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  • 1.
    Alexandra, Wolf
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Arbeit mit literarischen Texten mit Hilfe der Lesestrategien: Unterrichtsvorschläge für den schulischen DaF-Unterricht in Schweden2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Das Lehrbuch ist ein wichtiger Bestandteil des Deutschunterrichts in Schweden. Meistens enthält es ausschließlich alltägliche Texte, Dialoge und Briefe. Dies bedeutet, dass die Lernenden nicht mit literarischen Texten in Kontakt kommen. Infolgedessen verlieren die Lernenden die Möglichkeit, ihre Fremdsprache zu entwickeln und zu lernen, wie man mit dem Inhalt des literarischen Textes umgeht.

    Es gibt verschiedene Lesestrategien, die bei der Arbeit mit literarischen Texten nutzbringend angewendet werden können. Daher werden die Lernenden selbstständiger, das heißt autonomer, indem sie ihre Fähigkeit entwickeln und eigene Lernwege erkennen, bewerten und effektiver modellieren. In dieser Studie wird anhand von Unterrichtsbeispielen gezeigt, wie Lesestrategien im DaF-Unterricht eingesetzt und trainiert werden können. Zum Beispiel werden die metakognitiven und kognitiven Lesestrategien von Bimmel (2010:846), Lesestrategien von Ehlers (2006:36) und das Trainingsmodell Tönshoffs (1997:207) verwendet. Drei verschiedene literarische Texte bilden das Arbeitsmaterial im Unterricht: die Märchen Hänsel und Gretel und Rumpelstilzchen, Emoji-Assoziationen aus Liedtexten und Tagebucheinträge von Anne Franks. Auch Vor- und Nachteil von Lesestrategien, unterschiedliche Lesestile und der Verwendung dieser literarischen Texte werden diskutiert.

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  • 2.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Bergroth, Mari
    Helsingfors universitet, Avdelningen för pedagogik.
    Harju-Autti, Raisa
    Kokkola University Consortium Chydenius .
    Heikkola, Leena Maria
    UiT The Arctic University of Norway.
    Sissonen, Salla
    University of Turku.
    Finnish Teachers’ Perspectives on Creating Multilingual Learning Opportunities in Diverse Classrooms2023In: Critical and creative engagements with diversity in Nordic education / [ed] Tavares Vander, Skrefsrud Thor-André, Lexington Books, 2023, p. 109-131Chapter in book (Refereed)
    Abstract [en]

    In Finland, the core curriculum for basic education supports multilingual pedagogies. However, while the multilingual turn has been recognized in policy documents since 2014, the actual shift toward multilingual pedagogies has not yet happened. We examined Finnish teachers’ (n = 650) perspectives on using students’ linguistic repertoires by analyzing their responses to the following open-ended question: [The revised Finnish common core] curricula encourage the use of all the languages students know for learning. Do you practice this in your own teaching? How? If not, what are the potential obstacles? Our results showed that most of the teachers understood the importance of using students’ entire linguistic repertoires for learning, and only very few had a negative stance toward languages as a resource. Many teachers also reported implementing multilingual pedagogies in the classroom, for example, encouraging their students to use translation dictionaries or to process content in their first languages.

     

    However, other teachers reported various obstacles that prevented them from implementing multilingual pedagogies, such as inadequate skills, a lack of time, and heterogeneous groups. In addition, students were not always considered as willing to use their own languages or reveal their linguistic and cultural backgrounds, which can hinder supporting the linguistic diversity of students’ voices. To create equitable learning environments, ongoing work to foster linguistically and culturally aware school cultures, including in-service trainings in multilingual pedagogies, is needed. 

     

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  • 3.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Finnish.
    Heikkola, Leena Maria
    Åbo Akademi.
    Kielellisesti vastuullinen pedagogiikka kielitietoisuuden taustalla – vinkkejä käytäntöön2022In: KielikukkoArticle in journal (Other academic)
    Abstract [fi]

    Opetussuunnitelmat edellyttävät kielitietoista pedagogiikkaa. Kielitietoinen tai kielellisesti vastuullinen pedagogiikka tunnistaa opiskelukielen haasteita ja tuntee eri oppiaineiden kielten ominaisuuksia sekä tukee kaikkien oppilaiden oppimista monin tavoin. Käytännössä kielellisesti vastuullisen pedagogiikan toteuttaminen on helppoa, ja sitä voi alkaa toteuttaa pienin askelin – tähän tämä artikkeli antaa monenlaisia esimerkkejä.

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  • 4.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German. University of Turku, Finland.
    Heikkola, Leena Maria
    Harju-Autti, Raisa
    Finnish pre-service teachers' understandings of the role of language(s) in learning mathematics2024In: Language, Culture and Curriculum, ISSN 0790-8318, E-ISSN 1747-7573, Vol. 37, no 1, p. 75-91Article in journal (Refereed)
    Abstract [en]

    We examined Finnish pre-service primary school teachers’ understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice. We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies. Our results indicate that the teacher training period increased awareness of linguistic challenges and of the importance of students’ L1s in learning. However, some participants’ views reflected monolingual ideologies, especially regarding the conditional use of L1s. Regarding linguistic support, the participants reported using visual supports and explaining vocabulary and structures. Although many participants perceived Binogi as beneficial and motivating, less than half used it. Some participants emphasised that the practice period reinforced their understanding of the importance of multilingual pedagogies. It is important to critically reflect on the language policies and practices of Finnish teacher education and support the dialogue between research and practice regarding a shared understanding of valuing linguistic diversity in teacher education.

