An increasing number of academics, in their research, teaching and writing, are turning to German as a second language.
Zondervans academic courses in German, in particular, are becoming increasingly popular.
The term “scholarship” has come to define German as an academic field, with students often choosing the course in their final year of higher education in order to take a master’s degree in German.
German language courses have also become increasingly popular in Canada, with the University of Toronto’s course in German teaching program starting in 2017 and continuing to expand.
In 2016, a survey found that more than half of Canadian professors wanted to work in German-speaking countries in the future, according to the Canadian Federation of Teachers (CFT).
A survey of more than 6,500 academics conducted in 2017 found that the proportion of German language instructors working in Canada dropped from 26 per cent in 2013 to 12 per cent last year, with fewer than 20 per cent working in the U.S. “There is a need for more German professors,” said CFT president Mike Korsko.
“Our members want to see a more German presence in the field.
It’s not just the prestige of the field, it’s the quality of the teaching, and they want it in their classrooms, too.”
The CFT is encouraging faculty and staff to consider German in their teaching and research, as well as to apply for a teaching certificate or research assistant position in the language.
The group is also urging students to consider taking a German course when they go abroad.
“I think that it’s important for people to understand the importance of the German culture,” said Dr. Paul Wünde, a professor of education and education management at the University at Buffalo in New York, who studies the impact of the language on the brain and how it affects students.
“They’re more engaged and more engaged in learning.
If you’re an academic in a German-language country, you’re more likely to graduate and do research.
You’re more familiar with the language.”
It’s an important change in attitudes to German.
In 2014, only 12 per a quarter of German professors surveyed said they had worked in the German-based field, according, to the German Language Association of Canada (DLAC).
In 2016 and 2017, German language students had the highest graduation rates in the country, according the University and College of London.
But this is not the case for English-speaking students.
In the 2016-17 school year, only 6 per cent of English-language students in the province attended German-funded German courses, according DLAC.
Würde said he’s concerned that students are becoming less interested in learning about German and more interested in taking a course in English.
He said the recent trend of professors wanting to work more in the academic field in Germany is an issue for all of us, especially students.
As a result, he said, more and more English-professor positions are being eliminated, leaving fewer and fewer English-educated professors to take courses in the region.
“What is happening is the teaching profession is disappearing,” he said.
“When people want to go to the humanities and the sciences, they can’t go to a university and teach in German.”
The current wave of German-academic migration is not only in universities.
In a 2017 study, a majority of academics who had gone to a German university said they felt more connected to their local communities in Germany than they had in the past.
That trend is likely to continue, Wülde said.
With the German school system having been revamped in recent years, students have a greater incentive to learn German, and to be more connected with their communities, he added.