Corinne Crane


Affiliated ProfessorsPh.D., Georgetown University

Assistant Professor
Corinne Crane

Contact

Interests


Foreign Language Pedagogy, Curriculum Development, Second Language Writing, Systemic Functional Linguistics, Language Teacher Education

Courses


GER 347L • Lang/Socty Ger-Spkng Countries

37840 • Fall 2016
Meets TTH 2:00PM-3:30PM BUR 214

Description

This course provides an introduction to the cultural aspects of German language variation (spatial, social, and chronological).  The course opens with an overview of the history of the German language in order to understand the roots of present-day varieties of German.  We will then discuss traditional German dialectology, as well as more sociolinguistically-oriented approaches to language.  From there, we will investigate the cultural status of various varieties of German within Germany, Austria, Switzerland, and Luxembourg, as well as German language varieties overseas, in North America, Australia, and Africa.  In this context, we will also discuss German in contact with other languages, such as French, Danish, Russian, Hungarian, and English; and the cultural and linguistic results thereof; as well as the cultural and political status of German in officially multilingual societies like Switzerland and unofficially multilingual societies like Germany. 

We will see how differences in linguistic behavior attain social and cultural significance, how social and political developments (e.g. the division and reunification of Germany) can motivate linguistic and cultural change, and how people change their linguistic and cultural behavior when confronted with a different political or social environment.  Most importantly, we will come to understand the role of language in shaping culture and society in the German-speaking world. 

This course is taught in German. 

Prerequisite: Three semester hours of upper-division course-work in German with a grade of C or better.

Required Text

-Barbour, S. and Stevenson, P. 1998. Variation im Deutschen: Soziolinguistische Perspektiven

            Berlin: de Gruyter.

-Other readings will be posted on Blackboard. 

Course requirements and grading

Essays:            30%

Term paper:    40%

Quizzes:          15%

Participation: 15%

Essays:

You will write three brief (3-4 page) essays over the course of the semester.  Topics will be distributed at least one week in advance.  I will return your essay to you, with corrections and comments; you may then rewrite the essay and give me the final version within one week.  Both the original and final versions will be graded (50% for grammar and 50% for content); if you choose to rewrite the paper, the original version will count for 1/3 of the final grade, and the final version for 2/3.  You must include a list of sources (Literaturhinweise) at the end of the paper.

Term paper:

You will write an 8-10 page term paper.  You will also give a brief (5-10 minutes) in-class presentation on your term paper topic. 

Quizzes:

Four quizzes will be given in class over the course of the semester.  They will invite your comments on readings and discussions, and will be given at the beginning of class.  Your lowest quiz grade will be dropped.  The instructor also reserves the right to give short quizzes, both announced and unannounced, about the material we have read and discussed.

Participation:

Participation includes attendance, asking questions, answering my questions, and taking part in class discussions.  Attendance is crucial.  Unexcused absences will result in poor grades for participation!  Absences will be unexcused except in cases of documented emergency (normally medical or family).  You will need to sign in at the beginning of each class.  Please notify me as soon as possible by e-mail or phone if it is necessary for you to be absent from class.  In accordance with University of Texas policy, you may be excused from class to participate in religious observances and official obligations like club or varsity sports.  In such cases, written documentation must be presented to the instructor at least one week before the absence takes place.

Participation grade profiles:          

A:        volunteers frequently and is well-prepared

B:        volunteers several times and is well-prepared

C:        does not usually volunteer but is usually well-prepared

D:        does not volunteer and is generally poorly prepared

F:         consistently unprepared

Language in class

The language of essays, written exercises, and class discussions is German.  If you find yourself in a linguistic bind, swamped by German syntax, or at a loss for a German word, feel free to make a temporary switch to English.  You will not be penalized for resorting to English, although you should do your best to avoid it.  

GER 380C • Ger For Grad Stu In Other Dept

37890 • Fall 2016
Meets TTH 11:00AM-12:30PM BUR 232

GER 380C (formerly GER 301) is designed to teach graduate students how to read German for their own research purposes. During the course, a large variety of features of the German language are presented systematically, together with exercises designed to practice translating from German into English. Class sessions will include translating texts for close analysis and extensive reading practice to help students to develop strategies to grasp the main idea and key facts. The class attempts to individualize instruction to a large degree. To that end, you will create a portfolio of translations over the semester. Upon completion of this course, participants can expect to be able to negotiate academic German readings in their subject area, with the aid of a bilingual dictionary.

