6826 research outputs found
Sort by
Zur professionellen Reflexionskompetenz angehender Berufsschullehrer:innen im Praktikum: «Ich bin in einen Lehrvortrag verfallen und habe den Lernenden zu wenig Zeit zum Überlegen gegeben»
No full textReflexion über das Wissen und Handeln in der Unterrichtspraxis gilt in der Lehrer:innenbildung als ein Schlüssel zur Professionalität. Dieser Beitrag untersucht die professionelle Reflexionskompetenz angehender Lehrer:innen für berufliche Schulen basierend auf reflektierten «irritierenden» Unterrichtssituationen im Praktikum und mittels eines neu entwickelten Analyseinstruments. In den Situationen dominieren die unteren Stufen der Reflexionskomplexität. Bei den Studierenden lassen sich drei Profile der Reflexionskomplexität charakterisieren, die positiv mit der Unterrichtserfahrung zusammenhängen. Es werden Implikationen für die Professionsforschung und die Lehrer:innenbildung skizziert
Strukturierte Berufseinführung als Scharnier zwischen Aus- und Weiterbildung
No full textDieser Beitrag thematisiert die strukturierte Berufseinführung in der Schweiz als Scharnier zwischen Aus- und Weiterbildung und ihre Bedeutung für die Professionalisierung von Lehrpersonen. Eine Bestandsaufnahme kantonaler Modelle zur Berufseinführung in der Schweiz bildet die Grundlage für die Analyse. Es wird aufgezeigt, dass neue Modelle der Berufseinführung entwickelt werden müssen, die bisher nicht berücksichtigte Bedarfe aufnehmen und eine engere Verknüpfung von Aus- und Weiterbildung gewährleisten. Abschliessend werden Empfehlungen formuliert, um Lehrpersonen in dieser zentralen Phase besser zu begleiten und ihre langfristige professionelle Entwicklung zu fördern
Begleitung des vorgezogenen Berufseinstiegs im Quereinstiegsstudium: Schnittstellenmanagement beim schulseitigen Mentorat
No full textDie Lehrpersonenbildung findet zunehmend in Curricula statt, die einen vorgezogenen Berufseinstieg in das Studium integrieren und diesen durch Mentoring begleiten. Mit den daraus entstehenden Schnittstellen und deren Koordination beschäftigt sich dieser Beitrag. Fokussiert wird dabei die Einführung eines schulseitigen Mentorats in einem neuen Studiengang für Quereinsteigende mit studienintegriertem Berufseinstieg. An diesem Fallbeispiel wird aufgezeigt, wie Analyseraster abgeleitet werden können, die eine literaturgestützte Analyse solcher Koordinationsarbeiten ermöglichen. Das im Beitrag behandelte Vorgehen ermöglicht es, förderliche Faktoren für das Schnittstellenmanagement zu identifizieren
Beanspruchung, Wohlbefinden und Selbstwirksamkeit im Seiteneinstieg: Zum persönlichen Erleben des vorgezogenen Übergangs in den Lehrberuf
No full textAlternative Qualifikationswege in den Lehrberuf etablieren sich zunehmend. Vor diesem Hintergrund untersucht der vorliegende Beitrag, wie Seiteneinsteigende (OBAS) in Nordrhein-Westfalen den vorgezogenen Übergang in die professionelle Unterrichtstätigkeit persönlich erleben. Fokussiert werden Beanspruchung, Wohlbefinden und die lehrbezogene Selbstwirksamkeit in der Berufseinstiegsphase. Die Belastung des ersten Ausbildungsabschnittes zeigte sich in gestiegener Beanspruchung und gesunkenem Wohlbefinden – bei unveränderter lehrbezogener Selbstwirksamkeit. Der Einfluss beruflicher sowie personaler potenzieller Ressourcen wird ebenfalls analysiert und im Kontext des Seiteneinstiegs diskutiert
Black Tell Revisited: Thomas Gartmann in Conversation with the Composer Charles Uzor
