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Dissertations / Theses on the topic 'German literature Children in literature'

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Published: 4 June 2021

Last updated: 6 February 2022

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1

Tost, Birte. "Moderne und Modernisierung in der Kinder- und Jugendliteratur der Weimarer Republik /." Frankfurt am Main [u.a.] : Lang, 2005. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013105129&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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2

Robertson, Stephanie [Verfasser]. "Children of the «Volk» : Children’s Literature as an Ideological Tool in National Socialist Germany / Stephanie Robertson." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/116765868X/34.

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3

Follmer, Carl R. "Envisioning the fascist "reality": ideology in the children's literature of Hitler's Germany and Franco's Spain." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2207.

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This dissertation examines the fascist propaganda for children produced in Hitler’s Germany and the early years of Franco’s Spain. The central aim of this project is to identify the formation of fascist discourse and its construction of political “reality” (or what Kaja Silverman calls a “dominant fiction”) by German and Spanish propagandistic authors. I will also determine the extent to which the fascist thought formed in the works I am studying depends on the national context in which it appears. The fascist children’s literature produced in Germany and Spain provides a body of writing that will allow me to answer if there are literary elements specific to the historical moment and national context in which they were produced, or if fascist writing is the same from one country to the next. For the German context, I will begin by examining works written for children during the Weimar Republic (1918-1933). By placing works from Erich Kästner and Wolf Durian into a historical context, I read these books as cultural artifacts that express the views of their authors and reflect those of many democratic supporters of the Republic. Beginning with the first Nazi novels for children and youth that appeared in 1932, I proceed to trace the elements National Socialist authors chose to retain from their left-wing Weimar counterparts, and then put forth a model that explains the influence fascism had on children’s literature in Germany during this time. Once this model is established, I will compare and contrast this body of German writing with the children’s literature produced in Spain between 1939 and 1943, the immediate post-Civil War period, a time-frame that most historians view as the moment when fascist ideology flourished under the emerging Franquist regime. Taking the fascist children’s periodical Flechas y Pelayos (Arrows and Pelayos) as a case in point, I demonstrate the ways in which Franco’s government sought to nationalize the family unit in order to place the children of Spain in the service of the new regime. Finally, I conclude the project by synthesizing my findings of both fascist contexts as they pertain to the creation of “realities” in children’s literature and the subsequent formation of the role of the state.

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Karrenbrock, Helga. "Märchenkinder - Zeitgenossen : Untersuchungen zur Kinderliteratur der Weimarer Republik /." Stuttgart [u.a.] : Metzler, 2001. http://www.gbv.de/dms/bs/toc/331640538.pdf.

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Walawalkar, Sanjot Aroon. "Retelling histories: magical realism in Gunter Grass's Die Blechtrommel and Salman Rushdie's Midnight's Children." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409836356.

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6

Kratz, Julia. "Translating African folktales for children into German : challenges, strategies and solutions." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85776.

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Thesis (MPhil)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: South African author Linda Rode‘s book In die Nimmer-Immer Bos (2009a) and Elsa Silke‘s English translation thereof In the Never-Ever Wood (2009b) have won a number of prizes in South Africa, which is evidence both of the quality of the anthology and its translation, as well as of the continued significance of the folktale genre in today‘s fast-paced, modern society. People continue to make sense of the world through telling stories and, although the stories told today might be marked by life in the 21st century, our ancestors‘ stories are still appreciated by many. Although Rode‘s tales are not unlike other folktales, her collection differs in that it is a mosaic of cultures and their folklore spanning the globe, a book that appeals to the whole family, and to young readers and listeners in particular. Through a practical translation into German of selected tales from Silke‘s English version of Rode‘s book, the present thesis investigates ways and means of translating folktales for children. A functional approach was suggested, taking into account the European audience as well as the original intention of the author. As such, the author‘s style was naturalised and an attempt was made to replicate it in the target language, whereas culture-specific items relevant to the setting of the individual tales were retained. Hans J. Vermeer‘s skopos theory, as enhanced by Christiane Nord, as well as Lawrence Venuti‘s concepts of foreignisation and domestication were discussed, amongst other relevant theories. Many of the challenges discussed in the annotations to the practical translation typically occur in the translation of literature for children, and the study thus hopes to make a contribution to research on the translation of literature for children. Interviews conducted for the purpose of the present study furthermore proved the positive impact of good cooperation between the people involved in a translation project on the final translation product. The resulting translation, meant to impart knowledge and pleasure to the audience, furthermore serves as a translation sample that is intended to entice German publishers to commission a translation of Rode‘s anthology for the German book market.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skrywer Linda Rode se boek In die Nimmer-Immer Bos (2009a), sowel as die Engelse vertaling daarvan deur Elsa Silke, getiteld In the Never-Ever Wood (2009b), is in Suid-Afrika met verskeie pryse bekroon. Hierdie erkenning is ‘n bevestiging van die gehalte van die antologie en van die vertaling, sowel as van die voortgesette belangrikheid van volksoorleweringe as genre in die gejaagde, moderne samelewing van vandag. Mense maak steeds sin van die wêreld deur stories te vertel, en hoewel die stories wat vandag vertel word meestal handel oor die lewe in die 21ste eeu, word die stories van ons voorouers steeds deur baie mense waardeer. Hoewel Rode se verhale nie besonder anders as ander volksverhale is nie, verskil haar versameling in dié opsig dat dit ‘n mosaïek van kulture en volksoorleweringe van regoor die wêreld is. Die boek is dus een waarby die hele gesin, maar veral jong lesers en luisteraars, aanklank kan vind. Hierdie tesis ondersoek, deur ‘n praktiese vertaling van enkele verhale uit die Engelse weergawe van Rode se boek in Duits, strategieë vir die vertaling van volksverhale vir kinders. ‘n Funksionalistiese benadering is gevolg, wat die Europese gehoor sowel as die oorspronklike bedoeling van die skrywer in ag neem. In die lig hiervan is die styl van die skrywer genaturaliseer en, waar moontlik, na die doeltaal oorgedra, terwyl kultuurspesifieke items behou is wat relevant is vir die agtergrond waarteen die individuele verhale afspeel. Hans J. Vermeer se skoposteorie, soos aangepas deur Christiane Nord, sowel as Lawrence Venuti se konsepte vervreemding en domestikering is bespreek, saam met ander relevante teorieë. Baie van die uitdagings wat in die annotasies by die praktiese vertaling bespreek word, kom dikwels in die vertaling van kinderliteratuur voor. Hierdie studie hoop dus om ‘n bydrae tot navorsing oor die vertaling van verhale vir kinders te lewer. Onderhoude wat vir die doel van die studie gevoer is, het verder bewys gelewer van die positiewe impak wat goeie samewerking tussen die rolspelers in ‘n vertaalprojek op die finale vertaalproduk kan hê. Die uiteindelike vertaling, wat bedoel is om kennis oor te dra en genot aan die gehoor te verskaf, dien verder as ‘n vertaalvoorbeeld wat Duitse uitgewers hopelik sal aanmoedig om Rode se antologie vir die Duitse boekemark te laat vertaal.