  • 5.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Finnish.
    Heikkola, Leena Maria
    Harju-Autti, Raisa
    "Tää pitäisi piirtää. Tämä tehtävä on kielellisesti vaikea kaikille."2022In: Ainedidaktiikka, E-ISSN 2489-5636, Vol. 6, no 1Article in journal (Refereed)
    Abstract [fi]

    Tarkastelemme luokanopettajaopiskelijoiden (n = 87) kieliopin hallintaa sekä käsityksiä kielellisestä tuesta matematiikan opetuksessa. Aineisto on kerätty opettajankoulutuksessa toteutetun monikielisyys- ja kielenoppimiskurssin yhteydessä kurssin alussa ja lopussa kyselylomakkeella, jolla kartoitettiin kielellistä tukemista matematiikan opetuksen yhteydessä. Tulosten perusteella näyttää siltä, että kieliopin hallintaan tulisi opettajankoulutuksessa kiinnittää jatkossa enemmän huomiota. Opiskelijoilla oli kuitenkin vankka käsitys erilaisista kielellisen tuen muodoista, kuten visuaalisuudesta ja sanaston ja rakenteiden tarkastelusta. Matematiikan oppiainekohtaisen kielitaidon tukemista tai oppilaiden ensikielen käyttämistä oppimisen tukena ei juurikaan mainittu, vaikka aiheita oli käsitelty kurssilla. Lisäksi osa opiskelijoista osoitti vielä loppumittauksessakin odottavansa oppilailta kielellistä toimijuutta tunnistamatta oppilaan kielellisen tuen tarpeita. Tutkimus osoittaa, että opettajankoulutuksen kieliopillisen tiedon opetusta on kehitettävä, samoin monikielisen oppilaan kielellisen tukemisen pedagogiikka vaatii huomiota.

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  • 6.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Finnish.
    Kaukko, Mervi
    Heikkola, Leena Maria
    Kotoutuminen, kuuluvuus, kielitaito ja kaverit2022In: Kasvatus & Aika, E-ISSN 1797-2299, Vol. 16, no 2Article in journal (Refereed)
    Abstract [fi]

    Tarkastelemme tässä artikkelissa opettajien ja muun opetushenkilöstön (N=596) huolia maahanmuuttotaustaisten oppilaiden oppimisesta ja integraatiosta. Kyselymme vastauksissa nousivat esiin huolet maahanmuuttotaustaisten oppilaiden suomen tai ruotsin kielen taidon riittävyydestä, oppimisen ja kotoutumisen haasteista sekä rakenteiden joustamattomuudesta. Valtakieli nähtiin kommunikaation ja kanssakäymisen välineenä ja haasteet kielitaidossa ongelmallisena sosiaalisen kuulumisen ja kulttuurisen kotoutumisen kannalta. Kielitaidon ajateltiin olevan väylä koulutusmahdollisuuksiin ja tarvittava väline elämässä etenemiseen sekä kotoutumiseen. Vastaajia huolettivat sekä oppilaiden yksilötason integraatio että rakenteelliset etenemismahdollisuudet ja koulutussiirtymät. Vastaajien näkemykset oppilaiden motivaatiosta ja vuorovaikutuksellisesta kotoutumisesta erosivat siitä, miten aiemmat tutkimukset ovat osoittaneet nuorten itse kokevan nämä seikat. Tulokset osoittavat tarpeen sellaiselle poliittiselle päätöksenteolle ja sellaisille rakenteellisille muutoksille, jotka tukisivat yhdenvertaisia koulutusmahdollisuuksia oppilaan taustasta riippumatta.

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  • 7.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Finnish.
    Kaukko, Mervi
    Heikkola, Leena Maria
    Riitänkö minä? Osaanko auttaa? Opettajien huolia maahanmuuttotaustaisten oppilaiden opetuksessa2022In: Kasvatus, ISSN 0022-927X, Vol. 53, no 3, p. 229-244Article in journal (Refereed)
    Abstract [fi]

    Tässä artikkelissa tarkastelemme opettajien (n = 596) maahanmuuttotaustaisten oppilaiden opetukseen liittyviä huolia. Keskitymme erityisesti opettajien pohdintoihin omasta opettajuudestaan ja yleisesti kouluun liittyviin tekijöihin. Suurimpina huolina opettajien riittämättömyyden tunteessa olivat opettajan oma osaaminen ja opetustaidot, mutta myös arviointi, sopivan oppimateriaalin puute ja opettajien jaksaminen nousivat isoiksi huolenaiheiksi. Kouluun liittyvistä tekijöistä opettajia huolettivat koulun puutteelliset resurssit ja toimimattomat käytänteet sekä oppilaisiin kohdistuvat matalat odotukset ja toisten opettajien negatiiviset asenteet. Opettajat mainitsivat yleisesti vastauksissaan, ettei koulu tavalla tai toisella vastaa maahanmuuttotaustaisten oppilaiden tarpeisiin. He myös tunnistivat samoja haasteita, joita viimeaikainen tutkimus on osoittanut: resurssien ja opettajien osaamisen riittämättömyys sekä rakenteiden joustamattomuus. Opettajien työssä jaksamisen ja oppilaiden parempien oppimistulosten kannalta olisi syytä lähteä etsimään ratkaisuja maahanmuuttotaustaisten oppilaiden opetusta ympäröiviin haasteisiin. Opettajien kokemat haasteet ovat sellaisia, joihin ei pelkällä opettajankoulutuksella juuri pystytä vaikuttamaan, vaan niihin vaaditaan poliittisia toimia ja rakenteellisia uudistuksia.

    The full text will be freely available from 2024-09-17 15:31
  • 8.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Finnish.
    Kilpi-Jakonen, Elina
    Learning of intercultural competences and languages at school and their influence on global competences and immigrant-origin peers’ sense of belonging2022In: Apples - Journal of Applied Language Studies, E-ISSN 1457-9863Article in journal (Refereed)
    Abstract [en]

    In this study, we use PISA 2018 data to analyze (1) how language learning and teaching of intercultural issues are associated with global competences (GC) both in terms of knowledge and skills aspects as well as attitudes towards diversity, (2a) how the teaching of languages and intercultural issues in the school are related to sense of belonging among young people with migration backgrounds, and (2b) how peers’ global knowledge and skills as well as attitudes are related to migrant origin students’ sense of belonging at school. Aspects of global competences related to attitudes and cognitive skills are investigated separately. The teaching of intercultural competences was found to be positively associated with the four attitudinal aspects of global competences but negatively associated with the knowledge and cognitive skills associated with GC. Students studying two (or more) world languages tended to display more negative attitudes than those studying just one, in particular for respect for people from other cultures. Furthermore, learning two (or more) world languages versus one also tended to be associated with lower knowledge and cognitive skills related to GC. At the school-level the teaching of intercultural competences or languages were not associated with the sense of belonging of children of immigrants. Peers’ attitudes, in particular their awareness of intercultural communication, were more strongly associated with children of immigrants’ sense of belonging than their peers’ cognitive competences. Thus, we argue that the measurement of global knowledge and skills may be in need of critical reconsideration. Furthermore, it would be beneficial to define more explicitly, which aspects are related to effective intercultural training.

