The Teaching of English in German High Schools

PMLA ◽  
1956 ◽  
Vol 71 (2) ◽  
pp. 21-30
Author(s):  
Willi Koelle
Keyword(s):  
United States ◽  
School Teacher ◽  
High School Teacher ◽  
The United States ◽  
The Other ◽  
School Buildings ◽  
Great Effort ◽  
Federal Republic Of Germany ◽  
Reading Materials ◽  
Post War

German schools are gradually outgrowing the stage of chaos into which they had been plunged by the war. In a great effort the worst difficulties of the post-war period have been overcome, but conditions cannot yet be called normal. Classes still comprise 40 pupils and more. Although many schools have been rebuilt or newly built since the war, the bigger towns, which were nearly all heavily bombed, are still so short of accommodation that most school buildings have to be used in double shifts, i.e., two schools share one building, one school going in the morning, the other in the afternoon. The teaching load of a high school teacher is 25 periods (of 45 minutes each) a week. But in some respects peacetime conditions are gradually returning. Thus, the production of textbooks is approaching a satisfactory stage. There are two or three dozen different English courses for schools on the market, and a very large number of English and American texts in school-editions (with annotations). A catalogue published in the summer of 1955 enumerates 532 such editions printed in the Federal Republic of Germany, and there is nothing to prevent German schools from buying reading materials from Britain or the United States. A number of the German Länder have introduced a system by which all schoolbooks are provided free of charge.

scholarly journals An Examination of American Diplomacy During the Tehran and Yalta Conferences

2021 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Ariel Davis
Keyword(s):  
United States ◽  
World War Ii ◽  
Soviet Union ◽  
The United States ◽  
The Other ◽  
World War ◽  
Liberal Internationalism ◽  
The United Kingdom ◽  
The Soviet Union ◽  
Post War

Since the end of World War II, the United States has been a leading proponent of liberal internationalism and Western democratic values around the world. Modern historians generally agree that the post-war order, which produced multi-national institutions and promoted democracy, free trade, and peace, was largely shaped by the United States and the other two Allied powers, the United Kingdom and the Soviet Union. This paper explains how the Tehran and Yalta Conferences served as early examples of President Franklin Roosevelt’s vision for international cooperation and American global leadership. Specifically, this essay analyzes how Roosevelt used these conferences to unite the other Allied powers in an effort to end World War II and establish the foundations for the liberal international post war order. To demonstrate the significance of these conferences and their role in the development of the liberal post-war order, conference minutes between the leaders of the Allied powers and their respective foreign policy experts are analyzed. Academic writings from military and international historians are also used to evaluate the execution and outcomes of the agreements reached during these conferences.

scholarly journals My Journey as an International Doctoral Student in the United States

2012 ◽  
Vol 2 (2) ◽  
pp. 133-134 ◽  
Author(s):  
Hoi Yuen Chan
Keyword(s):  
United States ◽  
High School ◽  
Classroom Management ◽  
School Teacher ◽  
Doctoral Program ◽  
High School Teacher ◽  
Doctoral Degree ◽  
The United States ◽  
Good News ◽  
School Teaching

This article is about my personal experience in a doctoral program in the United States. After working ten years as a high school teacher in Hong Kong, I decided to quit my high school teaching career and to come back to school for my PhD—not because I no longer enjoy teaching; in fact I still do, but because I do not enjoy spending most of my time with discipline and classroom management. So, I decided to pursue a doctoral degree so that I can teach college students. “I got admitted to a PhD program in the US.” I excitedly said to my wife. She was thrilled to hear the good news. We started obtaining visas and told our three daughters about our forthcoming plan.

Reminiscences of the Bering Sea Arbitration

1943 ◽  
Vol 37 (4) ◽  
pp. 562-584 ◽  
Author(s):  
William Williams
Keyword(s):  
United States ◽  
Great Britain ◽  
Bering Sea ◽  
The United States ◽  
The Other ◽  
Great Effort ◽  
Good Case ◽  
Fur Seals ◽  
Keen Observer ◽  
The Bering Sea