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Bendel, Christian. "Die Innenweltdarstellung in der realistischen Kinderliteratur des 20. Jahrhunderts : Formen- und Funktionswandel - eine erzähltheoretische Untersuchung zur Bestimmung und Präzisierung gattungstypischer Phänomene /." Hamburg : Dr. Kovač, 2008. http://d-nb.info/988939347/04.

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8

Lobato, Elaine Rodrigues Reis. "Literatura infantojuvenil no ensino de alemão como língua estrangeira: uma proposta para o contexto universitário." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-07032018-100340/.

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A presente pesquisa tem por objetivo apresentar uma proposta para o ensino de língua alemã no contexto do curso superior em Letras-Alemão da USP, tomando como base a leitura e o trabalho com uma obra da literatura infantojuvenil em língua alemã. Partindo do pressuposto de que o ensino de línguas estrangeiras nesse contexto envolve, além da aprendizagem de habilidades receptivas e produtivas, também a reflexão sobre a língua (FFLCH, 2013, s/p.), desenvolveu-se e aplicou-se uma sequência didática que tomasse o texto literário como base para a aprendizagem de e sobre a língua alemã. Para isso, foram essenciais tanto os conceitos da didática da literariedade (DOBSTADT, 2009; DOBSTADT & RIEDNER, 2011, 2013, 2014) e da competência simbólica (KRAMSCH, 2006, 2011), no que diz respeito ao trabalho com textos literários em ALE, quanto concepções didáticas sobre planejamento de cursos e aulas (BIMMEL; KAST; NEUNER, 2011; ENDE et al. 2013; RICHARDS, 2011). O objetivo central da sequência didática foi levar os estudantes a perceber e refletir sobre como os sentidos são construídos na língua estrangeira em uso, partindo-se da leitura e análise de diversos elementos de uma obra da literatura infantojuvenil em língua alemã Stolperschritte que foi escolhida com o intuito principal de ampliar o repertório literário dos estudantes. Após a aplicação da sequência didática e da análise de redações produzidas pelos estudantes a partir de um diário de leitura (BUZZO, 2008; HINTZ, 2014), constatou-se que predomina um certo habitus interpretativo (MONTE MÓR, 2007) no ensino e aprendizagem de línguas estrangeiras, que toma o texto literário como insumo para comunicação e que acaba determinando as expectativas dos estudantes sobre como trabalhar com o texto literário em ALE. Além disso, concluiu-se que é preciso focar mais no desenvolvimento de uma aprendizagem pautada na reflexão sobre a língua e ofereceu-se, por fim, algumas sugestões de como a sequência didática desenvolvida poderia ser melhorada. Com isso, espera-se que essa pesquisa possa colaborar para que outros trabalhos didáticos voltados para esse contexto venham a ser desenvolvidos futuramente.
This research aims to present a proposal for the teaching of German in the context of higher education in German Studies at the University of São Paulo, based on the reading and analysis of a children\'s literature work in German language. Considering the assumption that teaching of foreign languages in this context involves, in addition to receptive and productive skills, also reflection on the language (FFLCH, 2013, s/p.), a didactic sequence, which had a literary text as basis for the learning of and about the German language, was developed and applied. In order to achieve this goal, both concepts of didactic literacy (DOBSTADT, 2009; DOBSTADT & RIEDNER, 2011, 2013, 2014) and of symbolic competence (KRAMSCH, 2006, 2011) were essential for working with literary texts in German as a Foreign Language, as well as theories about didactic conceptions for course and class planning (BIMMEL; KAST; NEUNER, 2011; ENDE et al., 2013; RICHARDS, 2011). The central purpose of the didactic sequence was to get students to perceive and reflect on how the meanings are constructed in the foreign language in use, starting with the reading and analysis of several elements of a children´s literature work in German language- Stolperschritte -, which was chosen with the main intention of broadening students´ literary repertoire. After the application of the didactic sequence and the analysis of essays produced by the students in form of a reading diary (BUZZO, 2008; HINTZ, 2014), it was verified that a certain habitus (MONTE MÓR, 2007) predominates when teaching and learning foreign languages. Regarding this habitus the literary text, for example, is taken as an input for communication and ultimately determines the expectations of the students when working with literary texts in GFL. Furthermore, it was concluded that more focus should be placed on the development of language-based learning. Finally some suggestions for the improvement of the developed didactic sequence were offered. Thus, it is hoped that this research can collaborate to the future development of other didactic works in this context.