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  • 9.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German. INVEST Flagship Reseacrh Center, University of Turku.
    Kivimäki, Riia
    Repo, Elisa
    Kekki, Niina
    Sissonen, Salla
    Kivipelto, Susanna
    Positive stances toward cultural and linguistic diversity in Finnish schools after educational reforms2023In: Apples - Journal of Applied Language Studies, E-ISSN 1457-9863Article in journal (Refereed)
    Abstract [en]

    This study examined students’ (N = 659) and teachers’ (N = 74) stances toward linguistic and cultural diversity in Finland after national educational policy reforms. The students’ and teachers’ stances were positive, and the students felt appreciated at school; however, differences were found based on the gender, age, and first language of the students and between teacher groups. Positive stances toward languages and language use seemed to decrease with age, and older students and students with other L1 than Finnish had a lower sense of belonging. Targeted attention should be paid to further increasing culturally sustaining and linguistically responsive school cultures.

  • 10.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German. INVEST Flagship Research Center, University of Turku.
    Møller Daugaard, Line
    Dewilde, Joke
    Harju-Autti, Raisa
    Heikkola, Leena Maria
    Iversen, Jonas Yassin
    Kekki, Niina
    Pesonen, Sari
    Reath Warren, Anne
    Straszer, Boglárka
    Yli-Jokipii, Maija
    Mother tongue education in four Nordic countries - problem, right or resource?2023In: Apples - Journal of Applied Language Studies, E-ISSN 1457-9863Article in journal (Refereed)
    Abstract [en]

    The Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.

  • 11.
    Alisaari, Jenni
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German. INVEST Flagship Research Center, University of Turku.
    Vigren, Heli
    University of Turku, Teacher education.
    Koulutuspoliittinen näkökulma - Pohdintoja valmistavan luokan opettajan pätevyydestä2023In: Vastasaapuneet luokkahuoneissa — Ikkunoita valmistavaan opetukseen ja monikieliseen kouluun / [ed] Ahlholm, Maria; Piippo, Irina; Portaankorva-Koivisto, Päivi, Vastapaino, 2023Chapter in book (Refereed)
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  • 12.
    Almerud, Eva-Kersti
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Gränsöverskridande i Olga Tokarczuks roman Styr din plog över de dödas ben2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My aim with this essay was to write about bordercrossing and border changing in Olga Tokarczuk’s literary work with the main focus on her novel Drive Your Plow over the Bones of the Dead. While writing I came to the conclusion that there are very many different sorts of border changing in the novel, for example borders between countries, borders between fiction and reality, indistinct borders, borders between identities and borders in time and space. However, one distinct bordercrossing, that I had not anticipated, emerged very clearly: the border changing when it comes to genre. Drive Your Plow over the Bones of the Dead characterizes as a detective story, but the more you read the novel, the more you realize, that other themes might be more important than the puzzle. This book holds above all eco fiction and posthumanism. By crossing different borders Olga Tokarczuk has transformed an illusory detective story to a nuanced novel about human life on various levels and in different spaces, about human view on animals and about hunters’ disrespect for animals.

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  • 13. Alén-Savikko, Anette
    et al.
    Kurjenmiekka, VehkaNyqvist, SannaOja, OutiStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Muuttuva tekijä: Kirjoituksia tekijänoikeudesta ja taiteesta2020Collection (editor) (Other academic)
    Abstract [fi]

    Taide, tekijyyden muutos ja tekijänoikeus -tutkimushankkeen loppuraportti "Muuttuva tekijä: kirjoituksia tekijänoikeudesta ja taiteesta" tutkii taiteen tekemisen reunaehtoja digitalisoituvassa maailmassa. Monitieteisessä kirjassa yhdistyvät taiteiden tutkimuksen, taiteen sosiologian ja oikeustieteen näkökulmat taiteilijoiden omiin puheenvuoroihin. 

    Miten määritellään, kuka on teoksen tekijä? Millaiset tekijät saavat teoksilleen suojaa ja miksi? Miten 2000-luvun uudet taiteen ja kirjallisuuden tekemisen tavat haastavat juridisen tekijänoikeuden oletukset teoksen olemuksesta ja tekijyydestä? Takaako tekijänoikeus sen, että tekijät saavat korvauksen työstään? Miten tekijänoikeus määrittelee taiteilijoiden identiteettiä?

    Muun muassa näitä kysymyksiä on tutkittu Emil Aaltosen säätiön ja Suomen Akatemian rahoittamassa tutkimushankkeessa Taide, tekijyyden muutos ja tekijänoikeus (Helsingin yliopisto, 2016–2020). 

    Hankkeen päättävässä kirjassa esiin nousevat erityisesti tekijänoikeuslain oikeuttamisen kysymykset, lainaamiseen perustuvat taidemuodot sekä tekijänoikeuden taloudellisten vaikutusten merkitys taiteen tekijöille. Teoksen kirjoittajat pohtivat kriittisesti tekijyyttä määrittäviä käsityksiä sekä taiteen käytäntöjen ja tekijänoikeuslain hankauskohtia. Muuttuva tekijä -kirjaan ovat kirjoittaneet hankkeen tutkijat Anette Alén-Savikko, Vehka Kurjenmiekka, Tuomas Mattila, Riku Neuvonen, Sanna Nyqvist, Outi Oja, Pauli Rautiainen ja Minna Siikilä-Laitila. 

