Refine
Document Type
- Article (5)
- Monograph/Edited Volume (1)
- Conference Proceeding (1)
Is part of the Bibliography
- yes (7)
Keywords
- 19th century philology (1)
- Bildungswissenschaft (1)
- Charles Baissac (1)
- Creole (1)
- Epistemology (1)
- Fachdidaktik (1)
- History of linguistics (1)
- Lehramtsstudium (1)
- Mauritius (1)
- Mehrsprachigkeit (1)
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.
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.
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.
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.
Eine verbesserte Zusammenarbeit und Abstimmung von Fachwissenschaft, Fachdidaktik, Bildungswissenschaften und schulpraktischen Lernorten ist einer der Förderbereiche der „Qualitätsoffensive Lehrerbildung“. Zahlreiche der geförderten Projekte haben für dieses Handlungsfeld im Bereich Vernetzung von Fachwissenschaft, Fachdidaktik und Bildungswissenschaften hochschulspezifische Maßnahmen konzipiert und umgesetzt.
Der vorliegende Tagungsband beinhaltet Beiträge von 15 entsprechenden Projekten, von denen sieben anlässlich von zwei standortübergreifenden Projekt-Tagungen in Hannover und Potsdam vorgestellt und in Workshops diskutiert wurden. Insgesamt geben die Beiträge einen theoretisch fundierten und gleichzeitig praxisorientierten Überblick über aktuelle Ansätze und Konzepte zur besseren Vernetzung fachwissenschaftlicher, fachdidaktischer und bildungswissenschaftlicher Studienanteile im Lehramtsstudium. Dargestellt werden Projektarbeiten der Hochschulen, die auf verschiedenen Ebenen wirksam werden (curricular-inhaltliche Ebene, kollegiale Ebene, hochschul-strukturelle Ebene). Die Maßnahmen sind so beschrieben, dass sie als Grundlage für einen Transfer auf andere Fächer bzw. andere Standorte genutzt werden können.
Die Beiträge richten sich an alle Lehrenden im Bereich der Lehramtsbildung sowie sonstige Akteure im Bereich der Lehr- und Qualitätsentwicklung an den Universitäten. Sie alle können den beschriebenen Konzepten und Umsetzungsformaten transferierbare Ideen und Impulse entnehmen.