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9

Miskin, Kristana. "A Transnational Study: Young Adult Literature Exchanged Between the US and Germany." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1612.

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Both young adult literature and transnational literature occupy transitional spaces and defy simple classifications. Their commonalities naturally suit the two sets of literature for concurrent study. However, the field is underdeveloped, particularly in the United States. With a concentration on the exchanges taking place between the U.S. and Germany, this thesis addresses the need to assemble primary materials and pertinent critical commentary into a single place available to educators, scholars, and researchers to acquire background on transnational YAL themes. The thesis delineates methods used in conducting and compiling research on U.S.-German YAL exchange and highlights the translation and publication concerns associated with this process. It examines how prizes for translations are granted in each nation, identifying organizations that facilitate the process of exchange and describing transnational trends rising out of these circumstances. The concluding chapter visits concerns and complications raised during the investigation, posing questions for further study of the U.S.-German young adult literature relationship and advocating the pursuit of similar research in other world regions. The appendices provide sites for continued examination. They include lists of award-winning translations available in the U.S., novels by American authors that have been translated and published in Germany, and novels by German-language authors that have been translated and published in the U.S.

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10

Lathey, Gillian. "The impossible legacy : identity and purpose in recent (1970-95) English and German language autobiographical children's literature set in the Third Reich and the Second World War." Thesis, University of Surrey, 1997. http://epubs.surrey.ac.uk/843951/.

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It is the aim of this study to explore the phenomenon of recent (1970-1995) English and German language autobiographical writing for children in which writers' childhood experiences during the Third Reich, the war years and the immediate post-war period provide the basis for a fictionalised reconstruction of childhood. The complex relationship between childhood and adulthood evident in these texts is one forged by the particular social and historical circumstances of wartime, as many writers affected by the last world war are engaged in a process of reassessing their own identities in accordance with changing perspectives on the past. Current ideologies inevitably shape the adult narrator's reconstruction of the historical events which a child could not understand fully at the time. In these texts, recording experience for the next generation serves a therapeutic as well as a didactic purpose, for each enables the writer to regain contact with the childhood self in a contained and clearly focussed narrative. A detailed thematic and stylistic analysis of selected texts is informed by a survey of studies on the history and purpose of autobiographical writing about childhood, an examination of the of role of writing as therapy in the psychoanalytical tradition, and the position of language in the autobiographical process. In particular, the work of Jung and the reinterpretation of Freud by Jacques Lacan has illuminated discussion of these issues. Comparisons are made between retrospective accounts of wartime childhood by German, Jewish and British writers; differences in the nature and volume of autobiographical writing in German and English are related to the timing of these accounts and the decision to write for a child audience. In passing stories on to the next generation, writers' selection of content and control of narrative perspective are indicative of both national and personal preoccupations. Finally, the interplay between a historically evolving reevaluation of the past and the developmental history of the self is related to aspects of the reception of texts and the purposes they are expected to fulfil.