Get PDFFor the Swiss National Exhibition in 2002, the Swiss Arts Council Pro Helvetia commissioned various composers to create an opera pasticcio. Not only were representatives of the four national languages invited, but also Charles Uzor, a Nigerian who had come to St. Gallen as a displaced child and had studied in Bern and Zurich and at the Royal Academy in London. He called his contribution Black Tell or The Other Switzerland, Interludes and Finale for solos, choir, chamber orchestra and tape. His parts of the pasticcio were conceived as intermezzi in a kind of soap opera, favouring exaggeration and clichés. This interview investigation is carried out from different perspectives: that of the commissioning body, that of the organisers (who wanted to present Switzerland as open and cosmopolitan) and that of the composer; we must also consider that there is now a distance of over 20 years between us and the work’s first performance
L\u27impérialisme linguistique postcolonial en Afrique: Le programme missionnaire des Latter-day Saints
No full textThis paper aims to investigate the neocolonial implications of mission language planning, particularly how The Church of Jesus Christ of Latter-day Saints’ (LDS Church) mission program relates to postcolonial African language policies. Beginning with a conceptual overview of Anglophone linguistic hegemony engrained in African language planning, the investigation covers a detailed inquiry into the LDS Church’s mission operations through contemporary missionary language training and practices. Mixed methods analysis of the languages of instruction reveals a Eurocentric bias in the selection of languages within the LDS Church\u27s Missionary Training Centers, emphasizing the need for a more inclusive and contextually relevant approach to language planning and assignment. Interviews conducted with members of the Church, having served missions on the African continent, further support this conclusion. The implications of conducting mission operations in Africa from an Anglocentric perspective relate to postcolonial discourse on power and exclusion in multilingual ecologies. Considerations for future studies include further documentation of the perspectives of speakers of African languages engaged in mission-related practices within the LDS Church. Cet article vise à étudier les implications néocoloniales de la planification linguistique des missions, en particulier la manière dont le programme de mission de The Church of Jesus Christ of Latter-day Saints (Église LDS) est lié aux politiques linguistiques africaines postcoloniales. En commençant par un aperçu conceptuel de l\u27hégémonie linguistique anglophone enracinée dans la planification linguistique africaine, l\u27étude couvre une enquête détaillée sur les opérations missionnaires de l\u27Église LDS à travers la formation et les pratiques linguistiques missionnaires contemporaines. L\u27analyse des langues d\u27enseignement par des méthodes mixtes révèle un parti pris eurocentrique dans la sélection des langues au sein des centres de formation missionnaire de l\u27Église LDS, soulignant la nécessité d\u27une approche plus inclusive et contextuelle de la planification et de l\u27attribution des langues. Les entretiens menés avec des membres de l\u27Église ayant effectué des missions sur le continent africain confirment cette conclusion. Les implications de la conduite d\u27opérations missionnaires en Afrique dans une perspective anglocentrique sont liées au discours postcolonial sur le pouvoir et l\u27exclusion dans les écologies multilingues. Pour les études futures, il conviendrait de documenter davantage les points de vue des locuteurs de langues africaines engagés dans des pratiques liées à la mission au sein de l\u27Église LDS
Shades of Green: Communicating Ecological Information in Indigenous Languages.
