Minneapolis: U of Minnesota P, 1990. Print. Trans. of Amour bilingue. 1983.Google Scholar
Kramsch, Claire. “The Multilingual Subject.” Plurilingualität und Identität. Ed. Florio-Hansen, Inez De and Hu, Adelheid. Tübingen: Stauffenburg, 2003. 107–24. Print.Google Scholar
Kramsch, Claire, and Huffmaster, Michael. “The Political Promise of Translation.” Fremdsprachen Lehren und Lernen 37 (2008): 283–97. Print.Google Scholar
Lakoff, George. Women, Fire, and Dangerous Things: What Categories Reveal about the Mind. Chicago: U of Chicago P, 1987. Print.CrossRefGoogle Scholar
Lakoff, George, and Johnson, Mark. The Metaphors We Live By. Chicago: U of Chicago P, 1987. Print.Google Scholar
Langacker, Ronald W. Grammar and Conceptualization. Berlin: Mouton, 2000. Print.Google Scholar
MLA Ad Hoc Committee on Foreign Languages. “Foreign Languages and Higher Education: New Structures for a Changed World.” Profession (2007): 234–45. Print.CrossRefGoogle Scholar
Marek, Nekula. Franz Kafkas Sprachen: “… in einem Stockwerk des innern babylonischen Turmes…” Tübingen: Niemeyer, 2003. Print.Google Scholar
Mark, Turner. The Literary Mind: The Origins of Thought and Language. Oxford: Oxford UP, 1996. Print.Google Scholar
Zaimoglu, Feridun. Kanak Sprak: 24 Misstöne vom Rande der Gesellschaft. Hamburg: Rotbuch, 1995. Print.Google Scholar
Zé, do Rock. Fom vinde ferfeelt: Ain buch. Berlin Dia, 1995. Print.Google Scholar