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11

Okoko, Lorna Ayiemba. "Interkulturalitat und Afrikabilder in der zeitgenossischen Jugendliteratur." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96094.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Globalization and the inherent shrinking of geographical boarders have rendered modern societies progressively culturally heterogeneous spaces. Increased encounters between people from different cultures have thus become a normal occurrence. Germany is in no way an exception to this socio-cultural phenomenon and has witnessed an emergence of multi-cultural societies, leading to concerted efforts in developing intercultural competence in all spheres of influence. Literature plays a pivotal role in the representation and transfer of culturally determined imaginations and perceptions of the “other”. This role is further emphasized in the case of children’s and youth literature, which has an imminent pedagogical function. For a long time, research in children’s and youth literature has received very little attention as an integral part of literary studies; this is observed both in English and in German literature, though the pace of development differs slightly (Hunt 1999; Weinkauff and Glasenapp 2010; Ewers 2000). In Germany, historical development of children’s and youth literature as an autonomous area of literature and field of study was influenced by societal values and attitudes as well as perceptions of childhood. This has continued to be the case, though recent research indicates a growing emphasis on children’s literature as a tool to develop literacy as well as an appreciation of the aesthetic value of literature. A third component is the intercultural aspect it is able to offer. Impelled by the paucity of systematic analyses of the representation of Africa in German children’s and youth literature, this dissertation sets out to offer a critical appraisal of intercultural aspects and the image of Africa in contemporary German youth literature. A corpus of literary works has been selected for this purpose. The central thesis of the study is that these literary works are involved in a sustained debate of questioning and contesting numerous representations of Africa and Africans. Given the fact that the study touches on several overarching issues, it draws from diverse theoretical perspectives that include intercultural theories on perceptions of the cultural “other” and “imagology” as well as postcolonial studies, with reflections on the pedagogical nature of youth literature. The study considers intercultural and postcolonial theories as conceptualized by Hofmann (2003; 2010), Mecklenburg (2003, 2006; 2008), Gutjahr (2002; 2010) and Göttsche (2003; 2010; 2011; 2012) as well as considerations on imagology as conceptualized by O’Sullivan (1989; 2000) and Beller (2007). In its exploration of the representation of Africa and Africans, this dissertation shows how literary works make use of diverse artistic, stylistic and narratological strategies and devices as possible ways of presenting and rethinking long-held perceptions about Africa. The present study proposes a reading and an appraisal of the corpus of literary texts as important discursive tools that allow for the expansion of self-conception and definition of otherness and the relationship to this otherness, thus contributing to increased intercultural awareness and competence among young readers.
AFRIKKANSE OPSOMMING: Globalisering en die gepaardgaande krimping van geografiese grense het moderne samelewings algaande omskep in kultureel heterogene ruimtes. Sodoende het toenemende ontmoetings tussen mense van verskillende kulture ŉ normale gebeurtenis geword. Duitsland, geen uitsondering op hierdie sosiokulturele verskynsel nie, was getuie tot die totstandkoming van multikulturele samelewings en dit het gelei tot doelgerigte pogings om interkulturele vaardigheid in alle invloedsfere te ontwikkel. Letterkunde speel ŉ deurslaggewende rol in die verteenwoordiging en oordrag van kultureel bepaalde verbeeldings en persepsies van die “ander”. Hierdie rol word verder beklemtoon in die geval van kinder- of jeugliteratuur, wat ŉ belangrike pedagogiese funksie het. Vir ŉ lang tyd het navorsing in kinder- en jeugliteratuur baie min aandag geniet as ŉ integrale deel van literêre navorsing en dit kan in Engelse sowel as Duitse letterkunde opgemerk word, hoewel die pas van ontwikkeling effens verskil (Hunt 1999; Weinkauff en Glasenapp 2010; Ewers 2000). In Duitsland is die historiese ontwikkeling van kinder- en jeugliteratuur as ŉ outonome veld van letterkunde en van navorsing beïnvloed deur die samelewing se waardes en houdings sowel as persepsies van kindwees. Dit word steeds voorgesit hoewel onlangse navorsing toon dat daar groter klem geplaas word op kinderliteratuur as ŉ manier om geletterdheid asook ŉ waardering vir die estetiese waarde van letterkunde te ontwikkel. ŉ Derde komponent is die interkulturele aspek wat dit kan bied. Aangespoor deur die gebrek aan sistematiese analises van die uitbeelding van Afrika in Duitse kinder- en jeugliteratuur, beoog hierdie proefskrif om ŉ kritiese waardering te bied van interkulturele aspekte en die beeld van Afrika in kontemporêre Duitse jeugliteratuur. ŉ Korpus van literêre werke is geselekteer vir hierdie doel. Die sentrale hipotese van die navorsing is dat hierdie literêre werke betrokke is, dikwels ten spyte van hulself, in ŉ volgehoue debat oor die bevraagtekening en betwissing van verskeie uitbeeldings van Afrika en Afrikane. Die studie raak verskeie oorkoepelende kwessies aan en steun daarom op diverse teoretiese perspektiewe wat interkulturele teorieë oor persepsies van die kulturele “ander” en “beeldstudies” insluit, sowel as postkoloniale studies en beskouings van die pedagogiese aard van jeugliteratuur. Interkulturele en postkoloniale teorieë soos voorgestel deur Hofmann (2003; 2010), Mecklenburg (2003; 2006; 2008), Gutjahr (2002; 2010) en Göttsche (2003;2010; 2011; 2012) asook oorwegings oor “beeldstudies” soos voorgestel deur O’Sullivan (1989; 2000) en Beller (2007) sal in aanmerking geneem word. In die ondersoek na die uitbeelding van Afrika en Afrikane wys hierdie dissertasie hoe literêre werke gebruik maak van diverse artistieke, stilistiese en narratologiese strategieë en middele as moontlike maniere om tradisionele persepsies oor Afrika voor te stel en te heroorweeg. Hierdie studie stel ŉ lees en waardering van die korpus van literêre tekste voor as belangrike diskursiewe instrumente wat ruimte laat vir die uitbouing van selfbeskouing en definisie van andersheid en die verhouding tot hierdie andersheid, om sodoende ŉ bydrae te maak tot die verhoogde kulturele bewustheid en vaardigheid onder jong lesers.

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Schank, Stefan. "Kindheitserfahrungen im Werk Rainer Maria Rilkes eine biographisch-literaturwissenschaftliche Studie /." St. Ingbert : Röhrig Universitätsverlag, 1995. http://catalog.hathitrust.org/api/volumes/oclc/35052536.html.

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Fernengel, Astrid. "Kinderliteratur im Exil : im "modernen Dschungel einer aufgelösten Welt" /." Marburg : Tectum-Verl, 2008. http://d-nb.info/989185664/04.

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14

Richlick, Elke. "Zwerge und Kleingestaltige in der Kinder- und Jugendliteratur vom Beginn des 19. Jahrhunderts bis zur Gegenwart /." Frankfurt am Main [u.a.] : Lang, 2002. http://www.gbv.de/dms/bs/toc/33745292x.pdf.

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Julin, Hanna. "Die Geschichte von Herrn Sommer – ein hybrider Text zwischen Kinder- und Erwachsenenliteratur? : Eine Analyse von Patrik Süskinds Novelle Die Geschichte von Herrn Sommer." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-72065.

