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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.
Bilinguismus in Böhmen
(2010)
Wenn wir den schillernden und lustigen Bilinguismus am langweiligen Monolinguismus messen, verbinden wir mit ihm eine höhere (verdoppelte) Sprachkompetenz, tieferen (weil komparationsfähigen) Einblick in die Funktionsweise der Sprache, Fähigkeit zum Sprachspiel, dank gesteigerter Sprachkompetenz ein breiteres und tiefer dringendes Weltwissen, unchauvinistische, humanere Einstellung zur Welt und außerdem Erinnerung an bessere Zeiten. Das tun wir, obwohl wir freilich wissen, dass Bilinguismus kein sprachlicher Idealzustand ist, denn selten – so belehren uns die Linguisten – kommt der Bilinguismus als Äquilinguismus daher, so dass eine der beiden Sprachen leicht (oder schwer) unterentwickelt sein kann, unvollkommen und außerdem für kauderwelsche Verunstaltungen durch die andere Sprache anfällig. Das gute Gefühl, das wir beim Lesen solcher Erinnerungen haben, kann nicht nur daher rühren, dass vergangene und also durch den wohltuenden Schleier des selektiven Vergessens (des Bösen) „entschmerzte“, idyllisierte Zustände geschildert werden (erinnerte Idylle bleibt idyllisch, auch wenn sie einsprachige Zustände schildert), sondern es scheint der Zustand der Zweisprachigkeit an sich positive Wertungen zu ernten und zu verdienen.
The 'Russian language proficiency test for multilingual children' is a linguistically and psycholinguistically-grounded test for L1-Russian bilingual children of pre-school and elementary school age. It allows the evaluation of language proficiency in Russian for scientific, therapeutic, and pedagogical purposes. The test is based on preliminary norms: data of 167 German-Russian bilingual children between the ages of 3 years and 6 years 11 months were evaluated.
Bilingual children's proficiency is examined in the following language domains:
- productive and receptive lexicon for verbs and nouns
- production of morphological marking on verbs (first and second-person singular present verbal inflection) and nouns (accusative and dative case singular)
- comprehension of grammatical constructions on the sentence level
The test should be administered by a competent – ideally native – speaker of Russian, and takes approximately 60 minutes to administer.
In addition to the test itself, the 'Russian language proficiency test for multilingual children' contains a questionnaire for gathering detailed information on the input situation as well as the child's previous linguistic and extra-linguistic development. The questionnaire is written in English and Russian and is intended to be filled out by the parents.
'Sprachstandstest Russisch für mehrsprachige Kinder' ist ein linguistisch und psycholinguistisch fundiertes Sprachstandsscreening für bilingual russisch-deutsche Kinder im Vorschul- und Frühschulalter. Es ermöglicht die Einschätzung des Sprachstands im Russischen, auf der Basis vorläufiger Normen, zu wissenschaftlichen, therapeutischen und pädagogischen Zwecken.
Der Test sollte von kompetenten, im Idealfall muttersprachlichen Sprechern des Russischen durchgeführt werden. Die Durchführungsdauer beträgt ca. 60 Minuten.
'Sprachstandstest Russisch' überprüft die Fähigkeiten bilingualer Kinder im Russischen in folgenden Bereichen:
- produktives und rezeptives Lexikon für Verben und Nomen
- Produktion morphologischer Markierungen an Verben (Verbflexion 1. und 2. Person Singular Präsens) und Nomen (Kasus Akkusativ und Dativ Singular)
- Verständnis grammatischer Strukturen auf Satzebene
Zur Interpretation der Testergebnisse werden vorläufige bilinguale Normdaten zur Verfügung gestellt. Sie basieren auf einer Stichprobe von insgesamt 167 deutsch-russisch aufwachsenden Kindern von drei bis sechs Jahren.
Zusätzlich zum Test zur Feststellung der sprachlichen Kompetenzen enthält 'Sprachstandstest Russisch' einen Fragebogen, der die detaillierte Inputsituation sowie die bisherige sprachliche und nichtsprachliche Entwicklung des Kindes erfasst. Der Fragebogen ist russisch-deutsch verfasst und wird von den Eltern durch Ankreuzen ausgefüllt.