On February 29, 1892, a treaty was celebrated between the United States and Great Britain providing for the submission to arbitration of the issues which had arisen between those countries respecting the preservation of the valuable herd of fur seals of the Pribilof Islands in Bering Sea. These issues had come to a head in 1886 under President Cleveland, had remained very active throughout the whole of the succeeding administration of President Harrison and had lasted into the second administration of President Cleveland. During part of this period the feelings of the two governments ran high while the issues held the attention of the thinking public. Today, however, they have been largely forgotten and it would not have occurred to me to revive them during these stirring times had not my friend Mr. Frederic R. Coudert, who accompanied his distinguished father to Paris in 1893 as a youthful but very keen observer, requested that as the sole surviving member of the American delegation I review the salient features of this great effort to compose international controversies by reason rather than by a resort to arms. In complying with this request I shall at the same time seek to correct an impression held by many that the United States had a poor case, whereas in respect of one of the two principal issues, namely that of its ownership in the seals, it had a very good case, and in respect of the other, namely the regulations necessary for their preservation should ownership be denied by the tribunal, it had an unanswerable case on which it won what our opponents considered at the time to be a substantial victory though it turned out to be an inadequate one. The position of the United States on this second issue was fully vindicated several years after the arbitration.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

Armed Violence in the Ideology of Contemporary Islamic Fundamentalism - Study models

2019 ◽  
Vol 2 (4) ◽  
pp. 237
Author(s):  
Laith Mzahim Khudair Kazem
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
The Other ◽  
Islamic Fundamentalism ◽  
Islamic Movements ◽  
Important Means ◽  
Armed Violence ◽  
Goals And Objectives ◽  
At Home

The armed violence of many radical Islamic movements is one of the most important means to achieve the goals and objectives of these movements. These movements have legitimized and legitimized these violent practices and constructed justification ideologies in order to justify their use for them both at home against governments or against the other Religiously, intellectually and even culturally, or abroad against countries that call them the term "unbelievers", especially the United States of America.

Can India Balance China in Asia?

2017 ◽  
Author(s):  
Jonathan Holslag
Keyword(s):  
United States ◽  
Central Asia ◽  
Economic Reforms ◽  
The United States ◽  
The Other ◽  
Military Power ◽  
Regional Power ◽  
Political Fragmentation ◽  
Strong Interest ◽  
The One

The chapter argues that India has a strong interest to balance China and that the two Asian giants will not be able grow together without conflict. However, India will not be able to balance China’s rise. The chapter argues that India remains stuck between nonalignment and nonperformance. On the one hand, it resists the prospect of a new coalition that balances China from the maritime fringes of Eurasia, especially if that coalition is led by the United States. On the other hand, it has failed to strengthen its own capabilities. Its military power lags behind China’s, its efforts to reach out to both East and Central Asia have ended in disappointment, and its economic reforms have gone nowhere. As a result of that economic underachievement, India finds itself also torn between emotional nationalism and paralyzing political fragmentation, which, in turn, will further complicate its role as a regional power.

The Proximity of Other Skins

2019 ◽  
Author(s):  
Celine Parreñas Shimizu
Keyword(s):  
United States ◽  
South Korea ◽  
The United States ◽  
The Philippines ◽  
The Other ◽  
The West ◽  
Pain And Suffering ◽  
The Spectator ◽  
Existing Frames ◽  
The Voice

Transnational films representing intimacy and inequality disrupt and disgust Western spectators. When wounded bodies within poverty entangle with healthy wealthy bodies in sex, romance and care, fear and hatred combine with desire and fetishism. Works from the Philippines, South Korea, and independents from the United States and France may not be made for the West and may not make use of Hollywood traditions. Rather, they demand recognition for the knowledge they produce beyond our existing frames. They challenge us to go beyond passive consumption, or introspection of ourselves as spectators, for they represent new ways of world-making we cannot unsee, unhear, or unfeel. The spectator is redirected to go beyond the rapture of consuming the other to the rupture that arises from witnessing pain and suffering. Self-displacement is what proximity to intimate inequality in cinema ultimately compels and demands so as to establish an ethical way of relating to others. In undoing the spectator, the voice of the transnational filmmaker emerges. Not only do we need to listen to filmmakers from outside Hollywood who unflinchingly engage the inexpressibility of difference, we need to make room for critics and theorists who prioritize the subjectivities of others. When the demographics of filmmakers and film scholars are not as diverse as its spectators, films narrow our worldviews. To recognize our culpability in the denigration of others unleashes the power of cinema. The unbearability of stories we don’t want to watch and don’t want to feel must be borne.

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