Starting Early with Language Learning. Enhancing Human Capital and Improving the Integration of Migrant Families in the Danube Region. Examples from Bavaria

Südosteuropa ◽  
2019 ◽  
Vol 67 (2) ◽  
pp. 234-263
Author(s):  
Ekaterina Skoglund ◽  
Astrid Bretthauer
Keyword(s):  
Best Practices ◽  
Language Learning ◽  
Immigrant Children ◽  
Empirical Literature ◽  
Federal State ◽  
German Language ◽  
German Population ◽  
Migrant Families ◽  
Danube Region ◽  
Similarities And Differences

AbstractGermany is an important destination for migrants from other European countries. That is particularly true of the Danube region, a European Union (EU) macroregion with deep economic and historical interconnections. Immigrants tend to be younger than the average of the German population, with children accounting for 15% of all migrants. The authors start with a short overview of the theoretical and empirical literature on preschool and early education as a tool for acquisition by immigrant children of the host country’s language. The focus is then shifted to the policy sphere, with the example of Germany and in particular the federal state of Bavaria, in the context of the challenges and best practices used to tackle the integration of such children. The article considers Regensburg, the fourth-largest city in the State of Bavaria, and the Landkreis (district) Kelheim to the southwest of Regensburg as case studies to illustrate the similarities and differences of their municipal approaches to the promotion of German language acquisition by immigrant children and their parents.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

An Ethnography of Nazi Law

2018 ◽  
Author(s):  
Jens Meierhenrich
Keyword(s):  
Third Reich ◽  
German Language ◽  
Unpublished Manuscript ◽  
The Third ◽  
Primary Documents ◽  
Similarities And Differences ◽  
The Third Reich ◽  
Participant Observer

This chapter turns to the gestation of the first, German-language manuscript of The Dual State, known as the Urdoppelstaat of 1938. I then chart the transformation of this unpublished manuscript into the 1941 book. To lay the foundation for this detailed reconstruction, I trace in some depth the gradual destruction of the German Rechtsstaat, presenting in an accessible manner several decades worth of material culled from the historiography of Nazi law. This illustrates the enormity—and danger—of the task that Fraenkel set himself: to serve as a participant observer in the courts of the “Third Reich.” Drawing on a series of primary documents, I piece together the incredible and untold story of the gestation of The Dual State, a tale of rare courage, acumen, and insight. I pay detailed attention to similarities and differences in recently discovered manuscript drafts.

scholarly journals Bugs That Can Resist Antibiotics but Not Men: Gender-Specific Differences in Notified Infections and Colonisations in Germany, 2010–2019

2021 ◽  
Vol 9 (5) ◽  
pp. 894
Author(s):  
Michael Brandl ◽  
Alexandra Hoffmann ◽  
Niklas Willrich ◽  
Annicka Reuss ◽  
Felix Reichert ◽  
...  
Keyword(s):  
Methicillin Resistant Staphylococcus Aureus ◽  
Incidence Rates ◽  
Federal State ◽  
German Population ◽  
Hygiene Measures ◽  
Invasive Infections ◽  
Gender Specific Differences ◽  
Acinetobacter Spp ◽  
Notification Data ◽  
Gender Specific

Data from surveillance networks show that men have a higher incidence rate of infections with anti-microbial-resistant (AMR) pathogens than women. We systematically analysed data of infections and colonisations with AMR pathogens under mandatory surveillance in Germany to quantify gender-specific differences. We calculated incidence-rates (IR) per 100,000 person–years for invasive infections with Methicillin-resistant Staphylococcus aureus (MRSA), and for infections or colonisations with carbapenem-non-susceptible Acinetobacter spp. (CRA), and Enterobacterales (CRE), using the entire German population as a denominator. We limited the study periods to years with complete notification data (MRSA: 2010–2019, CRA/CRE: 2017–2019). We used Poisson regression to adjust for gender, age group, federal state, and year of notification. In the study periods, IR for all notifications were 4.2 for MRSA, 0.90 for CRA, and 4.8 for CRE per 100,000 person-–years. The adjusted IR ratio for infections of men compared to women was 2.3 (95% confidence interval [CI]: 2.2–2.3) for MRSA, 2.2 (95%CI: 1.9–2.7) for CRA, and 1.7 (95%CI: 1.6–1.8) for CRE. Men in Germany show about double the risk for infection with AMR pathogens than women. This was also true for colonisations, where data were available. Screening procedures and associated hygiene measures may profit from a gender-stratified approach.

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

2021 ◽  
Vol 7 (2) ◽  
pp. 122-135
Author(s):  
Eldaa Crystle Wenno
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Learning Process ◽  
Language Education ◽  
21St Century Learning ◽  
German Language ◽  
Learning Needs ◽  
Study Program ◽  
Descriptive Case Study ◽  
The Times

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

Unaccompanied immigrant children in long term foster care: Identifying needs and best practices from a child welfare perspective

2018 ◽  
Vol 92 ◽  
pp. 56-64 ◽  
Author(s):  
Thomas M. Crea ◽  
Anayeli Lopez ◽  
Robert G. Hasson ◽  
Kerri Evans ◽  
Caroline Palleschi ◽  
...  
Keyword(s):  
Foster Care ◽  
Child Welfare ◽  
Best Practices ◽  
Immigrant Children

scholarly journals Stylistics, Literary Criticism, Linguistics and Discourse Analysis

2019 ◽  
Vol 9 (2) ◽  
pp. 412
Author(s):  
Saleh Ahmed Saif Abdulmughni
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Literary Criticism ◽  
Clear Distinction ◽  
Comparative Approach ◽  
Small Scale ◽  
Value Judgments ◽  
Learning And Teaching ◽  
English Major ◽  
Similarities And Differences

There is confusion regarding the differences between linguistics, stylistics, literary criticism, and discourse analysis (DA) among teachers and learners of the English Major due to their overlapping natures, blurred boundaries, and analysis approaches. Therefore, the present study examines the similarities and differences of these four fields to make a clear demarcation between them. A descriptive and comparative approach using exemplary text was used in the study and the stylistics were thoroughly investigated, analyzed and exemplified in small-scale (one phrase, clause or sentence) or wider-scale (a paragraph). Finally, value judgments on the importance and value of the stylistics were furnished. This research enhances the prospects of pedagogical studies of different language learning and teaching of these four fields. This has opened the window for teacher-oriented studies and presented valid and genuine analytical and diagnostic studies of the related issues to enhance the accessibility of a clear distinction of the above stated fields.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

Challenges in Implementation of E-Procurement in the Indian Government

2011 ◽  
pp. 2106-2121 ◽  
Author(s):  
Ramanathan Somasundaram
Keyword(s):  
Best Practices ◽  
Government Procurement ◽  
Federal State ◽  
Indian Government ◽  
Wide System ◽  
The World ◽  
Skilled Personnel

In this chapter, the concept of e-government procurement (e-GP), as it is being implemented in India, is explained. Furthermore, a set of six challenges encountered during implementation of e-procurement is discussed in depth. The six challenges discussed in the chapter are: lack of skilled personnel; multi-departmental implementation; inadequate IT and networking infrastructure; challenges in implementation of state-wide system; the need to regulate e-procurement market; and replicating best practices in federal state setup. A practitioner’s perspective is adopted to write this chapter. While this chapter deals specifically with e-GP in India, certain aspects of it can be generalized to e-GP implementations elsewhere in the world. Such generalization is possible since government procurement is driven by the same set of principles such as efficiency and transparency.

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