534 research outputs found
How to Queer the Classroom: Queer-informed Methods and Teaching Practice in ELT
No full textKönig L, Merse T. How to Queer the Classroom: Queer-informed Methods and Teaching Practice in ELT. Presented at the Seminarreihe ‘Queering ESOL: Towards a Cultural Politics of LGBT Issues in the ESOL Classroom’, University College London
Queer- und genderorientierte Zugänge für einen Fremdsprachenunterricht der Vielfalt
No full textKönig L, Merse T. Queer- und genderorientierte Zugänge für einen Fremdsprachenunterricht der Vielfalt. Presented at the 26. Kongress der Deutschen Gesellschaft für Fremdsprachenforschung, Leitung des Freien Formats 11, PH Ludwigsburg
Internationalism, Democracy, Political Education: An Agenda for Foreign Language Education
No full textIn a time of renewed nationalism and challenges to democracy worsened by the COVID-19 crisis, internationalism and intercultural democratic competences are ever more important. We start with an analysis of the ideology of internationalism and its significance in times of growing nationalism and then introduce the concept ‘the plurilingual-and-interculturally competent democratically active citizen’ and the Council of Europe’s Reference Framework of Competence for Democratic Culture. The chapter continues with a project with students in Argentina and the USA. The main goal was to explore how the trauma associated with COVID-19 can become a site of ethical, political and personal self-transformation to cultivate solidarity, unity and hope. Through arts-based pedagogies and pedagogies of discomfort and intercultural citizenship, students researched artistic approaches to the pandemic in their countries, and communicated online to design artistic creations in mixed nationality groups to channel their emotions and to make a contribution to their societies responses. Evaluation of data - including students’ artistic multimodal creations, written statements about their creations - indicates that the project cultivated ‘the plurilingual-and-interculturally competent democratically active citizen’ conceptualised in the RFCDC.Fil: Byram, Michael. Durham University; Reino UnidoFil: Golubeva, Irina. University of Maryland; Estados UnidosFil: Porto, Melina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones en Humanidades y Ciencias Sociales. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales; Argentin
All inclusive? Eine kritische Lehrbuchanalyse zur Repräsentation von Diversität in Englischlehrbüchern der Klassenstufe 9.
No full textKönig L, Alter G, Merse T. All inclusive? Eine kritische Lehrbuchanalyse zur Repräsentation von Diversität in Englischlehrbüchern der Klassenstufe 9. . Zeitschrift für Fremdsprachenforschung (ZFF). 2021;32(1):81-104
“Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL Learners’ Engagement with Shakespeare’s Sonnet 18 and Contemporary YA Fiction
No full textKönig L, Merse T. “Compairing [sic] a girl to a summers day is gay” – Que(e)rying EFL Learners’ Engagement with Shakespeare’s Sonnet 18 and Contemporary YA Fiction. Revista Latinoamericana de Estudios Educativos. 2023;53(2):135-173.This paper presents qualitative research findings from a literature-focused classroom project in which EFL (English as a foreign language) learners engage queerly with Shakespeare’s famous Sonnet 18 “Shall I compare thee to a summer’s day” and Patrick Ness’ young adult (YA) fiction narrative Different for Boys. This project was carried out at a German secondary school (Gymnasium) with a year 11 upper-level class of advanced English. The central rationale of this project– informed by a theoretical basis of literary studies, EFL pedagogy, and queer theory –was to retrace how far the learning processes of students concerning these two texts may validate, irritate or dissipate heteronormative literary readings and interpretations, which are framed here as ‘hetero-normalization’. The results show that a queer focus can draw all learners into critical and committed literary interpretations – with each learner displaying highly individual negotiations lo-cated between upfront queer visibility and continued ‘hetero-normalization’.Este artículo presenta los resultados de una investigación cualitativa de un proyecto de aula centrado en la literatura en el que los estudiantes de EFL (inglés como lengua extranjera) interactúan de manera extraña con el famoso Soneto 18 de Shakespeare “Shall I compare thee to a summer’s day” y el adulto joven (YA) de Patrick Ness. Narrativa de ficción Diferente para chicos. Este proyecto se llevó a cabo en una escuela secundaria alemana (Gymnasium) con una clase de nivel superior de inglés avan-zado de Year 11. El fundamento central de este proyecto, informado por una base teórica de los estudios literarios, la pedagogía EFL y la teoría queer, fue rastrear hasta qué punto los procesos de aprendizaje de los estudiantes en relación con estos dos textos pueden validar, irritar o disipar las lecturas e interpretaciones literarias heteronormativas, que se enmarcan aquí como heteronormalización. Los resultados muestran que un enfoque queerpuede atraer a todos los estudiantes hacia interpretaciones literarias críticas y comprometidas, con cada estudiante mostrando negociaciones altamente individua-les ubicadas entre la visibilidad queerinicial y la heteronormalización continua
Kritische Fremdsprachenlehrkräftebildung: Desiderate, Beispiele, Vernetzungsideen
