@article{WieseMayrKraemeretal.2017, author = {Wiese, Heike and Mayr, Katharina and Kr{\"a}mer, Philipp and Seeger, Patrick and M{\"u}ller, Hans-Georg and Mezger, Verena}, title = {Changing teachers' attitudes towards linguistic diversity}, series = {International Journal of Applied Linguistics}, volume = {27}, journal = {International Journal of Applied Linguistics}, number = {1}, publisher = {Wiley}, address = {Hoboken}, issn = {0802-6106}, doi = {10.1111/ijal.12121}, pages = {198 -- 220}, year = {2017}, abstract = {We discuss an intervention programme for kindergarten and school teachers' continuing education in Germany that targets biases against language outside a perceived monolingual 'standard' and its speakers. The programme combines anti-bias methods relating to linguistic diversity with objectives of raising critical language awareness. Evaluation through teachers' workshops in Berlin and Brandenburg points to positive and enduring attitudinal changes in participants, but not in control groups that did not attend workshops, and effects were independent of personal variables gender and teaching subject and only weakly associated with age. We relate these effects to such programme features as indirect and inclusive methods that foster active engagement, and the combination of 'safer' topics targeting attitudes towards linguistic structures with more challenging ones dealing with the discrimination of speakers.}, language = {en} } @article{MuellerWieseMayretal.2015, author = {M{\"u}ller, Hans-Georg and Wiese, Heike and Mayr, Katharina and Kr{\"a}mer, Philipp and Seeger, Patrick and Mezger, Verena}, title = {Changing teachers' attitudes towards linguistic diversity}, series = {International Journal of Applied Linguistics}, volume = {27}, journal = {International Journal of Applied Linguistics}, number = {1}, pages = {198 -- 220}, year = {2015}, abstract = {We discuss an intervention programme for kindergarten and school teachers' continuing education in Germany that targets biases against language outside a perceived monolingual 'standard' and its speakers. The programme combines anti-bias methods relating to linguistic diversity with objectives of raising critical language awareness. Evaluation through teachers' workshops in Berlin and Brandenburg points to positive and enduring attitudinal changes in participants, but not in control groups that did not attend workshops, and effects were independent of personal variables gender and teaching subject and only weakly associated with age. We relate these effects to such programme features as indirect and inclusive methods that foster active engagement, and the combination of 'safer' topics targeting attitudes towards linguistic structures with more challenging ones dealing with the discrimination of speakers.}, language = {en} } @article{RojasKoetzKosmellaetal.2009, author = {Rojas, Oscar and Koetz, Joachim and Kosmella, Sabine and Tiersch, Brigitte and Wacker, Philipp and Kramer, Markus}, title = {Structural studies of ionic liquid-modified microemulsions}, issn = {0021-9797}, doi = {10.1016/j.jcis.2009.02.039}, year = {2009}, abstract = {This work is focused on the influence of an ionic liquid (IL), i.e. ethyl-methylimidazolium hexylsulfate, on the spontaneous formation of microemulsions with ionic surfactants. The influence of the ionic liquid on Structure formation in the optically clear phase region in water/toluene/pentanol mixtures in presence of the cationic surfactant CTAB was studied in more detail. The results show a significant increase of the transparent phase region by adding the ionic liquid. Conductometric investigations demonstrate that adding the ionic liquid can drastically reduce the droplet- droplet interactions in the L-2 phase. H-1 nuclear magnetic resonance (H-1 NMR) diffusion coefficient measurements in combination with dynamic light scattering measurements clearly show that inverse microemulsion droplets still exist, but the droplet size is decreased to 2 nm. A more detailed characterisation of the isotropic phase channel by means of conductivity measurements, dynamic light scattering (DLS), H-1 NMR and cryo-scanning electron microscopy (SEM), allows the identification of a bicontinuous sponge phase between the L-1 and L-2 phase. When the poly(ethyleneimine) is added, the isotropic phase range is reduced drastically, but the inverse microemulsion range still exists.