How much German in German Studies

MARGIT M. SINKA Clemson University In an effort to promote an exchange of ideas and more collaboration between the AATG and the German Studies Association, the AATG Executive Council requested and received a special time slot for an AATG session at the fall 2003 GSA convention in New Orleans. As Chair of the AATG Research and Scholarship Committee, I moderated the panel discussion on "How much German in German Studies?" Sabine Gross (U.of Wisconsin), Robert DiDonato (Department Chair, Miami U.), Hal Rennert (U. of Florida, and William Donahue (in 2003 Department Chair at Rutgers U.; as of fall 2005 member of the German Department at Duke U.) presented prepared statements which were followed by a lively, forty-minute discussion between presenters and an audience numbering around fifty. By offering brief summaries of the comments given by the first three panelists, we wish to share with the readership of The German Quarterly some of the issues discussed during the GSA panel. Donahue's position paper, included in its entirety after the summarizing statements, represents recent reflections on the GSA panel. Though all panelists were aware of enrollment dilemmas and attendant curriculum concerns, DiDonato emphasized these as he advocated the retention of a substantial array of English courses among the course offerings of German departments. German Studies, DiDonato stressed, should not be blamed for the erosion of the use of German in advanced German courses and, by implication, of German skills in general. Rather than looking for scapegoats for our dissatisfaction with the fact that many students' language abilities to do not enable them to read and discuss level-appropriate texts in German, we should consider wider adoption of content-based instruction, assuring that students acquire higher levels of language proficiency at the same time that they are acquiring more sophisticated knowledge/content and are moving to higher level thinking skills. Intentionally departing from a balanced view focused on how to assure the survival of departments of German, Gross urged us to view language knowledge not as an obstacle (a stance frequently underlying discussions about foreign language teaching) but as an opportunity to foster inherent student fascination with foreign languages. Regardless of the course level, Gross insisted, language is inseparable from knowledge-that is, language is not simply added on to knowledge; it, in fact, constitutes knowledge. In a similar vein, Rennert challenged those who argue that an insistence on German proficiency had the effect of isolating German Departments, and who advocated a shift of the discipline towards Cultural/German Studies as a way out of this isolation (cf. Peter Hohendahl, "The Past, Present and Future of Germanistik," Stanford Humanities Review, vol. 6.1, 1998). How can German not be central to German cultural studies, Rennert wondered. And he went one step further: Since culture is transmitted via language, German Studies without German is simply meaningless. Donahue's recent thoughts on the GSA panel raise additional issues and may serve as an invitation to GQ readers to continue the discussion on "How much German in German Studies?" WILLIAM COLLINS DONAHUE Duke University The question posed to the GSA roundtable-"How much German in German Studies?"-seems to presuppose that German Studies is to blame for a perceived decline in German at US universities. Yet attributing the undeniable downturn in student enrollments in German programs to the rise of the German Studies model may be too hasty a conclusion. Obviously our colleagues working in history, political science, or other disciplines with an interest in things German are off the hook entirely. What people who make this charge-and they were certainly well represented at this session -really mean is that the move toward German Studies in what were once traditional German language and literature programs has gone hand in hand with greater use of English in the curriculum. …