Get PDF‘Green economy’ is the new buzzword in development economics and environmental protection, a convergence of concepts hitherto thought to be mutually exclusive. A corollary of the definition of sustainable development as that which meets the need of the present without compromising the ability of future generations to meet their own needs is the necessity of making those who meet their needs from the soil and water to understand the imperative of using these resources responsibly. In other words, they need to understand and buy into the greening of the economy. This paper reports a small terminological project for translating “green” and related terms, as a contribution to the grassroots popularization of the green economy concept. The extraction of terms was done manually and concept relationships used in the analysis of source terms prior to term creation, to create morphological series and other paradigms. Fine distinctions in meaning, e.g. between near synonyms, were made
Il tabarchino
Get PDFThe present contribution aims at illustrating the complex history of Tabarchin, a diatopic variety spoken in the Sulcis Archipelago, both in Carloforte and Calasetta, brought to the area by Genoese people (mostly from Pegli) who settled in Tabarca in Tunisia mainly for coral fishing. Secondly, the main vowel and consonantic phonemes and some morphosyntactic and semantic features of Tabarchin will be shown, illustrating at the same time the shared spelling proposed in 2001. Finally, the last section will annnounce the most significant projects for the dissemination of Tabarchin, a historical minority variety unfortunately not recognised by the national law 482/1999
Fostering phonetic input in the classroom. : The case of very young learners acquiring English in a Brazilian bilingual school
Get PDFThe quality and quantity of phonetic input are considered the main factors in L2 sound acquisition (cf. Flege 1995; Flege/Bohn 2021; Kuhl 2011). Over the years, many empirical studies have supported the statement that for accurate perception and intelligible pronunciation, learners need to receive robust phonetic input to guide their attention to the acoustic cues used to distinguish L1 sounds from L2 sounds (cf. Flege 1995; Flege/Bohn 2021; Moyer 2009). These works have bolstered the widespread idea that when it comes to L2 acquisition, the more input and the earlier the exposure, the better. However, despite the growing interest in the area, research in classroom settings still needs to be conducted, particularly with very young learners (cf. Munro/Derwing 2015; Levis 2016; Levis 2017; O’Brien et al. 2018). This paper focuses on the work with L2 sounds in classroom settings with very young learners and integrates contributions from sound acquisition theory and pedagogical practice. It also discusses the role of the teacher in fostering phonetic input in bilingual education with very young Brazilian Portuguese L1 speakers acquiring English as an L2. To support this discussion, it presents the results of perceptual tests in a Brazilian bilingual school developed to investigate children\u27s L2 sound perception. A pre-test was applied at the beginning of the school year, and a post-test by the end of the year. In between, playful mediation with L2 sounds took place (cf. Barros 2022). The comparison between the pre-test and the post-test suggests that teachers play a pivotal role in fostering phonetic input to enhance very young learners’ perception of L2 sounds, thus leading to a more successful L2 acquisition. This paper also underscores the importance of linking theory to pedagogical practice so teachers can better scaffold learning
Aspects hypercorrectifs de la compétence phonétique chez le francophone non confirmé
Get PDFExtending linguistic phenomena into co-texts where they would not normally occur usually involves hypercorrection. Hypercorrection can be defined as the language user’s desire to conform to perceived standards of linguistic excellence; it typically stems from what is known as “linguistic insecurity”. Hypercorrection may manifest in various forms that span all contexts of language learning and use – regardless of the chosen medium (spoken or written language) – and can affect all types of linguistic competence. To what extent is the development of a non-native speaker’s phonological competence influenced by hypercorrection? This is the central question the present study seeks to address. To achieve this, it draws on linguistic data from a corpus of 130 oral presentations, each lasting around ten minutes. These presentations were delivered, before a peer audience, by Greek-speaking users of French, all of whom had attained a level of proficiency in French as a foreign language consistent with the expectations of the second year of a university program in French Studies conducted in a Greek-speaking environment. Based on the results, the phonological competence of this population – composed of proficient L2 French users – appears highly susceptible to hypercorrection. More than half of the recorded presentations exhibit recurrent hypercorrective tendencies which require further elucidation
Data sources:
BORIS Portal Bern Open Repository and I...BAF-Online: Proceedings of the Berner Al...HASBonline – Hefte zur Archäologie des M...Informationswissenschaft: Theorie, Metho...Jahrbuch Diakonie SchweizJournal of Eye Movement ResearchJournal of Radiation Oncology Informatic...
BOP SerialsVersants. Revista suiza de literaturas r...BORIS Theses
BOP SerialsVersants. Revista suiza de literaturas r...BORIS ThesesAccess Repository Dashboard
Do you manage BOP Serials? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!