Das (verhinderte) Potential der Mehrsprachigkeit

Fachsprache ◽  
2021 ◽  
Vol 43 (3-4) ◽  
pp. 175-192
Author(s):  
Eva Zernatto
Keyword(s):  
Academic Writing ◽  
Tertiary Education ◽  
Education Sector ◽  
Academic Literacies ◽  
Writing Workshops ◽  
University Of Vienna ◽  
Multilingual Writing ◽  
German Speaking ◽  
Per Se ◽  
The University

This paper introduces the results of a series of writing workshops about “Mehrsprachig Schreiben” [Multilingual Writing], which took place at the University of Vienna between 2015 and 2017. The article poses the question, how individual, multilingual potentials can be used productively and creatively for the development and enhancements of academic literacies in the tertiary education sector. First it focuses on the linguistic landscapes at Austrian Universities such as the handling of multilingualism in this context, as well as it concerns the framing conditions and challenges of academic writing per se, before it shows the terms of the writing workshops and the methodical and didactical approach in connection with the concept of a multilingual process orientated writing didactic. On the basis of an exercise example (“Meine Sprachen und ich” [My languages and I]) it is responding in the end to the concrete challenges of multilingual academic writing at “German speaking” universities.

scholarly journals The Writing Mentoring Program:

2021 ◽  
pp. 98-107
Author(s):  
Brigitte Römmer-Nossek ◽  
Eva Kuntschner
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Pilot Project ◽  
Academic Departments ◽  
Mentoring Program ◽  
Organisational Structure ◽  
University Of Vienna ◽  
The Core ◽  
The University ◽  
Disciplinary Cultures

In 2013, the University of Vienna’s Centre for Teaching and Learning (CTL) implemented a pilot project, which has since grown to become the core of the university’s academic writing services for students. The writing mentoring programme was designed with the goal to create a means for disseminating knowledge about writing processes amongst students in earlier stages of their studies. The programme’s organisational structure is based on the experience that, to ensure scalability, an institution as large as the University of Vienna (approx. 90.000 students) needs to rely on multipliers and on the cooperation of stakeholders in its many academic departments. Regarding the writing mentoring programme, this translates into a focus on the processes of academic writing and sensitivity towards disciplinary cultures. In this position paper, we aim to demonstrate how writing mentoring can be implemented to provide structures which allow advanced Bachelor and Master-students to support other students’ academic writing in meaningful ways. In this way, a programme like ours can help in transforming organisational practices.

History of Feminist Psychology at the University of Vienna, 1984–2000

2020 ◽  
Author(s):  
Vera Luckgei ◽  
Nora Ruck ◽  
Thomas Slunecko
Keyword(s):  
The United States ◽  
Feminist Psychology ◽  
University Of Vienna ◽  
Psychology Of Women ◽  
German Speaking ◽  
History Of ◽  
Psychological Knowledge ◽  
The University ◽  
Second Wave ◽  
Academic Year

Feminist psychological knowledge production has flourished in the German-speaking countries since the late 1970s. But, in contrast to countries like the United States, Canada, or Great Britain, it only gained finite traction in the academy. During the late 1970s and 1980s, the so-called “project phase” of the second wave women’s movement saw the founding of counseling centers for women in Vienna and all over Austria. During the mid-1980s, students at the University of Vienna started recruiting feminist psychologists from the feminist counseling center Frauen beraten Frauen to teach courses on the psychology of women. From the mid-1980s until 2000, the Department of Psychology at the University of Vienna offered an unusually high number of courses in the psychology of women (up to ten seminars per semester and about 200 in total), turning the department into an unofficial and temporary teaching hub for feminist psychology. With 14 courses on the psychology of women, the academic year 1987/1988 marks the apogee of feminist psychological teaching by adjunct lecturers at the Department of Psychology. During the 1990s, it was again students who fought for and succeeded in having several guest professors in the psychology of women appointed at the Department of Psychology. This pinnacle period for the interrelation of feminist teaching and research saw not only the development of new didactic methods but also some continuity in the collaboration of a guest professor, adjunct lecturers, and students as well as a plethora of feminist psychological theses written by students.

scholarly journals A proposal to improve narrative texts at the University using Genre Theory

2018 ◽  
Vol 16 (1) ◽  
pp. 21-27
Author(s):  
María Martínez Lirola
Keyword(s):  
Academic Writing ◽  
Tertiary Education ◽  
Structural Characteristics ◽  
Genre Theory ◽  
Narrative Texts ◽  
Lexical Cohesion ◽  
Text Type ◽  
Language Students ◽  
The University

Academic writing is an essential skill that language students need to develop at tertiary education. This article intends to be a contribution to teaching academic writing having Genre Theory as a framework so that students are able to use different texts depending on their communicative end. Students were asked to write a narrative at the end of the semester. This article shows the main difficulties students have to write this text type in a language subject at tertiary education and the main aspects they do well following the characteristics of the genre. The analysis shows that students have difficulties with the use of transitions, verb tenses and lexical cohesion. We intend to highlight that making explicit the formal and structural characteristics of the genres contributes to facilitate that students are able to see a clear connection between the characteristics of a particular text type, in this case narrative, and its function in context.

