People Nick Henry, Language Program Director As a teacher I’ve always enjoyed creating language tasks that introduce students to new cultural products and ideas. For example, in one of my favorite lessons, students compare movie ratings in the US and in Germany, and we discuss what that says about cultural attitudes towards media. I also love introducing students to new (OK—now that I’m older, old!) music and talking about the artists. But my favorite part of my job as the director of the program is to see all of the creative things our instructors come up with. It’s a constant reminder that there are so many interesting topics and a million ways to approach the language and culture, and it’s really gratifying to see instructors and students be creative in the framework that I’ve helped to create. Meet our instructors! Lizanne Thornton Although I studied German as an additional language at high school, it was only during my study abroad experience that I fell in love with the German language, culture, and people. This encounter with language beyond my familiar speech domains awakened my curiosity to the intersections between language and society. Since joining the PhD program at UT’s Department of Germanic Studies, my initial sociolinguistic focus has shifted to incorporating theories of second-language acquisition within a globalized and multilingual context. My experiences with both the challenges and rewards of learning another language continues to motivate me as a German as foreign-language instructor and researcher. Anne Wooten Schön Sie kennenzulernen! Since I started learning German in high school, I always dreamed of becoming a German teacher. I wanted to share my excitement for the language and culture and to help students access more opportunities by learning a language. Now that I’ve been teaching for some years, my classroom is energetic, dynamic, and always personalized to my students’ goals and lives. For example, some of our lessons may consist of comparing multicultural German and American cuisine on-site at a German restaurant, arranging your own study groups, or building your own elevator pitch to prepare you for the job market. I hope to see you around! One of my favorite aspects of teaching is introducing students to the history, culture, traditions, and everyday life of German-speaking countries. At UT, our German courses go beyond language instruction, they encourage students to explore new perspectives, build cross-cultural connections, and think beyond borders. Whether you’re learning for travel, career opportunities, or simply out of curiosity, I love sharing the German language and the rich cultural insights it offers. Jelena Fally Kaitlin Young I have always wanted to teach, so when I started taking German language and culture classes, it felt like a natural fit. It became a lot more than that, though. Those courses triggered a passion for linguistics (particularly the social and psychological sides), and it led me to discover other Germanic languages and cultures (I especially love the art of Swedish cow-calling and the lilt of southern German dialects!). I try to nurture a classroom environment where students can do the same — understand their learning process, sit with both the familiar and unfamiliar, and appreciate the variation that we find throughout the world! In the course of learning German (and I’m still learning!) I’ve made amazing friends, traveled extensively, and have gained access to career opportunities that would otherwise not have been available to me. By teaching German, I hope to spread the joy that the language and culture has brought me with my students. Erin Osterhaus Ellen Schoedler I enjoy teaching German because I have so many positive memories and feelings about each time I have been in Germany (and interacting with my host family), and I want to help my students learn how to be just as enthusiastic about something that opens up their view of the world and how they fit in it. I would say that I’m proud of being able to talk to my students about differences in the various regions in Germany, as well as trying to make sure that students are able to communicate about what is specifically important to each one of them. I also strive to use as much gender-neutral language as possible in the classroom. I started as a reluctant teacher in the department because I was not a native speaker of German. Initially, I worried that this might be a disadvantage for me in the classroom. However, after learning about a range of theories and practices in language learning and teaching with Dr. Henry, I realized that being a non-native speaker is actually an advantage. It provides insights that help me approach teaching with more empathy for my students’ learning challenges. I always try to integrate my own language learning experience into my lesson plans and aim to connect theory and practice in ways that help students manage the challenges of language learning using strategies I have found effective in my own learning and are well grounded in theory as well. Utpal Pandey Karen Ewing Hannes Mandel Alex Fulk