    Kirjassa taiteen tekijyyden kysymyksiä avaavat omista lähtökohdistaan myös kuvataiteilija Tatu Tuominen, kirjailija Harry Salmenniemi ja sarjakuvataiteilija Aiju Salminen sekä useat hankkeessa haastatellut taiteilijat.

    Muuttuva tekijä on tarkoitettu kaikille taiteen tekijyydestä kiinnostuneille tutkijoille ja taiteilijoille, tekijänoikeusjuridiikan asiantuntijoille sekä taiteen ja taidehallinnon aloilla työskenteleville.

  • 14.
    Ambrosiani, Per
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    D’esclavoz och la gent Samüel: slaviska folkslag i Rolandssången2023In: Le repos de la guerrière: Textes en l’honneur de Barbro Nilsson Sharp / [ed] Isaksson, Malin; Sisask, Florence; Svensson, Maria Helena, Umeå: Umeå universitet , 2023, p. 5-13Chapter in book (Other academic)
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  • 15. Ambrosiani, Per
    et al.
    Bodin, Per-ArneStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.Zorikhina Nilsson, NadezjdaStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Да веселитсѧНовъградъ: Hyllningsskrift till Elisabeth Löfstrand2016Collection (editor) (Other academic)
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    Må Novgorod fröjda sig
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  • 16.
    Ambrosiani, Per
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Llamas-Pombo, Elena
    Comparative historical perspectives2023In: The Cambridge handbook of historical orthography / [ed] Marco Condorelli; Hanna Rutkowska, Cambridge: Cambridge University Press, 2023, p. 163-182Chapter in book (Refereed)
    Abstract [en]

    This chapter is intended to offer assistance for the linguistic description of writing systems throughout the history of one or, especially, several languages and provide a comparative description of the different units of writing systems. The first section establishes the definitions of the concepts of grapheme, graph, allograph and suprasegmental grapheme. The application of these concepts to English and Romance languages is exemplified by three models and methods of diachronic and comparative description of writing systems: Romance scriptology, cultural history of European orthographies, and comparative graphematics of punctuation. The second section discusses biscriptality, the phenomenon of employing two or more writing systems for the same language, not rare in the history of languages from different families, and related to different aspects of society and language users. With examples mainly from Russian and other Slavic languages, biscriptality is shown to be present on several levels of written language, and various applications of biscriptality are characterized with the help of dichotomies such as synchronic vs. diachronic biscriptality, monocentric vs. pluricentric biscriptality, and societal vs. individual biscriptality.

  • 17. Ambrosiani, Per
    et al.
    Löfstrand, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    The Stockholm Smolensk Archives: History, Contents and Cataloguing2017In: Петербургский исторический журнал [Peterburgskij istoričeskij žurnal], ISSN 2311-603X, no 3, p. 162-173Article in journal (Refereed)
    Abstract [en]

    This article presents the “Smolensk Archives”, which consist mainly of documents from the Chancellery of Smolensk from the time of the Polish king Sigismund III’s siege of the city (1609–1611). Most of the documents are now in the Swedish National Archives in Stockholm, but a significant number are also to be found at the Institute of History of the Russian Academy of Sciences in St Petersburg. The archives have a complex history. Following the fall of Smolensk in 1611, they were taken as spoils of war, ending up on the Sapieha family estate in present-day Belarus. In the mid‑17th century they were seized as war booty once again — now by Swedish troops — and taken to Skokloster Castle in Sweden. There they were discovered in the 1830s by Helsinki professor Sergej Solov’ev, who in turn removed a relatively large part of the collection to St Petersburg. Portions of Solov’ev’s collection of documents from Skokloster were published in 1841 in Akty istoričeskie. Around 1900, Russian historian Jurij Got’e worked on the documents from the Swedish National Archives, and in 1912, he published a text edition comprising much of the collection, Pamjatniki oborony Smolenska 1609–1611. The article includes a brief overview of the contents of the material in Stockholm, with a few examples of individual documents. A digital catalogue of the Smolensk Archives is currently being prepared, including brief descriptions of the contents and information on external characteristics such as condition, inscriptions and watermarks.

  • 18. Ambrosiani, Per
    et al.
    Löfstrand, ElisabethStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.Teodorowicz-Hellman, EwaStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Med blicken österut: hyllningsskrift till Per-Arne Bodin2014Collection (editor) (Other academic)
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  • 19.
    Andersson, Hans
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Något betydelsefullt: Leonid Dobyčins möten bortom orden i den sovjetiska samtiden2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis studies the 1931 short story collection Portret [The Portrait] by the Russian author Leonid Ivanovich Dobychin (1894–1936?). My main argument is that the principal theme in Dobychin’s writings arises out of the complexities of human encounters. 

    My approach is based on affirmative interpretations that I call “encountering” readings. They draw on critical practices developed by Boris Gasparov, who argues in his 2013 study of Pasternak Boris Pasternak: Po tu storonu poėtiki (Filosofiia. Muzyka. Byt) that the key to Pasternak’s work lies not in the dominant feature of their linguistic texture, but in the momentary states of everyday life that the author captures, and Henri Meschonnic’s Critique du rythme: Anthropologie historique du langage (1982). Meschonnic focuses on rhythm as an intrinsic aspect of the text that requires the reader to participate actively in appreciating the text as a work of art by following the interplay between rhythm, the active subject and what is expressed. Both scholars reflect a turn away from the linguistically informed theoretical approaches that dominated the academic study of literature in the twentieth century. 

    Similarly, I approach Dobychin’s characters on the level of their personal conflicts and everyday lives by simulating an interpersonal encounter in an anti-theoretical search for meaning that is congenial to both the central theme of the stories and the way in which they reveal human encounters “beyond words,” as it were, both within the works and with the reader, through suggestive associations and not yet categorized, “precategorial” experiences in everyday life. 

