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Parental Acculturation Attitudes: Direct and Indirect Impacts on Children’s Second Language Acquisition
No full textThe goal of the present study was to investigate the relationship between parental acculturation attitudes and second language (L2) skills and acquisition in immigrant children and to identify the mechanisms that potentially mediate between parental acculturation attitudes and children’s L2 skills and acquisition. Our longitudinal study is based on a sample of 252 children with German as L2 (age t1: M = 41 months; t2: M = 57 months) and their parents. Research Findings: Results revealed that parental acculturation attitudes toward the country of origin negatively correlated with children’s L2 skills at t1 and at t2. Furthermore, time spent in early childcare predicted L2 skills at t1 and at t2. Parental L2 proficiency and children’s contact with German language speakers outside of childcare were related to children’s L2 skills at t1. Parental L2 proficiency mediated the relationship between parental acculturation attitudes and children’s L2 skills. Practice or Policy: The findings support the importance of early childcare attendance and parental acculturation for L2 skills and acquisition in children with an immigrant background
Outiller de clés de lecture et d'interaction avec le monde: la responsabilité de la didactique des langues et des cultures
No full textWhile the multidisciplinary contribution of Humanities and of reflexive approaches seem nowadays to be welcome in most foreign language teacher training curricula in Switzerland, their legitimacy remains problematic if language learning is thought of in terms of standardized language competences. A contextualized socio-anthropological approach of language learning and teaching aims for its part to provide diverse tools – amongst them language items – needed to interact and understand complex social environments. Although it comes up against the idea of measurable skills and of many legitimized and wide-spread pedagogical tools, it does not necessarily contradict communicative goals. This contribution will present a series of examples of multidisciplinary practices in language learning and teaching. It introduces theoretical reflections on how to break from applicationist conceptions and prompts to fully assume the ethical responsibility which falls upon foreign language teacher training and learning
Tracing back materialized ideas to embodied and verbal dialogues: Analyzing documents and videofootage of crafts and design lessons
Get PDFThis article discusses a case study combining the qualitative analysis of documents and videofootage. The data was collected during a short collaborative task within an ideation phase with9-10 year old pupilscustomizing a store-bought t-shirt. The combination of video and document analysis allows tracing back the emergence of some of the kernel ideas visible in prototypes and final designs. The analysis also shows that the pupils in the case study have developed a pool of ideas during several collaborativephases that they could draw back on for their final designs. The close observation of both verbal and embodied dialogue in video analysis shows that the individual, simultaneous and conjoint handling of materials in an exploratory way -–touching and examining, arranging and rearranging –as well as the verbal dialogue taking place during the design process plays an important role within the ideation phase in Crafts and Design lessons. Thus, the article supports previous studies in this area. This small-scale case study can also be taken as an example for how to practice studying subject-specific learning and teaching for students in teacher education with documents and videofootage providing a rich resource. Additional materials available on an online-portal as of June 2020 serve as a starting point for this endeavor
Rezension zu: Martina Stercken, Christian Hesse (Hg.), Kommunale Selbstinszenierung – Städtische Konstellationen zwischen Mittelalter und Neuzeit. Zürich: Chronos 2018.
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Zentrale Konzepte und Begriffe im Kontext des selbst organisierten Lernens in inklusiven Settings
No full textBrennpunkt Nachhaltigkeit - Beitrag einer digitalen Lernplattform zu transformativem Lernen und Transformation in Richtung nachhaltiger Entwicklung
No full textDie koloniale Schweiz? Die postkoloniale Schweiz!
No full textThis paper shows Switzerland’s involvement in colonialism. Swiss actors participated in the slave trade or benefited otherwise from the colonial system. This linkage was accompanied by the construction of the « colonial Other », which was also important for the formation of Swiss identity in the course of the nation building process. In the paper, the « othering » is illustrated by three examples: the science, the so called « Völkerschauen », (« human zoos ») and on the basis of a selected textbook of the 19th century