No full textHeidt I, König L, Louloudi E, Merse T. Kritische Fremdsprachenlehrkräftebildung: Desiderate, Beispiele, Vernetzungsideen . In: Kulovics N, Mentz O, Raith T, eds. Grenzen, Grenzräume, Entgrenzungen. Perspektiven in der Fremdsprachenforschung. Reihe 'Beiträge zur Fremdsprachenforschung'. Vol Band 18. Schneider bei wbv; 2025: 431-437
Identiteter och världsbild : "hårdkokt" skriftbruk i Thorsten Jonssons noveller
No full textidentity and worldview – “hard-boiled” writing in Thorsten Jonsson’s short storiesThis article deals with the Swedish author Thorsten Jonsson (1910–50) and his first short story collection Som det brukar vara (1939) [‘As it usually is’]. The nar- rative represents a new modernistic literary trend in Swedish prose in the 1930s. i take my starting point in Burgess & ivanič’s (2010) theories of the act of writing involving many different identities, and particularly what Burgess & ivanič iden- tify as the discursive self. By contemporary readers and critics the discursive self in the short story collection was often connected with an American hard-boiled literary ideal, often linked to ernest Hemingway’s writings. in this article i dis- cuss the common textual features of the two authors’ first collections, but also the differences that emerge when looking through the linguistic surface. The analysis shows that Thorsten Jonsson’s discursive self is based upon a northern Swedish culture, Hemingway’s on an urban American one. </p
Measures of excess liquidity
No full textThe aim of this note is to provide an overview of various measures of excess liquidity, which can be defined as the deviation of the actual stock of money from an estimated equilibrium level. Given their dynamic nature, the excess liquidity measures under review are - in the light of long and variable lags of monetary policy - very useful tools to quantify future price pressures. In addition, excess liquidity measures consider inflation as a purely monetary phenomenon: neither the output gap nor liquidity gap - although both form an integral part of the concepts - an be held responsible for inducing a persistent rise in the price level. Despite strong theoretical support, the usefulness of excess liquidity measures depends on the stability of money demand, a question which has of course to be answered in the realm of empirical research. --P-star,excess liquidity,monetary policy,ECB
A case for money in the ECB monetary policy strategy
No full textOne major outcome of the review of the ECBs two pillar monetary policy strategy, which was published on 8 May 2003, has been the de facto downgrading of the hitherto prominent role assigned to the stock of money. According to the authors judgement, however, there is a strong theoretical and empirical rationale for the ECB monetary policy to pay close attention to the information content of money in the form of M3. However, the authors argue the ECB should make use of the so-called price gap or real money gap concept rather than the reference value as the latter runs the risk of giving misleading policy recommendations and compromising the indicator quality of the stock of money. Making use of M3 seems all the more rational as currently no better inflation indicator appears to exist in providing inflation forecasts in the euro area. --P-star,real money gap,excess liquidity,ECB
(Re-)envisioning picturebooks for social justice education in advanced audiences: A critical literacy perspective from Canada.
No full textLouloudi E. (Re-)envisioning picturebooks for social justice education in advanced audiences: A critical literacy perspective from Canada. In: Alter G, Merse T, eds. Re-thinking picturebooks for intermediate and advanced Learners: Perspectives for secondary English language education. narr STUDIENBÜCHER LITERATUR- UND KULTURWISSENSCHAFT. Tübingen: Narr Francke Attempto; 2023.Over the past decades, children’s literature has been subject to significant development,
both as a sociocultural and an educational medium. However, this development may
not have fully reached its target audience yet. Children’s books are primarily being
used for the enculturation of the younger readership, even though the definition of
children’s literature has grown to address a wider audience – from very young children,
to teenagers, to even adults (cf. Hunt 2001).
This overlooking of more advanced audiences becomes more puzzling when one
considers that children’s literature has a long tradition in negotiating political upheaval
and societal change. As Botelho and Rudman opine, children’s literature often becomes
“a door to engage children in social practices” that (de‑ and re‑)construct modern
sociocultural ideas and sociopolitical awareness (2009: 1). Picturebooks, in particular
when considered from a strong “analytical and meta‑perspective” (Alter 2017: 84), can
be a suitable medium for advanced learners because their multidimensional gestalt
allows for space for thought, questioning and reflection.
This article will explore the ways in which a university seminar in Canada uses
picturebooks – in particular, The Composition by Antonio Skármeta (2003) – to
negotiate social justice topics such as class and race with high school student teachers.
Moreover, it will focus on the practical and critical literacy-centered steps and methods
taken and used in the classroom, in order to underline the importance of using
picturebooks with advanced learners to promote social justice
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