    The “unoutspokenness” (nedogovorënnost’)—i.e. reticence, a deliberate avoidance of explicitness that Dobychin’s contemporary critics ascribed to his writings and often disparaged as “incomprehensibility”—serves as a starting point for a critical discussion of both earlier research on Dobychin and theoretical approaches to literature more generally. In searching for a dominant formal feature, a ‘key’ or ‘code’, in Dobychin’s writings, earlier scholars have tended to describe it in terms of an anti-aesthetic. The alleged lack of plot, inner coherence and meaning is explained as deliberate, intended to performatively mirror the absurdness and inadequacies, the disorientation and loss of meaning in Soviet reality itself. In this thesis, I argue instead that there is no such lack or incoherence in Dobychin’s works. The “nedogovorënnost’” of his short stories is instead understood as an exact and purposeful way of conveying meaning through what is experienced and shared beyond words in a time that was overburdened with idealistic ideological discourses. At the heart of Dobychin’s stories are moments of fragile human interaction that underlie trivial dialogues and actions in banal everyday existence. The stories let the reader experience the sudden and unexpected human connections that the characters encounter in their everyday impressions. The contrasts and plurality of human perspectives thus perceived evoke a potential interaction beyond societal roles. These brief encounters are presented as something precarious in a Soviet society striving towards a single true ideology. Such a reading suggests that Dobychin is not so much a deliberately enigmatic author as a writer who aspires to express in words that which is profoundly wordless: the encounters between people outside of the ideological categories and discourses of their language.

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    Något betydelsefullt
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  • 20.
    Andersson, Rasmus
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Wer sich den Göttern widersetzt, der stirbt jung: Untersuchung der Unvermeidbarkeit des Suizids in Die Leiden des jungen Werthers hinsichtlich der Strömung des „Sturm und Drang“2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [de]

    Der Ausgang des Romans Die Leiden des Jungen Werther (1774, von Johann Wolfgang von Goethe) wird beim ersten Anblick oft als tragische Folge einer unglücklichen und unerwiderten Liebe zu Lotte angesehen. In dieser vorliegenden Arbeit wird der weit erforschten Frage der Unvermeidbarkeit des Suizids im Werk eine alternative Deutung geliefert. Diese ist außerhalb des Romans angesiedelt, und zeigt, dass der Suizid schon in der Epoche angelegt ist.

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  • 21.
    Andrén, Ingrid Lindgren
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Inte ett dugg eller bara nästan inte: en korpusanalys av kollokationer med partikeln vůbec i tjeckiskan2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här undersökningen studeras hur den tjeckiska partikeln vůbec används i kollokationer där den ursprungliga absoluta betydelsen begränsas. De ord som undersökts i kombination med vůbec är skoro, téměř, málem, takřka och bezmála, som alla kan översättas med ’nästan’. Studien har gjorts i två subkorpusar till den tjeckiska nationalkorpusen, SYN 2015 och ORAL v1, och har inom tidsramen 1990–2014 undersökt frekvensen av de angivna kollokationerna och eventuella tendenser till ökning eller minskning i användningen. Den första korpusen, SYN, omfattar skriven tjeckiska och den andra, ORAL, tjeckiskt talspråk. Undersökningen bygger på relativa frekvenser av förekomster vilket möjliggjort jämförelser mellan de båda korpusarna, och därmed mellan skriven och talad tjeckiska.

     

    Studien visar att vůbec är ett vanligt förekommande ord i tjeckiskt språkbruk och i synnerhet i det talade språket. Den totala användningen av vůbec separat är ungefär tre gånger större i talspråket än i skriftspråket. Det omvända gäller för de ordkombinationer som har betydelsen ’nästan inte alls’. De är i stället mer frekventa i skriftspråket. Tendenser till ökning eller minskning har med det valda underlaget inte kunnat påvisas.

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  • 22.
    Arnesen, Joel
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German. ---.
    Metamorphosen einer Melancholie: Formen der Melancholie in Robert Walsers Geschwister Tanner2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 23. Baer, Brian James
    et al.
    Witt, Susanna
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Introduction: The Double Context of Translation2018In: Translation in Russian contexts: culture, politics, identity / [ed] Brian James Baer; Susanna Witt, London: Routledge, 2018, p. 1-16Chapter in book (Other academic)
    Abstract [en]

    This introduction problematizes the notion of context in relation to translation and provides a short overview of Russian translation history, situating the chapters of the book in a chronological and theoretical framework.

  • 24. Baer, Brian James
    et al.
    Witt, SusannaStockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Translation in Russian Contexts: Culture, Politics, Identity2018Collection (editor) (Refereed)
    Abstract [en]

    This volume represents the first large-scale effort to address topics of translation in Russian contexts across the disciplinary boundaries of Slavic Studies and Translation Studies, thus opening up new perspectives for both fields. Leading scholars from Eastern and Western Europe offer a comprehensive overview of Russian translation history examining a variety of domains, including literature, philosophy and religion. Divided into three parts, this book highlights Russian contributions to translation theory and demonstrates how theoretical perspectives developed within the field help conceptualize relevant problems in cultural context in pre-Soviet, Soviet, and post-Soviet Russia.

  • 25.
    Balzewska, Katarzyna
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Czeslaw Milosz on Thomas Mann's The Magic Mountain2016In: Telos, ISSN 0090-6514, E-ISSN 1940-459X, no 174, p. 93-106Article in journal (Refereed)
  • 26. Baranov, Anatoly
    et al.
    Dobrovol'skij, Dmitrij
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Принципы описания обсценной идиоматики: [Principles of describing obscene idioms]2023In: Russian Linguistics: International Journal for the Study of the Russian Language, ISSN 0304-3487, E-ISSN 1572-8714, no 47, p. 1-14Article in journal (Refereed)
    Abstract [en]

    In the present article, we put forward the principles of research and description of Russian idioms that include an obscene component. Since there is no wide tradition of describing obscene idioms (and also some obscene words as a part of vocabulary) in Russian studies, there is a need to develop research methods for this layer of vocabulary that would reflect the specifics of its functioning. We put forward the following principles. Firstly, there are unwritten rules in using obscene lexical units, i. e. this type of discourse has its own norm, which is associated, among other things, with restrictions on the use of euphemisms. Secondly, there are different communicative modes of using obscene idioms and single words. We distinguish, at least, four communicative modes: the propositional mode (figurnoe upotreblenie), the non-propositional or background mode (fonovoe upotreblenie), the substituting use (zameščajuščee upotreblenie), and the wordplay mode (igrovoe upotreblenie). Thirdly, we discuss the lexicographic representation of idioms with obscene components.