Threshold practices: becoming a student through academic literacies

2009 ◽  
Author(s):  
Lesley Gourlay
Keyword(s):  
Community Of Practice ◽  
Academic Writing ◽  
Student Experiences ◽  
Type Model ◽  
Threshold Concepts ◽  
Academic Literacies ◽  
Normal Part ◽  
Sense Of Identity ◽  
The University ◽  
Depth Interviews

Student transitions into the university are often conceived of via an apprentice-type model, or as entrance into a 'community of practice'. This paper disputes the applicability of these models to the indeterminate and opaque nature of student experiences of academic writing, and proposes that emotional destabilization and struggles around identity are a normal part of both transitions and writing. With reference to student text/visual journals and in-depth interviews, it argues for extending the notion of 'threshold concepts', proposing academic literacies as 'threshold practices' which can lead to a reinforced sense of identity as a student. It concludes with implications for practice.

In Memoriam. Professor Stefan ERNST

2015 ◽  
Vol 39 (4) ◽  
pp. 665-666
Author(s):  
Mirosław Chorazewski
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Unexpected Death ◽  
Uranyl Compounds ◽  
Liquid Phases ◽  
German Speaking ◽  
In Memoriam ◽  
The University ◽  
Phd Thesis ◽  
Molecular Acoustics

Abstract It is with great sadness that we inform our readers about the recent death of Professor Stefan Ernst. Stefan Ernst was born in Piaśniki, Upper Silesia, on November 03, 1934, to parents of Polish-German descent. His primary education started during the war at a German-speaking school in Wirek and continued in Olesno, where he also got his secondary education. As chemistry studies were not yet available at the University ofWrocław in 1953, he started studying biology and switched to chemistry a year later. He received his master’s degree in chemistry in 1959, as one of the first graduates in that major. Then, he started his work on application of thermodynamics and molecular acoustics in investigation of liquid phases under the guidance of the Prof. Bogusława Jeżowska-Trzebiatowska. On 28 November 1967, he defended his PhD thesis entitled “Association-Dissociation Equilibria and the Structure of Uranyl Compounds in Organic Solvents” at the University of Wrocław. Professor Stefan Ernst was a linguist, a polyglot, a renowned thermodynamisist and a researcher of molecular acoustics. With great regret and shock we have learned of his sudden and unexpected death on August 03, 2014, in a hospital in Kraków.

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

Hope and Positive Development in the Third Decade of Life. A Theoretical Perspective on Tertiary Education Students in Cameroon

2020 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Emerging Adults ◽  
Tertiary Education ◽  
Theoretical Perspective ◽  
Positive Development ◽  
Education Students ◽  
The Third ◽  
Academic Activities ◽  
Transition Into Adulthood ◽  
Sub Saharan ◽  
The University

University is relatively considered a stressful moment in the life of students due to numerous academic workloads and academic activities. The situation is further aggravated by the fact that some university students are in emerging adulthood, a developmental period which is psychologically fraught with uncertainty, instability and identity issues among others. Added to these, the context of most universities like Cameroon which is marred with political, economic and social turbulence common to other developing societies in the sub Saharan region makes life unbearable. Looking at the challenges that confront tertiary education students in the third decade of life, increases possibilities of fears that they will founder thus narrowing the route to a blossomed transition into adulthood and through the university from home into the world of work. However, observations reveal that some have remained hopeful as they continuously believe in themselves and their worth. As such, they have resiliently shrugged off the vast burden placed on them by the adult society as they struggle intentionally with continuous efforts to succeed. Being hopeful and self-efficacy beliefs are observed to be some of the effective drivers that pull emerging adults through the storms of university transition thus facilitating positive development into subsequent life stages. Unfortunately just a paucity of literature albeit theoretically actually narrates via scholarly corridors the monumental successes recorded by students as they sail flourishingly through university in the midst of storms an in the third decade of life. This paper examines and addresses the foregoing through the lenses of some theories.

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