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Summary: The aim of this paper has been to analyse and categorize Patrick Süskind’s short story Die Geschichte von Herrn Sommer (English title: The Story of Mr Sommer (1991)). To this end, the distinctive features of two categories of literature, children’s literature and postmodern narration for adults, have been examined. The formal elements of the text, narrator, structure and language, as well as the thematical elements of the text, have been analysed using a hermaneutic method and concepts of narratology. The analysis has shown that Die Geschichte von Herrn Sommer presents several elements representative of the two catagories of literature – literature for children and literature for adults. As a result, it can be ascertained that this short story should be regarded as a text of hybrid structure, thus placing it, not in one of these categories, but in both.

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Hofmann, Dorothee. "Übersetzung Fingierter Oralität: Wörtliche Rede von Jugendlichen in deutschen Kinder- und Jugendbüchern und ihre spanischen Übersetzungen." Master's thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-124215.

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Kinder- und Jugendliteratur wird häufig übersetzt und spielt eine wichtige Rolle bei der Herausbildung der sprachlichen Fähigkeiten ihrer Leser. Kinder und Jugendliche stellen zugleich ein besonderes Publikum dar, das sich besonders vom Unterhaltungswert eines Buches leiten lässt. Ein unterhaltsames und spannendes Buch zeichnet sich meist durch kreative, realitätsnahe und glaubwürdige Dialoge aus, durch die sowohl die Personen treffend charakterisiert werden können als auch die Handlung vorangetrieben werden kann. Die Darstellung gesprochener Sprache in der Literatur wird als Fingierte Oralität bezeichnet und ist Thema meiner Arbeit. In dieser möchte ich die fingierte Oralität von Jugendlichen in der Kinder- und Jugendliteratur und deren Übersetzung ins Spanische untersuchen. In diesem Zusammenhang müssen berücksichtigt werden: die Besonderheiten der Kinder- und Jugendliteratur, die Merkmale der Sprache von Jugendlichen im Allgemeinen sowie der deutschen und spanischen Jugendsprache im Besonderen sowie die Charakteristiken fingierter Oralität in der Belletristik. Ziel der Arbeit ist die Beschreibung der wörtlichen Rede jugendlicher Figuren in Kinder- und Jugendliteratur einerseits und deren Übersetzung ins Spanische andererseits. Dabei soll geklärt werden, inwiefern die Autorinnen gesprochene Sprache und Jugendsprache im Text fingieren, sowie ob und auf welche Weise deren Entscheidungen in den Übersetzungen nachvollzogen werden. Frühere Studien zur Übersetzung von Kinder- und Jugendliteratur kamen u. a. zufolgenden Ergebnissen: Es überwiege die Praxis des einbürgernden Übersetzens, worin ein Mangel an Respekt für Autoren von Kinder- und Jugendliteratur im Gegensatz zu Autoren der Erwachsenenliteratur sichtbar werde (House 2008). Grund für die Anpassung an die Zielkultur sei neben besseren Verkaufserwartungen auch die Angst, die jungen Leser mit Elementen der Ausgangskultur zu überfordern (O’Sullivan2000). In spanischen Übersetzungen von Kinder- und Jugendliteratur aus verschiedenen Sprachen sei eine stilistische Verbesserung markierter Textstellen zu beobachten (Fernández López (2000), Fischer (2006: 174)). Bei der Übersetzung deutscher Kinder- und Jugendliteratur ins Spanische werde häufig nicht die Umgangssprache oder Kinder- und Jugendsprache wiedergegeben, sondern aufgrund von Verlagsvorgaben eine höhere Sprachebene gewählt (Prüfer Leske 2002: 71). Aus diesen Beobachtungen verschiedener Forscher lassen sich folgende Fragen an diese Arbeit formulieren: Haben die Übersetzer inhaltlich eingegriffen und wenn ja, was könnten die Gründe dafür sein? Wurde der Stil der Sprecher in der spanischen Übersetzung verbessert und auf ein höheres sprachliches Niveau gebracht? Wurde die spezifische Sprechweise der Figuren in den Ausgangstexten ebenso in den Zieltexten berücksichtigt? Die Grundlage meiner Analyse bilden die universalen Merkmale realer Jugendsprache und deren einzelsprachliche Ausprägung im Deutschen und Spanischen. Um diese Erkenntnisse auf die Literatur übertragen zu können, bedarf es der fingierten Oralität. Die verschiedenen Ausprägungen gesprochener Sprache und fingierter Oralität lassen sich mithilfe des Modells der Sprache der Nähe und der Distanz von Koch et al. (1985) beschreiben. Dieses Modell stellt folglich das Bindeglied zwischentatsächlicher und literarischer Sprache von Jugendlichen dar. Der Hauptteil der Arbeit gliedert sich in fünf Teile. Kapitel 2 bietet eine Einführung zur Kinder- und Jugendliteratur. Es werden Besonderheiten dieses literarischen Systemsbetrachtet, sowie die historische Entwicklung der deutschen und spanischen Kinder- und Jugendliteratur skizziert. Kapitel 3 handelt von der Sprache von Jugendlichen und stellt gleichsam das umfangreichste Teilstück der theoretischen Vorüberlegungen dar. Dieses Kapitel beginnt mit einer Diskussion des Begriffs Jugend. Ihr folgt eine varietätenlinguistische Betrachtung der Jugendsprache in Abschnitt 3.2, sowie eine Beschreibung der Entwicklung und Ausbreitung von Jugendsprache in Abschnitt 3.3. Anschließend werden allgemeingültige Merkmale der Sprache von Jugendlichen behandelt (Abschnitt 3.4). Den Abschluss bilden Erläuterungen zur deutschen (Abschnitt 3.5) und zur spanischen Jugendsprache (Abschnitt 3.6). Kapitel4 beschäftigt sich mit der fingierten Oralität. Hier wird erläutert, was darunter zu verstehen ist und welchen Beitrag das Nähe-Distanz-Modell von Koch und Oesterreicher dazu leisten kann. Außerdem werden abschließend Merkmale von fingierter Oralität insbesondere in der wörtlichen Rede betrachtet. In Kapitel 5 werden Aspekte der Übersetzung von Kinder- und Jugendliteratur sowie von fingierter Oralität dargelegt. Kapitel 6 bildet den praktischen Teil der Arbeit. In Abschnitt 6.1 werden die analysierten Werke und die Autorinnen vorgestellt, danach folgt in Abschnitt 6.2 ein intralinguistischer Vergleich der drei Texte (Der kleine Vampir wird wie ein einziger Text behandelt, obwohl das Material aus drei verschiedenen Bänden stammt.) hinsichtlich nähesprachlicher und jugendsprachlicher Auffälligkeiten. Abschnitt 6.3 beinhaltet die Übersetzungsanalyse der wörtlichen Rede. Bei der Auswahl der zu analysierenden Phänomene orientiert sich die Verfasserin an die in Abschnitt 3.4 festgestellten Besonderheiten der Sprache von Jugendlichen. Das Korpus stammt aus den Jugendromanen „Ich habe einfach Glück“ von Alexa Hennig von Lange (Erstveröffentlichung 2001) und „Marsmädchen“ von Tamara Bach (Erstveröffentlichung 2003) sowie aus drei Bänden der Kinderbuchreihe „Der kleine Vampir“ von Angela Sommer-Bodenburg (Erstveröffentlichung 1985, 1986, 1988). Zur Erstellung des Korpus wurde die gesamte direkte Rede, die von Jugendlichen gesprochen wird, aus diesen Werken und ihren Übersetzungen ins Spanische extrahiert.