    Since obscene discourse exists, mostly, in oral form, and since this part of the lexicon is hardly available for linguistic research, every reasonable approach to this phenomenon is highly significant for studying all levels of Russian. The allocation of norms in non-codified usages is necessary to identify trends in the functioning of obscene discourse and to reveal speech failures violating the unwritten rules. Communicative modes influence the semantics and pragmatics of obscene idioms as well as obscene words. As for the communicative modes we distinguish, they can be defined as follows. The background mode is characterized by the fact that the removal of obscene forms does not lead to a change in the propositional content of the text. In contrast to the background mode, words and idioms used in the propositional mode are part of the proposition of the utterance. In the substituting use, obscene forms replace the standard ones. The wordplay mode allows the speaker to draw attention to the features of the form and content of speech, enriching it with additional meanings and removing the taboo of obscene lexical units (idioms and words) to a certain extent. The speaker can combine some communicative modes. When studying the semantics and pragmatics of this layer of vocabulary, the substituting use of obscene idioms should be excluded, whereas the wordplay mode can be taken into account under certain conditions.

  • 27. Baranova, Anatoly N.
    et al.
    Dobrovol'skij, Dmitrij O.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German. Russian Academy of Sciences, Russia.
    Idiomaticity of reduplicated forms2019In: Voprosy âzykoznaniâ, ISSN 0373-658X, no 6, p. 51-67Article in journal (Refereed)
    Abstract [en]

    The present paper deals with the expressions vot-vot, von-von, nu-nu, ku-ku , tak-tak, net-net and some others based on reduplication. These lexical units exhibit a nontrivial combination of properties related to iconicity and idiomaticity. Some of these units, taken in certain meanings, are idioms, others are idiomatic without being idioms, and still others lack even a minimal degree of idiomaticity. The degree of idiomaticity is inversely proportional to the iconicity of semantics. The reduplicated form net-net is idiomatic in the sense that it has a specific scope extending to different levels of the meaning of the previous context, and does not correspond to the scope of ordinary negation. The paper discusses examples of the use of the unit net-net, demonstrating the various features of its semantic scope.

  • 28.
    Bartkowiak, Paulina
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finish, Dutch and German.
    Język polonijny w Szwecji: Przeskok kodowy w rozmowach na temat pracy2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Paulina Bartkowiak
  • 29.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Akademisk skrivkompetens hos tyskstudenter på grundnivå2020Report (Other academic)
  • 30.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Blended Learning2020In: Handbuch Methoden im Fremdsprachenunterricht / [ed] Wolfgang Hallet, Frank G. Königs, Hélène Martinez, Seelze: Kallmayer , 2020, p. 243-245Chapter in book (Other academic)
  • 31.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Die Arbeit mit digitalen Austausch- und Chatforen2020In: Handbuch Methoden im Fremdsprachenunterricht / [ed] Wolfgang Hallet, Frank G. Königs, Hélène Martinez, Seelze: Kallamyer , 2020, p. 256-258Chapter in book (Other academic)
  • 32.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Diskussionsforen auf Lernplattformen sinnvoll nutzen2022In: Fremdsprache Deutsch, ISSN 0937-3160, E-ISSN 2194-1823, Vol. 66Article in journal (Refereed)
  • 33.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    "Es ist sehr schwer, nicht den Holocaust zu nenen": Einblicke in die eigenkulturelle Diskurssphäre schwedischer DaF-Studierender2023In: Zur Kategorie "Diskurs" in der Kultur- und Literaturdidaktik des Faches Deutsch als Fremd- und Zweitsprache / [ed] Almut Hille; Simone Schiedermair, München: IUDICIUM Verlag GmbH, 2023, p. 141-160Chapter in book (Refereed)
  • 34.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Faktenorientiertes Lernen, Perspektivenübernahme und der Umgang mit Deutungen in asynchronen Online-Diskussionen zu Gründungsmythen2017In: Informationen Deutsch als Fremdsprache, ISSN 0724-9616, E-ISSN 2511-0853, Vol. 44, no 4, p. 451-473Article in journal (Refereed)
    Abstract [de]

    Im Artikel werden erste Ergebnisse einer überwiegend qualitativ ausgerichteten empirischen Studie zu landeskundlichem Lernen in asynchronen Online-Diskussionen zusammengefasst. Die Diskussionen waren Teil der Online-Phasen eines kulturwissenschaftlich orientierten universitären Fachseminars zur Landeskunde der deutschsprachigen Länder. Ausgehend von der Aufgabenstellung liegt der Fokus dieser Ergebnispräsentation auf der Frage, wie sich die Studierenden mit der Bedeutung von historischen Ereignissen, die später den Status von Gründungsmythen erhielten, im Forum auseinandersetzen. Es werden so kulturbezogene Aushandlungsprozesse in der Unterrichtspraxis nachvollzogen, z. B. wird aufgezeigt, wie in einer durch die Aufgabenstellung angeregten Perspektivenübernahme eigenkulturelle Deutungsmuster herangezogen werden oder Übergeneralisierungen stattfinden. Im abschließenden Fazit werden Implikationen der Forschungsergebnisse für die Unterrichtspraxis diskutiert.