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.
Der Beitrag setzt sich zum Ziel, die Traditionen, aktuelle Tendenzen und Aufgaben der Erforschung der historischen deutschen Stadtkanzleisprachen auf dem Territorium Böhmens, Mährens und Schlesiens vorzustellen. Der erste Teil ist dem Phänomen des tschechisch-deutschen Bilingualismus in den böhmischen Ländern gewidmet, im zweiten Teil werden Geschichte und aktuelle Aufgaben der Untersuchung der historischen Kanzleisprachen in unserem Land präsentiert und der dritte Teil zeigt Möglichkeiten einer historiolinguistischen Untersuchung an Beispielen frühneuhochdeutscher Texte der Olmützer Stadtkanzlei.
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.
This article discusses linguistic attitudes and conceptions (beliefs and prejudices) of 20 teachers regarding the ‘German accent’ ((de)voicing of consonants and neutralization of the vibrant) and their implications in their social practices in school lessons, in three German-Portuguese bilingual communities in Rio Grande do Sul. To conclude with, a reflection about how teachers’ conceptions relate to the treatment they dispense to linguistic traces in face to face interactions. The present investigation is inserted in the Interactional Sociolinguistics and in the Sociolinguistics field, specifically in linguistic variation and bilingual studies, and it is especially rooted in linguistic attitudes and conceptions. This research matches instruments and analytical categories of both quantitative and qualitative approaches, examining both teachers’ practices and their linguistic attitudes and conceptions. The results point to educational and identity conflicts which are reflected in speakers’ attitudes of solidarity or linguistic differentiation regarding the use and rating of linguistic variation, as well as in the treatment dispensed to the linguistic features of these communities.
For the most part, in linguistic policies, which mainly manifest themselves in educational measures, substandard varieties are at best ignored, if not actively suppressed. This often deprives pupils in immigrant situations and coming from a dialect background not only of their right to speaking their own language but also from the opportunity of aquiring the related standard, benefiting from early bilingual education. Instead, the national language is often used as the only language of instruction and is therefore likely to outdominate any other variety. This paper analyses two immigrant groups on the American continent which both represent diglossic communities in which High German as the High Variety has been lost or replaced by the national language while the related dialect is continuously used for in-group communication. Despite structural similarities in the sociolinguistic makeup of the two speech communities, there have been different approaches towards the teaching of standard German. The paper shows that language attitudes toward the substandard play a decisive role in these approaches. It is argued that instead of seeing the dialect as an obstacle for aquiring the standard variety it ought to be viewed as a suitable starting point to learning High German. Far from being an out-fashioned relic, dialects in immigrant communities should be conceived of as vantage ground for building multilingual societies which include the own vernacular as an element of identity, the related standard as a means of international communication and, of course, the national standard as an instrument of integration.
Based on the bilingualism and ethnolinguistic identity research, this study aims to observe the role identity and linguistic attitudes play in a minority mother language’s maintenance or shifting process in early bilingualism cases in a societal bilingualism situation. The analyzed context comprises native speakers of essentially bilingual communities that migrate to an urban center like Porto Alegre, where the opportunities for minority mother language use are drastically restrained by the monolingual Portuguese context. It’s asked how this language was maintained and what is the identity and linguistic attitude after the removal of the original context identified as more rural, isolated and ethnic and culturally different. The data collection derives from semi-structured interviews, recorded and subsequently transcribed. The data analysis suggests that the ‘geographic’ factor isn’t so relevant to the maintenance/shifting of a minority language than the speaker’s ‘micro-decisions’ to preserve the cultural and affectionate ties with their origin group, the family. Besides family group, community, school and government should be called to come together to construct new ways for the linguistic and cultural preservation of the bilingual community in Brazil. In that sense, this research intends to contribute to a wider understanding of the identity and linguistics attitudes’ role in the languages’ teaching and learning in general.