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BAKER, JULIA K. "THE RETURN OF THE CHILD EXILE: RE-ENACTMENT OF CHILDHOOD TRAUMA IN JEWISH LIFE-WRITING AND DOCUMENTARY FILM." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186765977.

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Mikota, Jana. "Alice Rühle-Gerstel : ihre kinderliterarischen Arbeiten im Kontext der Kinder- und Jugendliteratur der Weimarer Republik, des Nationalsozialismus und des Exils /." Frankfurt am Main [u.a.] : Lang, 2004. http://www.gbv.de/dms/bs/toc/386103178.pdf.

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19

Bond, D. G. "German history and German identity : Uwe Johnson's Jahrestage." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304881.

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20

Bildhauer, Bettina Maria Elisabeth. "Blood in thirteenth-century German literature." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288655.

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21

Brice, James Stuart. "German Holocaust Literature: Trends and Tendencies." [S.l. : s.n.], 2005. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-58461.

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22

Sharman, Gundula-Maria. "Twentieth-century reworkings of German literature." Thesis, University of Aberdeen, 2000. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU122777.

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No work of art stands in isolation. In one way or another it will have evolved from a form that has been created before, and likewise, it may itself have an influence on future developments and trends in a given genre. The literary reworking distinguishes itself by referring openly and explicitly to a previous fictional model, thus encouraging the reader to draw comparisons and to note contrasts between the model and the reworking. The investigation concentrates on two examples, from each genre, the drama, the novella and the novel. Reworkings of myths and legendary or historical characters have been excluded. Subject of the thesis is (a) an examination of how this link between model and reworking has been established, and (b) the effect the suggested presence of the literary model has on the interpretation of the reworking. With regard to (a) it has been found that each respective writer employs different narrative techniques to establish the link between model and reworking which has been summarized thus: - allusion to classicism: Schiller: Die Jungfrau von Orleans and Brecht: Die heilige Johanna der Schlachthöfe; - ironic reproduction: Hebbel: Maria Magdalena and Franz Xaver Kroetz: Maria Magdalena; - fragmentation: Thomas Mann: Der Tod in Venedig and Wolfgang Koeppen: Der Tod in Rom; - integration: Georg Büchner: Lenz and Peter Schneider: Lenz; - quotation: Goethe: Die Leiden des jungen Werther and Ulrich Plenzdorf: Die neuen Leiden de jungen W.; - character constellation: Goethe: Die Wahlverwandstschaften and John Banville: The Newton Letter With regard to (b) the effect of the reworking when read in conjunction with its literary model is strikingly different in each case, but common to all reworkings is a gain in historical depth, and in each case new themes and issues arise which are not immediately apparent when the reworking is considered on its own.

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23

Hutfilz, William George. "Pastoral politics : German pastoral literature and court culture, 1200-1800 /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9950.

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Caldwell, David. "German documentary prose of the 1970s /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691095606.

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25

Ritchie, Amanda Ross. "Margaret Fuller and the politics of German sensibility." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289215.