GER 397P • Language Progm Coordination

37290 • Spring 2016
Meets M 4:00PM-7:00PM BUR 232

Course Description:

Language Program Directors (LPDs) tend to wear a number of hats in collegiate ESL and FL programs and their job duties can vary from overseeing multiple sections of a particular course, an instructional level, or an entire language program. The skill set needed to administer a program varies, with expertise required in such interrelated areas as language pedagogy, course and materials development, testing and evaluation, and teacher mentoring. 

This graduate seminar introduces students to best practices in foreign and second language teacher supervision and program coordination, and focuses on preparing students to take on two key responsibilities considered central to successful language program coordination: (1) language teacher education, and (2) program development. Specific themes to be explored in the seminar within these overarching themes include: the nature of language teacher development; the foreign/second language teaching “methods” course; teacher supervision and evaluation, including classroom observation; supporting ongoing teacher development; curriculum and course development; the role of technology in language instruction and course development; language placement and articulation; language program evaluation; marketing language programs; program administration and people management; and professional development for LPDs

Throughout the course, students will additionally become familiar with sociopolitical and institutional factors that impact the professional lives of language program coordinators.

Prerequisite: GER 398T or comparable collegiate FL/ESL teaching methods course

 

Grading:

10%           Class participation

15%           Weekly “problem sets” (representing common coordination challenges)  

30%           3 short essays (synthesis/reflection of course content on language teacher education; synthesis/reflection of course content on program development; coordination philosophy)

20%           2 written reports of interviews with current language program coordinators related to course themes 

25%           Annotated bibliography (min. 10 works) with literature review on chosen topic

The seminar will be conducted in English with most reading materials available in ­­­­­electronic form via the Canvas course website.

 

Course Readings:

Required text: Lord, G. (2014). Language program direction. Theory and practice. Upper Saddle River, NJ: Pearson Education.

Additional readings (i.e., book chapters and journal article) can be accessed through the course’s Canvas site.

GER 506 • First-Year German I

37045 • Fall 2015
Meets MW 2:00PM-3:00PM JES A305A

Course Description

German 506, a first semester German course, assumes no prior knowledge of German. (Note: If you have prior knowledge of German, you must take a placement test before taking classes at UT.) German 506 introduces students to the language and culture of the modern German-speaking world. Every effort is made to present opportunities to use the language: for self-expression in everyday situations, for basic survival needs in German-speaking language communities, and for personal enjoyment. To this aim, lessons center on linguistic, communicative, and cultural goals.

The functional communicative approach that we take in this course—and in the larger German program at UT—focuses on learning to use basic German language forms, i.e., grammar and vocabulary, in meaningful contexts in a variety of real-life situations and across spoken and written genres. To help students develop their ability to communicate effectively in German, they are expected to come prepared for class, use German, and actively participate in pair and group activities. Students should expect to spend two hours studying for each class period in order to keep up with the pace of the class. 

 

Required Texts:

  1. Course textbook: Christine Anton, Tobias Barske, Jane Grabowski, & Megan McKinstry (2016). Sag mal. An Introduction to German Language and Culture. Second Edition. Vista Higher Learning.
  2. Sag mal Basic Supersite
  3. Sag mal WebSAM (Student Activities Manual)

 

Grading Policy

Students’ progress in the class will be assessed during the semester across the following categories:

1  Class participation assessed weekly (10%)

2  Homework (15%)

3  Short writing tasks with multiple drafts (15%)

4  Chapter tests (25%)

5  Structured reflections on learning experiences (5%)

6  Regular quizzes (10%)

7  Short collaborative video project (10%)

8  Final oral exam done in pairs (10%)

 

Opportunities for extra credit are available. There are no incompletes given in German 506. A grade of C or better is required to enroll in German 507 (i.e., a C- is not a passing grade).

GER 398T • Supervised Teaching In German

38320 • Fall 2014
Meets M 4:00PM-5:30PM BUR 232

German 398T will provide graduate students with foundational knowledge for teaching German within a college-level U.S. educational context. The course is designed to support graduate student teachers who have not yet taught a foreign language before, as well as those who come to UT with previous teaching experience.

