Linguistik-Klassifikation
Refine
Year of publication
Document Type
- Article (23) (remove)
Language
- Portuguese (12)
- German (9)
- English (1)
- Croatian (1)
Has Fulltext
- yes (23)
Keywords
- Zweisprachigkeit (11)
- Deutsch (8)
- Brasilien (7)
- Minderheitensprache (5)
- Fremdsprachenlernen (4)
- Deutschunterricht (3)
- Sprachkontakt (3)
- Sprachwechsel (3)
- Englisch (2)
- Interferenz <Linguistik> (2)
Institute
- Extern (1)
Textkompetenz in mehreren Sprachen : Forschungsergebnisse und weiterführende Forschungsansätze
(2014)
The article presents results of an empirical study which examines productive transfer in the area of text skills competence and the associated writing skill which could be attributed to the learners' contact with several languages. The research was conducted within the research project "Multilingualism in the Czech Republik: Learning and Teaching German after English." After a short presentation of the key concepts in the development of the study and a presentation of selected results, implications and a modell for further research in multilingual writing and on transfer processes between languages are introduced.
This article examines the use of the standard German language in German speaking Switzerland with focus on the spoken language. It brings to attention sociolinguistic concepts of the Swiss language environment and the role of the standard German language in Switzerland. The goal of the article is to evaluate the role of the standard German language in German speaking Switzerland on the base of theoretical assumptions and empirical research. The article presents the results of an analysis which was performed on the examples of TV broadcast of the Swiss television.
O objetivo principal deste artigo é apresentar uma visão geral dos resultados obtidos em uma pesquisa empírica envolvendo aprendizes adultos de alemão como língua estrangeira com conhecimentos prévios de inglês. O foco deste artigo recai sobre os processos envolvidos no ensino/aprendizagem de terceiras línguas, levando-se em consideração que a língua alemã é comumente aprendida como uma segunda língua estrangeira após o inglês. Os principais questionamentos da pesquisa estão baseados em processos de transferência positiva, bem como na interferência linguística observada em um grupo de 50 aprendizes de alemão dos níveis A1 a B1 do Quadro Europeu Comum de Referência para as Línguas. Ao que concerne a relação entre as línguas alemã e inglesa, a afirmação de que o inglês exerce um papel importante na aprendizagem de alemão pôde ser confirmada, sendo o parentesco etimológico entre as duas línguas um dos mais importantes fatores para se determinar a ocorrência de influência interlinguística. Por outro lado, a interferência linguística resultante da coexistência de ambas as línguas demanda o desenvolvimento de uma didática do plurilinguismo que compreenda métodos alternativos para o ensino/aprendizagem de alemão como segunda língua estrangeira no Brasil.
Osvojování jazyků bilingvním dítětem představuje stále velmi málo prozkoumané téma. V článku je na příkladu Maxe, dnes tříapůlletého chlapce, který od narození vyrůstá v dvojjazyčném prostředí, demonstrováno, jak probíhá osvojování jazyka bilingvním dítětem v konkrétních fázích, v nichž byl Maxův jazykový vývoj zachycován pomocí video a audio nahrávek, a dále vyhodnocován.
The aim of the present paper is to highlight some aspects of bilingualism in a German minority language community located in the South of Brazil. Based on ethnographic research methods, the study describes language use in face-to-face interactions between bilingual students and their teacher in a monolingual primary school, focusing on Portuguese-German code-switching from a socio-functional perspective. The results suggest that code-switching should not be associated with language deficit, but with the bilingual discourse since the phenomenon could be seen both as a relevant conversational strategy as well as a significant learning resource among bilingual children.
A learner's mother tongue influences the acquisition or learning of another language, regardless of whether we are dealing with a second or a foreign language. But there are other factors influencing these processes. One can therefore only analyze these interferences by taking into account certain factors which include elements transferred from the mother tongue, elements from other languages that the learner has already learned, and elements coming from the language being learned or acquired. Moreover, these so-called interferences do not only occur at the linguistic level, but also at the extralinguistic level. This paper describes and discusses these factors in order to describe the process of learning German as a foreign language in Brazil and its peculiarities with regard to bilingual education. Through the description and analysis of empirical data and on the basis of the theory of the "great hypotheses", this text aims at better understanding the relationship between first and foreign/second language and their mutual interferences.
Die Erzählfähigkeit eines zweisprachig aufwachsenden Geschwisterpaares: eine exemplarische Analyse
(2006)
This paper describes the ability of German-Portuguese bilingual siblings to narrate in German. The paper deals with the underlying theory of 'Functional Pragmatics' and describes within this theory the complex verbal pattern of narration in everyday life. In order to do this, a selected corpus will be analysed focussing on the conditions and characteristics of narration.
This article will discuss the influence of bilingualism (German dialect and Portuguese) in the learning of German as a foreign language by students of German ancestry in Rio Grande do Sul, South Brazil, on the basis of examples of language production.
This paper aims to contribute to the rich discussion that has been developed in this journal throughout previous editions. Many authors have already written here about their considerations and praxis regarding bilingualism, bilingual contexts and bilingual education from different perspectives. Thus, this paper also brings to discussion aspects of the education in bilingual settings in Brazil, where people speak Portuguese and a variety of German basis called Hunsrückisch as their mother tongue. Moreover, this paper aims to be an account of results from different researches, which deal with the advantages of speaking dialect to learn standard German and the prejudices, learners coming from minority languages confront.
One of the most striking moments in the life of Brazilian children speaking a minority language happens when they go to elementary school. There, the attitude towards the family language is completely indifferent, if not openly hostile, since the school sees its duty limited to alphabetising the child in the official language, which is Portuguese. This article reflects on practical strategies for teaching school children speaking immigrant languages, focussing on the different meaning of alphabetisation in minority language contexts and on the advantages of early bilingualism, ascertained by research in cognitive science (cf. Bialystok 2005). Immigrant contexts of this nature are being studied in the linguistic atlas project ALMA-H (Atlas Linguístico-Contatual das Minorias Alemãs na Bacia do Prata - Hunsrückisch). Based on data from this project and considering the Brazilian educational context the article proposes strategies that could help to improve the alphabetisation process of those groups by reconciling the dissociation that separates school contexts from family contexts in areas of collective bilingualism in Brazil.