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This study seeks to accomplish two goals. First, it will reestablish Margaret Fuller (1810-1850) as America's first important interpreter of Johann Wolfgang Goethe (1749-1832), Germany's best-known lyric poet. The study includes full transcription and complete annotation of Fuller's Reading Journal O manuscript detailing the experimental series of Conversations on Goethe that Fuller conducted in the spring or summer of 1839. The manuscript suggests that Fuller was an expert on all of Goethe's works, not just on his literary oeuvre. The experimental series of Conversations on Goethe was a prototype for the Boston Conversations for Women, those watershed events in the history of the American women's movement that Fuller envisioned and then carried out between the fall of 1839, and the winter of 1844. Second, this study will examine Fuller's debt to German sensibility as she found it in Goethe and other German writers of the eighteenth and early nineteenth centuries. Fuller learned Innerlichkeit, inwardness, and Gelassenheit, or serenity, from her long study of German letters. Her incorporation of German sensibility was useful to her in two ways. First, German sensibility was important to Fuller's unique pedagogical philosophy. By encouraging her students to practice German sensibility, Fuller taught them how to educate themselves through their own initiatives. Second, German sensibility facilitated Fuller's critical stance, thereby aiding in the development of her feminism. Fuller's discussion of Iphigenia, the heroine of Goethe's classical play called Iphigenia at Tauris, displays the extent of her reliance on German sensibility in creating her most insightful feminist writings. Fuller wrote about Goethe's Iphigenia in the July 1841 issue of the transcendentalist journal called the Dial. Her remarks a there prove that her feminism was fully developed two years before she wrote "The Great Lawsuit: Man vs. Men, Woman vs. Women," the essay she expanded and later published as Woman in the Nineteenth Century.

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Sampath, Ursula. "Kaspar Hauser in twentieth-century German literature." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293681.

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Weber, Alexander. "Günter Grass's use of German Baroque literature." Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239093.

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28

Lechner, Judith. "Matters of Recognition in Contemporary German Literature." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19680.

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This dissertation deals with current political immigration debates, the conversations about the philosophical concept of recognition, and intercultural encounters in contemporary German literature. By reading contemporary literature in connection with philosophical, psychological, and theoretical works, new problem areas of the liberal promise of recognition become visible. Tied to assumptions of cultural essentialism, language use, and prejudice, one of the main findings of this work is how the recognition process is closely tied to narrative. Particularly within developmental psychology it is often argued that we learn and come to terms with ourselves through narrative. The chosen literary encounters written by Alev Tekinay, Emine Sevgi Özdamar, Maxim Biller, Rafael Seligmann, and Finn-Ole Heinrich magnify this particular human experience on an aesthetic level and dismantle “mechanisms of recognition,” particularly three aspects illustrating the recognition process: the role of the narrator and his or her description of the characters, the construction of family bonds within the texts, and the linguistic and cultural practice of naming with all of its connotations. Within the chosen texts there is no unified depiction of the recognition process, but rather the texts elucidate a multidimensionality of this concept, tying it closely to the political, social, and aesthetic sphere. In this context the analysis brings to light that the notion of “authenticity” crucially informs recognition as well as the circumstances of a power imbalance that dominates the process. My analysis shows that contrary to popular assumptions in philosophical and political debates, the concept of recognition turns out to be rather limiting instead of liberating.

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Zenk, Volker. "Innere Forschungsreisen literarischer Exotismus in Deutschland zu Beginn des 20. Jahrhunderts /." Oldenburg : Igel Verlag Wissenschaft, 2003. http://catalog.hathitrust.org/api/volumes/oclc/53155073.html.

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Spencer, Andrew John. "Of literature and legend : German writers and the bombing of Dresden." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240658983.

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31

Swisher, Michael James. "Wood and water terminology in Old High German literature : a contribution to the study of Old High German nature vocabulary /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662148213.

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32

Zimmermann, Christian von. "Biographische Anthropologie : Menschenbilder in lebensgeschichtlicher Darstellung (1830-1940) /." Berlin [u.a.] : de Gruyter, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2815355&prov=M&dokv̲ar=1&doke̲xt=htm.

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33

Schaad, Eric Joseph. "The romantic outlaw narrative /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/6614.

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34

Zimmerman, Aine K. "Estranged Bedfellows: German-Jewish Love Stories in Contemporary German Literature and Film." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1218765995.

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Thesis (Ph. D. )--University of Cincinnati, 2008.
Advisors: Dr. Katharina Gerstenberger (Committee Chair), Dr. Todd Herzog (Committee Member), Dr. Sara Friedrichsmeyer (Committee Member) Title from electronic thesis title page (viewed Oct. 4, 2008). Includes abstract. Keywords: German-Jewish relations; German-Jewish love stories; intercultural relationships; Holocaust studies; Holocaust legacy; normalization; contemporary German literature; contemporary German film; negative symbiosis Includes bibliographical references.

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35

Li, Zeyu, and 黎泽宇. "Literature review on children myopia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45173151.

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36

Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.

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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.

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37

Papworth, Helen. "Illustrated literature for Ethiopian children." Thesis, Bangor University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548609.

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Horton, Aaron Dennis. "Catastrophe and Identity in Post-War German Literature." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1061.

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The purpose of this study is to examine selected German literature dealing with issues of history and identity in light of the catastrophic reshaping of society after World War II and reunification. The research process will involve an examination of selected authors and their works that are most relevant to the topic. In order to provide a clear understanding not only of important literary themes but also of the appropriate historical context, attention will be devoted to providing biographical information in addition to critical literary analysis. Because this study is primarily historical in nature, context is important for determining a given author's possible motives in writing. The research will not only provide a better understanding of how history and identity have been addressed in modern German literature, identifying common and recurring themes in significant periods, but also demonstrate the value of using fiction in historical research.

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Mastag, Horst Dieter. "The transformations of Job in modern German literature." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30647.