 

Course Goals and Objectives:

An important objective of the seminar is for graduate students to develop their ability to make informed decisions in current and future instructional contexts. To this end, participation in the course will allow students to:

  • become acquainted with leading language and language learning theories and consider their relationship to pedagogy
  • understand the needs adult, L2 teaching contexts and learners require
  • develop an understanding of the trajectory of language learning, including different instructional levels
  • consider what learner and teacher roles look like
  • understand the role of methodology in teaching and learning
  • become familiar with the institutional and curricular contexts within which teaching and learning take place
  • foster reflective teaching practices

Importantly, the course seeks to also socialize graduate students as language professionals, as they begin to develop a critical understanding of the scholarly and professional debates that relate to college teaching in foreign language departments in the United States.

 

Course Structure:

The course is structured in three phases:

Phase 1:  During the summer, participants will work with eight modules of the website “Foreign Language Teaching Methods” (www.coerll.utexas.edu/methods/) that introduces learners to such topics as: Speaking, Writing, Listening, Reading, Vocabulary, Grammar, Pragmatics, Assessment. (NB: Selection of these modules may change for the fall 2013 semester.)

Phase 2:  During a workshop before the beginning of the semester, students will discuss the content of the eight modules and design and critique teaching materials based on the principles introduced in the modules.

Phase 3:  During the fall semester, class will meet weekly for 1.5 hours. Students will prepare for class by reading selected articles from a number of interrelated fields (e.g., applied linguistics, language pedagogy, and education). In pairs, they will conduct classroom observations pertaining to instructional levels within the department’s undergraduate curriculum in order to develop a sense of different language learning profiles and consider language acquisition within a larger curricular framework. Additionally, students will create a reflective teaching portfolio (“Exploratory Practice”) in order to explore individual ‘puzzles’ about teaching and learning.

Finally, students will begin developing documents for their own teaching portfolios (i.e., a teaching/learning philosophy statement and lesson plans/materials development), building on work from all three phases.

 

Materials

“Foreign Language Teaching Methods” (http://www.coerll.utexas.edu/methods/)

Articles and chapters will be announced at the beginning of the semester made available via a course website throughout the semester.

 

Grading

25%                 Class participation (on-line and in-class)                  

20%                 Class observations

30%                 Teaching portfolio (instructional materials and teaching philosophy)

25%                 Reflective teaching (“Exploratory Practice”) portfolio

GER 328 • Advanced German Grammar

38390 • Spring 2014
Meets MWF 1:00PM-2:00PM GEA 114

Course Description:
German 328 is designed to help you refine your command and understanding of German grammar.  The course focuses primarily on formal accuracy, but class activities will include communicative applications of grammatical points.  German 328 is not a course in composition, conversation, or stylistics, although there are elements of such courses in German 328.  (The department offers other courses dedicated to these topics.)  You must have completed second year German here at UT or have earned credit for second year German through a placement exam, AP exam, or transfer credit to enroll in German 328.

Texts/Readings:

-Frank E. Donahue, Deutsche Wiederholungsgrammatik (required)
-A German-English dictionary of your choice

Grading/Requirements:
Tests (4 x 20%):     80%
Participation:         20%

Tests:
Four tests will be given over the course of the semester.  Tests typically cover four or more chapters of the textbook and consist of items similar to those on the homework assignments and in-class exercises.  Each test is worth 20% of your semester grade. Because the tests are increasingly cumulative, there is no final exam in this class.

Participation:

Participation includes attendance, asking questions, answering questions, and taking part in class discussions.  Attendance is crucial.  Unexcused absences will result in poor grades for participation!  Please notify the instructor as soon as possible if it is necessary for you to be absent from class.  In accordance with UT policy, you may be excused from class to participate in religious observances and official obligations like club or varsity sports.  In such cases, written documentation must be presented to the instructor at least one week before the absence takes place.

GER 398T • Supervised Teaching In German

38590 • Fall 2013
Meets M 4:00PM-5:30PM BUR 232

German 398T will provide graduate students with foundational knowledge for teaching German within a college-level U.S. educational context. The course is designed to support graduate student teachers who have not yet taught a foreign language before, as well as those who come to UT with previous teaching experience.