  • 35.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Formen interpersonaler Interaktion in Diskussionsforen zur DaF-Landeskunde2016In: Interaktivität beim Fremdsprachenlehren und -lernen mit digitalen Medien: Hit oder Hype? / [ed] Tamara Zeyer, Sebastian Stuhlmann, Roger Dale Jones, Tübingen: Narr Francke Attempto , 2016, p. 87-110Chapter in book (Refereed)
  • 36.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Gründungsmythen im universitären Landeskundeunterricht2015In: IDT 2013, Band 3.1 − Sektionen E1, E2, E3, E4: Kultur, Literatur, Landeskunde / [ed] Swati Acharya, Emina Avdic, Verena Hänsch-Hervieux, Martin Herold, Natalia Iukhtina, Ulrike Reeg, Tina Welke, Nadja Zuzok, 2015, p. 123-135Conference paper (Refereed)
    Abstract [de]

    Unter Berücksichtigung kulturwissenschaftlicher Ansätze in der Landeskundedidak -tik wird in diesem Artikel zunächst aufgezeigt, welche Funktionen geschichtliche Themen im Allgemeinen und politische (Gründungs-)Mythen im Besonderen erfüllen können. Mit ihrer Hilfe können die Narrativität und Perspektivgebundenheit von Geschichte in universitären Veranstaltungen zur Landeskunde explizit thematisiert und Prozesse nationaler Identitätskonstruktion verdeutlicht werden. Es folgt ein Einblick in die Praxis des Landeskundeunterrichts an der Universität Stockholm, in dem erläutert wird, wie sowohl inhaltlich als auch sprachlich mit Hilfe eines geschichtswissenschaftlichen Textes zu Gründungsmythen gearbeitet werden kann.

  • 37.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    „Ich habe doch eine eigene Reflexion.“ Zur gemeinsamen Konstruktion landeskundlichen Wissens in Online-Diskussionen über Gründungsmythen der Bundesrepublik2015In: Perspektive Nord: zu Theorie und Praxis einer modernen Didaktik der Landeskunde: Beiträge zur 2. Konferenz des Netzwerks Landeskunde Nord in Stockholm am 24./25. Januar 2014 / [ed] Christine Becker, Frank Thomas Grub, Frankfurt am Main: Peter Lang Publishing Group, 2015, p. 47-67Chapter in book (Refereed)
  • 38.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Kulturbezogenes Lernen in asynchroner computervermittelter Kommunikation: Eine empirische Untersuchung von Online-Diskussionen im universitären Landeskundeunterricht2018Book (Refereed)
  • 39.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Kulturbezogenes Lernen in asynchroner computervermittelter Kommunikation: Eine empirische Untersuchung von Online-Diskussionen im universitären Landeskundeunterricht2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The omnipresence of digital media in all parts of our daily life raises the question of how it can contribute to language learning. This research project focuses on the potential of asynchronous computer-mediated communication for cultural learning in the context of language learning. The study was conducted in the seminar on Landeskunde at Stockholm University which integrates language learning and content learning about the ‘culture’ of German-speaking countries. The concept of cultural learning that underlies this seminar rests upon a knowledge-based concept of culture: Language learners are supposed to acquire parts of the explicit and implicit knowledge that is shared by the speakers of the target language. In the context of language learning, asynchronous computer-mediated communication is mainly used for two reasons. First, it allows learners to reflect to a greater extent on the content and the language of their written contributions (in comparison to face-to-face-discussions). Second, it facilitates interaction between the learners which can result in the co-construction of knowledge. As there are no studies on cultural learning in asynchronous computer-mediated communication, this qualitative research is exploratory. The data consists of the written contributions in a discussion forum. Furthermore, students who participated in the discussions were interviewed about their experiences during the course. By describing features of the online-discussions (e.g. length of the written contributions) and factors that influence the activity of the students (e.g. task, teacher role, teaching context), the first part of the analysis constitutes the background for the second part of the analysis and shows that computer-mediated communication is a meaningful tool for content and language integrated learning because it supports language and content leaning. Different modes of task processing are identified in the second part of the analysis: Summary of facts, Reflection about terms and interpretations, Present-day relevance, Change of perspective and Narrative practices. Those modes are analysed with regard to their potential for cultural learning in asynchronous computer-mediated communication. The analysis shows that all modes have a potential for cultural learning but only contributions which contain Reflection about terms and interpretations and those which identify the Present-day relevance of historical events lead to interaction between the students. In summary, this study identifies factors that influence students’ actions in an asynchronous online discussion forum and the potential of their practices for cultural learning.

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  • 40.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Moralischer Imperativ, Historisierung und Relativierung: Positionierungen von DaF-Studierenden zu deutscher Erinnerungskultur2024In: Zeitschrift für Interkulturellen Fremdsprachenunterricht, E-ISSN 1205-6545Article in journal (Refereed)
  • 41.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Narrativierte Erfahrungen im telekollaborativen Austausch zwischen Fremdsprachenlernenden: [Narrativized Experiences in telecollaborative Exchanges among Foreign Language Learners]2021In: Moderna Språk, E-ISSN 2000-3560, Vol. 115, no 2, p. 132-146Article in journal (Refereed)
    Abstract [en]

    In Foreign Language Lessons, it is common for Teachers and Learners to narrate personal Experiences, for example when they tell about the last weekend, Traditions of the Country of Origin or their Family. So far, however, only Rudimentary studies have been carried out into what and how Learners share Experiences in Interactions with other Learners or Teachers. Based on empirical Data from a telecollaborative Exchange between Foreign Language Learners in Germany and Sweden, this Article answers Questions that on the one hand have a concrete Connection to Teaching Practice, but on the other hand also sheds light on the Potential of Storytelling for culture-related Learning.