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In modern times German authors have made ample use of the Job-theme. The study examines the transformations that the story of Job has undergone in German narrative and dramatic works from Leopold von Sacher-Masoch's Der neue Hiob (1878) to Fritz Zorn's Mars (1977). The most striking feature of these works lies in their diverse characterization of the Job-figure. As a mythical figure he remains synonymous with the sufferer, but he may be characterized as patient or impatient, humble or arrogant, innocent or guilty, rich or poor, courageous or cowardly; he may be a Jew or a Christian, a Nazi or an anti-Nazi, a believer or an agnostic. The authors have retained most of the characters included in the Old Testament story. The Job-figure usually has a wife (who doubts and despises God), a number of children (who die in an impending disaster), and several friends (who accuse him of wrong-doing). Concerning the plot, most writers have excluded any prologue in heaven. The suffering of the Job-figure (usually brought on by the loss of loved ones, by physical pain and by mental agony) is always central to the story. More often than not, however, the modern Job-figure exhibits a form of impatience and impiety once misfortune has struck. A theophany (literal confrontation with God) does not occur, but a divine agent may be provided in the form of a dream or a vision, or indirectly by nature. An epilogue (the restoration of Job's health, possessions and children) is usually omitted, but some authors imply a renewal of Job, so as to suggest a purpose for and a hope after his arduous trials.
Arts, Faculty of
Central Eastern Northern European Studies, Department of
Graduate

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40

Cornel, Christian. "East German broadcasting and social unification." Thesis, Goldsmiths College (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252021.

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41

Weber, Alexander. "Günter Grass's use of baroque literature." Leeds : W. S. Maney, 1995. http://catalogue.bnf.fr/ark:/12148/cb36706760n.

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42

Thelen, Christian. "Das Dichtergebet in der deutschen Literatur des Mittelalters." Berlin ; New York : W. De Gruyter, 1989. http://books.google.com/books?id=D-1bAAAAMAAJ.

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43

Hauser, Claudia. "Politiken des Wahnsinns weibliche Psychopathologie in Texten deutscher Autorinnen zwischen Spätaufklärung und Fin de siecle /." Hildesheim : Olms, 2007. http://books.google.com/books?id=WuFmAAAAMAAJ.

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44

Hagen, Alexandra S. "Rhetoric of Ruin: 9/11 in German Literature, Film and Culture." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1470672178.

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45

Starnes, Rebekah Ann. "Transnational Transports: Identity, Community, and Place in German-American Narratives from 1750s-1850s." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333727595.

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46

Joglekar, Yogini. "Who cares whodunit? : Anti-detection in West German cinema /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462067841849.

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47

Hamilton, Elizabeth C. "Disabling discourses in German literature from lessing to grass /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949150070443.

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48

Durczok, Gregor. "Das Motiv der Werbung in deutscher und russischer Gegenwartsliteratur - dargestellt anhand Raumers Viktor Vogel und Pelevins Generation P." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/742.

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This thesis is a the comparative analysis of the motifs of advertising concepts as found in the German novel Viktor Vogel, by Alexandra Raumer, and the Russian novel Generation P. , by Viktor Pelevin. For reasons of readability, the work utilized is the German translation of Generation P. However, both the original Russian text and the German language film (which was produced prior to the German novel) have been used, and chapters regarding their interpretation are included.

The analysis of both novels contains discussion of the topic, function, and task of advertising in the text, as well as the manner in which marketing theory has influenced its literary manifestation. Additionally the relationships between advertising executives and clients are explored.

While the aspects aforementioned form the basis of the comparative analysis of Viktor Vogel and Generation P. , the thesis also includes work-specific researches. Regarding Viktor Vogel, the motifs of advertising found in the novel are compared to those which are present in the film. Likewise, concerning Generation P. , the advertisements in the Russian original are examined in comparison to its German language translation, and its interpretation is completed by a summary of the Russian advertising culture.

The results of this analysis concluded that in the work Viktor Vogel a strong measure of realistic and real-word advertising is maintained. Additionally, it is revealed that the focus of advertising in this work is primarily concerned with the internal processes of the marketing agency as opposed to actual advertisements, whose inclusion is solely for decorative purposes. The original movie, however, puts more emphasis on the depiction of the motif of advertising, providing more information than mere visual icons.

In contrast to these findings, the advertising found in Generation P. is in keeping with the absurd literary reality as created by Viktor Pelevin. The portrayal of advertisement activity is here strongly influenced by the economic changes that have taken place after the collapse of the former system. The advertising concepts in Generation P. complete three main tasks: the description of the environment, the development of the protagonists, and the representation of irony and satire. Advertising for foreign products concentrates on items, which enchance the prestige of the user (such as textiles, alcohol and cigarettes) and emphasize the actual product, whereas advertising dealing with genuine Russian items focus primarly on the service sector. Looking at the original text reveals significant differences between the German and the Russian edition which cannot to be put down to the high quality of the translation itself but are rather the result of later changes by Pelevin. It has become evident, that advertisements such as those found in the Russian novel encompass phenomena, which would be contrary to those which are used in the West.

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49

Shahan, Cyrus Langston Richard. "Punk poetics and West German literature of the eighties." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1655.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.
Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Germanic Languages and Literatures." Discipline: Germanic Languages; Department/School: Germanic Languages.

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50

Lueckel, Wolfgang. "Atomic Apocalypse - 'Nuclear Fiction' in German Literature and Culture." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1281459381.

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