 

Course Goals and Objectives:

An important objective of the seminar is for graduate students to develop their ability to make informed decisions in current and future instructional contexts. To this end, participation in the course will allow students to:

  • become acquainted with leading language and language learning theories and consider their relationship to pedagogy
  • understand the needs adult, L2 teaching contexts and learners require
  • develop an understanding of the trajectory of language learning, including different instructional levels
  • consider what learner and teacher roles look like
  • understand the role of methodology in teaching and learning
  • become familiar with the institutional and curricular contexts within which teaching and learning take place
  • foster reflective teaching practices

Importantly, the course seeks to also socialize graduate students as language professionals, as they begin to develop a critical understanding of the scholarly and professional debates that relate to college teaching in foreign language departments in the United States.

 

Course Structure:

The course is structured in three phases:

Phase 1:  During the summer, participants will work with eight modules of the website “Foreign Language Teaching Methods” (www.coerll.utexas.edu/methods/) that introduces learners to such topics as: Speaking, Writing, Listening, Reading, Vocabulary, Grammar, Pragmatics, Assessment. (NB: Selection of these modules may change for the fall 2013 semester.)

Phase 2:  During a workshop before the beginning of the semester, students will discuss the content of the eight modules and design and critique teaching materials based on the principles introduced in the modules.

Phase 3:  During the fall semester, class will meet weekly for 1.5 hours. Students will prepare for class by reading selected articles from a number of interrelated fields (e.g., applied linguistics, language pedagogy, and education). In pairs, they will conduct classroom observations pertaining to instructional levels within the department’s undergraduate curriculum in order to develop a sense of different language learning profiles and consider language acquisition within a larger curricular framework. Additionally, students will create a reflective teaching portfolio (“Exploratory Practice”) in order to explore individual ‘puzzles’ about teaching and learning.

Finally, students will begin developing documents for their own teaching portfolios (i.e., a teaching/learning philosophy statement and lesson plans/materials development), building on work from all three phases.

 

Materials

“Foreign Language Teaching Methods” (http://www.coerll.utexas.edu/methods/)

Articles and chapters will be announced at the beginning of the semester made available via a course website throughout the semester.

 

Grading

25%                 Class participation (on-line and in-class)                  

20%                 Class observations

30%                 Teaching portfolio (instructional materials and teaching philosophy)

25%                 Reflective teaching (“Exploratory Practice”) portfolio

GER 397P • Sec Lang Wrt: Theory/Res/Pedag

38175 • Spring 2013
Meets M 4:00PM-7:00PM BUR 234

This graduate seminar explores current issues in the field of second and foreign language writing research and teaching. Students will learn about different theoretical frameworks through which L2 writing and L2 writing development have been conceptualized, including those that examine writing as process, those that focus on the socio-cultural aspects that impact the development of literacy, and those that explore the linguistic dimensions of written texts. Issues in L2 writing pedagogy will be addressed throughout the course and will enter discussions on such topics as: writing strategies, text and task types typical for L2 writing contexts, the relationship of writing to other modalities (especially reading and speaking), error correction and feedback in writing, the role of technology in supporting L2 writing development, and writing assessment.

Readings

Readings for the course include books chapters and refereed journal articles. The following is a tentative and abbreviated list of works for the seminar:

Asención-Delaney, Y., & Collentine, J. (2011). A multidimensional analysis of a written L2 Spanish corpus. Applied Linguistics, 32(3), 299-322.

Barks, D., & Watts, P. (2001). Textual borrowing strategies for graduate-level ESL writers. In D. Belcher & A. Hirvela (Eds.), Linking literacies. Perspectives on L2 reading-writing connections (pp. 246-267). Ann Arbor, MI: University of Michigan Press.

Bloch, J. (2008). Blogging as a bridge between multiple forms of literacy: The use of blogs in an academic writing class. In D. Belcher & A. Hirvela (Eds.), The oral-literate connection. Perspectives on L2 speaking, writing, and other media interactions (pp. 288-309). Ann Arbor, MI: The University of Michigan Press.

Brown, N. A., Bown, J., & Eggett, D. L. (2009). Making rapid gains in second language writing: A case study of a third-year Russian language course. Foreign Language Annals, 42(3), 424-452.

Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94 (MLJ Monograph Series).