}, language = {en} } @article{Kraemer2013, author = {Kr{\"a}mer, Philipp}, title = {Kreolische Philologie und raciologie appliqu{\´e}e bei Charles Baissac}, isbn = {978-3-7705-5407-2}, year = {2013}, language = {de} } @article{Kraemer2013, author = {Kr{\"a}mer, Philipp}, title = {Creole exceptionalism in a historical perspective - from 19th century reflection to a self-conscious discipline}, series = {Language sciences}, volume = {38}, journal = {Language sciences}, number = {4}, publisher = {Elsevier}, address = {Oxford}, issn = {0388-0001}, doi = {10.1016/j.langsci.2013.02.003}, pages = {99 -- 109}, year = {2013}, abstract = {In order to re-evaluate the ongoing debate about so-called creole exceptionalism, parallels and continuities from historical texts are shown in a line of argumentation that can be found both in works from the 19th century and from today. Mainly, the influential study of Mauritian Creole by Charles Baissac (1880) exhibits considerable similarities with today's exceptionalist positions. Persisting arguments such as the idea of creoles as "simple", "young" and "natural" languages are (and were) to show the difference of creoles from other languages. Creolists argue that evidence of creoles as a distinct class provides support for the relevance and independence of creolistics as a discipline. Comparing contemporary and historical sources can shed new light on the epistemological heritage of the field.}, language = {en} } @book{KraemerLenz2013, author = {Kr{\"a}mer, Philipp and Lenz, Markus Alexander}, title = {Wort Macht Stamm : Rassismus und Determinismus in der Philologie (18./19. Jh.)}, editor = {Messling, Markus and Ette, Ottmar}, publisher = {Fink}, address = {Paderborn}, isbn = {978-3-7705-5407-2}, pages = {389 S.}, year = {2013}, language = {de} } @inproceedings{BorowskiGlowinskiFristeretal.2018, author = {Borowski, Andreas and Glowinski, Ingrid and Frister, Jonas and H{\"o}ttecke, Dietmar and Buth, Katrin and Koenen, Jenna and Masanek, Nicole and Reichwein, Wilko and Scholten, Nina and Sprenger, Sandra and Stender, Peter and W{\"o}hlke, Carina and Komorek, Michael and Freckmann, Janine and Hofmann, Josefine and Niesel, Verena and Richter, Chris and Mehlmann, Nelli and Bikner-Ahsbahs, Angelika and Unverricht, Katja and Schanze, Sascha and Bittorf, Robert Marten and Meier, Monique and Grospietsch, Finja and Mayer, J{\"u}rgen and Gimbel, Katharina and Ziepprecht, Kathrin and Hofmann, Judith and Kramer, Charlotte and M{\"u}ller, Britta-Kornelia and Rohde, Andreas and Z{\"u}hlsdorf, Felix and Winkler, Iris and Laging, Ralf and Peter, Carina and Schween, Michael and H{\"a}rle, Gerhard and Busse, Beatrix and Mahner, Sebastian and K{\"o}stler, Verena and Kufner, Sabrina and M{\"a}gdefrau, Jutta and M{\"u}ller, Christian and Beck, Christina and Kriehuber, Eva and Boch, Florian and Engl, Anna-Teresa and Helzel, Andreas and Pickert, Tina and Reiter, Christian and Blasini, Bettina and Nerdel, Claudia and Lewalter, Doris and Schiffhauer, Silke and Richter-Gebert, J{\"u}rgen and Bannert, Maria and Maahs, Mirjam and Reißner, Maria and Ungar, Patrizia and von Wachter, Jana-Kristin and Hellmann, Katharina and Zaki, Katja and Pohlenz, Philipp}, title = {Koh{\"a}renz in der universit{\"a}ren Lehrerbildung}, editor = {Glowinski, Ingrid and Borowski, Andreas and Gillen, Julia and Schanze, Sascha and von Meien, Joachim}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-438-8}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414267}, year = {2018}, abstract = {One area that is supported by the project "Qualit{\"a}tsoffensive Lehrerbildung" (funded by BMBF) is the improvement of collaboration and coordination between studies in the discipline, studies in pedagogical content knowledge, and studies in pedagogical knowledge during teacher education at university. Aiming a better coordination among these three parts of teacher education at university, many of the supported projects have designed and realized university-specific approaches. This conference proceedings volume comprises contributions by 15 of these projects. Seven of those were introduced and discussed in workshops on the occasion of two cross-regional project-conferences in Hannover and Potsdam. Overall, the contributions give a theoretically funded as well as a practice-oriented overview of current approaches and concepts to achieve a better connection between study units concerning studies in content knowledge, pedagogical content knowledge and pedagogical knowledge in teacher education. The volume presents university projects, which take effect on different levels (at the level of curriculum and content, at a collegiate level, at the level of structural conditions of universities). The different approaches are described in a way that they can provide a basis for transfer to other subjects or further universities. The contributions are aimed at teacher educators as well as other actors working in the field of teaching- and quality development at universities. All of them can take transferable ideas and impulses from the described concepts and formats.}, language = {de} }