  • 42.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    "Sie und ihre Familie waren keine Nazis". Faktuales Erzählen im Landeskundeunterricht2018In: Deutsch als Fremdsprache und Kulturwissenschaft: Zugänge zu sozialen Wirklichkeiten / [ed] Simone Schiedermair, München: IUDICIUM Verlag GmbH, 2018, p. 277-291Chapter in book (Refereed)
  • 43.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Språkundervisning för autentisk interaktion och ökat ansvar för eget lärande2022In: Använd rummet: Högskolepedagogiska metoder för aktiva lärsalar / [ed] Veronica Alfredsson; Noomi Asker; Christel Backman; Sara Uhnoo, Lund: Studentlitteratur AB, 2022, p. 295-301Chapter in book (Refereed)
  • 44.
    Becker, Christine
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Warum man mit der "Schwedenfähre" nicht nach Schweden fahren konnte: Kulturelles Lernen im Landeskundeunterricht an der Universität Stockholm2013In: Landeskunde Nord: Beiträge zur 1. Konferenz in Göteborg am 12. Mai 2012 / [ed] Frank Thomas Grub, Frankfurt am Main: Peter Lang Publishing Group, 2013, p. 31-48Chapter in book (Refereed)
  • 45.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Grub, Frank Thomas
    Perspektive Nord : zu Theorie und Praxis einer modernen Didaktik der Landeskunde: Beiträge zur 2. Konferenz des Netzwerks Landeskunde Nord in Stockholm am 24./25. Januar 20142015Collection (editor) (Other academic)
  • 46.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    Grub, Frank Thomas
    Wissenschaftsorientierung in der Lehre der Landeskunde an schwedischen Universitäten2018In: Informationen Deutsch als Fremdsprache, ISSN 0724-9616, E-ISSN 2511-0853, Vol. 45, no 6, p. 708-728Article in journal (Refereed)
    Abstract [en]

    In Sweden, university studies and hence also German Studies require research-based teaching on all levels. This even includes regular language courses and courses on Landeskunde, i.e. on culture, history and society. This paper describes the specific context of German Studies in Sweden and demonstrates how seminars on Landeskunde can be developed in an even more research-oriented way. By analysing existing curricula and specific teaching practices as well as by utilising results of a recently completed PhD project this paper delivers new insights into teaching German at Swedish universities and illustrate the learning potential of a cultural-studies-based concept of Landeskunde for research-oriented teaching.

  • 47.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Kursiša, Anta
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Möglichkeiten und Grenzen von Blended Learning und bichronem Online-Lernen im universitären DaF-Anfängerunterricht aus Lehrendenperspekt2023In: German as a Foreign Language, E-ISSN 1470-9570, no 2, p. 8-30Article in journal (Refereed)
    Abstract [de]

    Der Anfängerunterricht (A1/A2) an der Universität Stockholm, Schweden, ist auf zwei Semester ausgelegt und ermöglicht den Studierenden den Zugang zum GermanistikStudium. Den Ausgangspunkt für die Planung der Lehre und der Lernangebote in den beiden Kursen macht die wöchentliche Kontaktunterrichtszeit von 2 oder 3 x 45 Minuten aus, die durch online zu bearbeitende Aufgaben ergänzt wird. Die Kurse sind also im Blended-Learning-Modus bzw. seit der Pandemie als bichrone Online-Kurse gestaltet. In diesem Beitrag werden die didaktisch-methodischen Entscheidungen, die Zusammenstellung der Lernangebote in den synchronen und asynchronen Phasen und die Möglichkeiten und Grenzen der Gestaltung des Unterrichts im Blended-Learning-Modus praxisnah und unter Berücksichtigung der Rahmenbedingungen aus Lehrendenperspektivediskutiert. 

  • 48.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Maijala, Minna
    Berliner Zettelwirtschaft: Eine empirische Untersuchung des Einsatzes nichtautorisierter Linguistic Landscapes im Deutsch-als-Fremdsprache-Unterricht2020In: Deutsch als Fremdsprache, ISSN 0011-9741, no 1Article in journal (Refereed)
    Abstract [en]

    Berlin paperwork. An empirical investigation into the use of unauthorized linguistic landscapes in German as a Foreign Language teaching

    In recent years an important discussion about the potential of linguistic landscapes in foreign language education has emerged in the field of cultural studies (Landeskunde). The aim of this study is to analyse how the meanings of unauthorised linguistic landscapes are adopted and reflected on in the teaching German as a foreign language. For this purpose, empirical data were collected in German language classrooms at universities in Finland and Sweden. The article discusses the teaching and learning potential of linguistic landscapes within specific language teaching contexts, based on theories and the empirical data collected.

  • 49.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Merkel, Caroline
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Der Gegenwartsbezug als didaktisches Prinzip im kulturbezogenen historischen Lernen - das Beispiel des deutschen Kolonialismus2023In: IDT 2022: *mit.sprache.teil.haben: Band 2: Kulturreflexiv, ästhetisch, diskursiv Sprachenlernen und die Vielfalt von Teilhabe / [ed] Sabine Dengscherz; Hannes Schweiger; Sandra Reitbrecht; Brigitte Sorger, Berlin: Erich Schmidt Verlag, 2023, p. 45-55Chapter in book (Refereed)
  • 50.
    Becker, Christine
    et al.
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Merkel, Caroline
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, German.
    Die „uneinholbare Komplexität der Geschichte" kreativ erschreiben. Möglichkeiten für kulturbezogenes Lernen2020In: Brückenschläge Nord: Landeskunde an der Schnittstelle von Schule und Universität: Beiträge zur 4. Konferenz des Netzwerks «Landeskunde Nord» in Tallinn am 26./27. Januar 2018 / [ed] Frank Thomas Grub, Maris Saagpakk, Peter Lang Publishing Group, 2020, p. 53-68Chapter in book (Refereed)
    Abstract [de]

    Kreative Schreibaufgaben haben im Fremdsprachenunterricht, vornehmlich als Schreibanlass und als Mittel zur Selbsterfahrung, einen festen Platz. In der fachdidaktischen Forschung wurde das Potential kreativen Schreibens für kulturwissenschaftlich orientierten Landeskundeunterricht bislang nur am Rande beachtet, obwohl entsprechende Aufgaben einen sinnvollen Beitrag für einen Landeskundeunterricht leisten könnten, dessen zentrales Ziel die Vermittlung geteilter Wissensbestände ist. Forschung zum kreativen Schreiben im Geschichtsunterricht zeigt so beispielsweise, dass dieses auf dem Weg zum empathischen Nachvollziehen historischer Perspektiven eingesetzt werden kann. Ausgehend von empirischen Daten aus dem Landeskundeunterricht an der Universität Stockholm erörtert der Artikel, welche Potentiale kreative Schreibaufgaben im Rahmen kulturbezogen-historischen Lernens haben.

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