Charles, M. (2007). Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Academic Purposes, 6, 289-302.

Colombi, M. C. (2002). Academic language development in Latino students' writing in Spanish. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second language. Meaning with power (pp. 67-86). Mahwah, NJ: Lawrence Erlbaum.

Elbow, P. (1999). Research in defense of private writing: Consequences for theory and research. Written Communication, 16(2), 139-170.

Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59–84.

Ferris, D. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16, 165-193.

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing College Composition and Communication, 32(4), 365-387.

Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity, and Education, 2005(4), 4.

Hood, S. (2004). Managing attitude in undergraduate academic writing: A focus on the introductions to research reports. In L. J. Ravelli & R. A. Ellis (Eds.), Analysing academic writing: Contextualized frameworks (pp. 24-44). New York, NY: Continuum.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.

Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693-722.

Kaplan, R. B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16(1-2), 1-20.

Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13, 7-27.

Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30, 44-57.

Leki, I. (1991). Twenty-five years of contrastive rhetoric: Text analysis and writing pedagogies. TESOL Quarterly, 25(1), 123-143.

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The bene?ts of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18, 30-43.

Manchón, R. M., Roca de Larios, J., & Murphy, L. (2009). The temporal dimension and problem-solving nature of foreign language composing processes. Implications for theory. In R. M. Manchón (Ed.), Writing in foreign language contexts. Learning, teaching, and research (pp. 102-129). Tonawanda, NY: Multilingual Matters.

O'Sullivan, Í., & Chambers, A. (2006). Learners’ writing skills in French: Corpus consultation and learner evaluation. Journal of Second Language Writing, 15, 49-68.

Prior, P. (1995). Redefining the task:  An ethnographic examination of writing and response in graduate seminars. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 47-82). Norwood, NJ: Ablex.

Ryshina-Pankova, M. (2011). Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews. Journal of Second Language Writing, 20, 243-256.

Shaw, P., & Liu, E. T.-K. (1998). What develops in the development of second-language writing? Applied Linguistics, 19(2), 225-254.

Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14(1), 3-62.

Storch, N. (2005). Collaborative writing: Product, process, and students’ re?ections. Journal of Second Language Writing, 14, 153-173.

Thompson, G. (2001). Interaction in academic writing: Learning to argue with the reader. Applied Linguistics, 22(1), 58-78.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.

Way, D. P., Joiner, E. G., & Seaman, M. A. (2000). Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French. Modern Language Journal, 84(2), 171-184.

Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16, 194-209.

Grading

10%     Class participation                                                                                         

15%     3 Response papers to course readings                                                           

25%     3 Reflective journals:                                                                         

                Literacy autobiography, L2 learning and teaching, and course reflection

25%     Project #1: Literature review with presentation                                

25%     Project #2: Choice of one of the following:                                       

               Book review, research study proposal, or writing workshop

GER 328 • Advanced German Grammar

38010 • Fall 2012
Meets TTH 12:30PM-2:00PM BUR 337

Course Description:
German 328 is designed to help you refine your command and understanding of German grammar.  The course focuses primarily on formal accuracy, but class activities will include communicative applications of grammatical points.  German 328 is not a course in composition, conversation, or stylistics, although there are elements of such courses in German 328.  (The department offers other courses dedicated to these topics.)  You must have completed second year German here at UT or have earned credit for second year German through a placement exam, AP exam, or transfer credit to enroll in German 328.

Texts/Readings:

-Frank E. Donahue, Deutsche Wiederholungsgrammatik (required)
-A German-English dictionary of your choice

Grading/Requirements:
Tests (4 x 20%):     80%
Participation:         20%

Tests:
Four tests will be given over the course of the semester.  Tests typically cover four or more chapters of the textbook and consist of items similar to those on the homework assignments and in-class exercises.  Each test is worth 20% of your semester grade. Because the tests are increasingly cumulative, there is no final exam in this class.

Participation:

Participation includes attendance, asking questions, answering questions, and taking part in class discussions.  Attendance is crucial.  Unexcused absences will result in poor grades for participation!  Please notify the instructor as soon as possible if it is necessary for you to be absent from class.  In accordance with UT policy, you may be excused from class to participate in religious observances and official obligations like club or varsity sports.  In such cases, written documentation must be presented to the instructor at least one week before the absence takes place.

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