Refine
Year of publication
Document Type
- Book (20)
- Article (5)
- Working Paper (3)
- Doctoral Thesis (2)
Language
- German (24)
- English (5)
- Portuguese (1)
Has Fulltext
- yes (30)
Is part of the Bibliography
- no (30)
Keywords
- Familie (30) (remove)
Institute
This study examines the particularities of multilingual discourse, based on the example of recorded conversations in a trilingual family in Canada. It combines two different fields of linguistic research: multilingualism and conversation analysis. The study of multilingualism has developed into a popular field of linguistic research over the past two decades. In general, it focuses on bilingualism as a social and individual phenomenon, and in particular on the alternation between two languages in the speech of bilinguals. For this alternation, the term code-switching is widely used. Usually, the term refers to language alternation both between sentences and within sentence boundaries. From a sociolinguistic perspective code-switching is often interpreted as a means of signaling group membership in bilingual communities, whereas grammatical analyses examine how morphosyntactic units from different languages are combined (and can be combined) within one sentence. Auer (1998: 3) suggests the study of the conversational structure of code-switching as a third perspective on bilingual language usage, one that he claims has been widely neglected by linguistic research in the past. In particular, those cases of language alternation between utterances (sentences) but within the same conversation cannot be described adequately from either a macro-sociolinguistic or a morphosyntactic perspective.
Liebe, Ehe, Familie
(1921)
Interactional niche in the development of geometrical and spatial thinking in the familial context
(2016)
In the analysis of mathematics education in early childhood it is necessary to consider the familial context, which has a significant influence on development in early childhood. Many reputable international research studies emphasize that the more children experience mathematical situations in their families, the more different emerging forms of participation occur for the children that enable them to learn mathematics in the early years. In this sense mathematical activities in the familial context are cornerstones of children’s mathematical development, which is also affected by the ethnic, cultural, educational and linguistic features of their families. Germany has a population of approximately 82 million, about 7.2 million of whom are immigrants (Statisches Bundesamt 2009, pp.28-32). Children in immigrant families grow up with multiculturalism and multilingualism, therefore these children are categorized as a risk group in Germany. “Early Steps in Mathematics Learning – Family Study” (erStMaL-FaSt) is the one of the first familial studies in Germany to deal with the impact of familial socialization on mathematics learning. The study enables us to observe children from different ethnic groups with their family members in different mathematical play situations. The family study (erStMaL-FaSt) is empirically performed within the framework of the erStMaL (Early Steps in Mathematics Learning) project, which relates to the investigation of longitudinal mathematical cognitive development in preschool and early primary-school ages from a socio-constructivist perspective. This study uses two selected mathematical domains, Geometry and Measurement, and four play situations within these two mathematical domains.
My PhD study is situated in erStMaL-FaSt. Therefore, in the beginning of this first chapter, I briefly touch upon IDeA Centre and the erStMaL project and then elaborate on erStMaL-FaSt. As parts of my research concepts, I specify two themes of erStMaL-FaSt: family and play. Thereafter I elaborate upon my research interest. The aim of my study is the research and development of theoretical insights in the functioning of familial interactions for the formation of geometrical (spatial) thinking and learning of children of Turkish ethnic background. Therefore, still in Chapter 1, I present some background on the Turkish people who live in Germany and the spatial development of the children.
This study is designed as a longitudinal study and constructed from interactionist and socio-constructivist perspectives. From a socio-constructivist perspective the cognitive development of an individual is constitutively bound to the participation of this individual in a variety of social interactions. In this regard the presence of each family member provides the child with some “learning opportunities” that are embedded in the interactive process of negotiation of meaning about mathematical play. During the interaction of such various mathematical learning situations, there occur different emerging forms of participation and support. For the purpose of analysing the spatial development of a child in interaction processes in play situations with family members, various statuses of participation are constructed and theoretically described in terms of the concept of the “interactional niche in the development of mathematical thinking in the familial context” (NMT-Family) (Acar & Krummheuer, 2011), which is adapted to the special needs of familial interaction processes. The concept of the “interactional niche in the development of mathematical thinking” (NMT) consists of the “learning offerings” provided by a group or society, which are specific to their culture and are categorized as aspects of “allocation”, and of the situationally emerging performance occurring in the process of meaning negotiation, both of which are subsumed under the aspect of the “situation”, and of the individual contribution of the particular child, which constitutes the aspect of “child’s contribution” (Krummheuer 2011a, 2011b, 2012, 2014; Krummheuer & Schütte 2014). Thereby NMT-Family is constructed as a subconcept of NMT, which offers the advantage of closer analyses and comparisons between familial mathematical learning occasions in early childhood and primary school ages.
Within the scope of NMT-Family, a “mathematics learning support system” (MLSS) is an interactional system which may emerge between the child and the family members in the course of the interaction process of concrete situations in play (Krummheuer & Acar Bayraktar, 2011). All these topics are addressed in Chapter 2 as theoretical approaches and in Chapter 3 as the research method of this study. In Chapter 4 the data collection and analysis is clarified in respect of these approaches...
The artworks of the Peruvian artist Carlos Runcie Tanaka, who has his British and Japanese Roots combined in his surname, refer to pre-Columbian ceramics and traditional Peruvian, Japanese and European practices. He represented Peru in ARCOmadrid 2019, the 12th Havana Biennial, the XXVI Sao Paulo Biennial, the 49th Venice Biennale, and the I Bienal Iberoamericana de Lima. In August, we sat down to talk about music, the past, the present, and the future. We discussed how all references of time can be combined into one material.
By studying pre-Columbian ceramics, researchers have developed several interpretations about the lifestyle and cosmovision of the ancient Peruvian people. Many of the techniques and motifs included in these traditional practices are still being passed on to communities throughout the country today. This ancestral knowledge is a fundamental element of identity. Therefore, ceramic is a material that has made the generation of historical discourse and the preservation of cultural memory possible. At the same time, ceramics are connected to aspects of our daily life. As objects of daily use (such as mugs, plates and bowls) they contribute to the fulfillment of basic needs. They are also included in ritual and funerary practices. In conclusion, the use of ceramics can be understood not only in a practical sense, but in an artistic sense as well.
Für folgende Überlegungen ist die psychoanalytische Deutungstradition maßgeblich, die von Freud selbst über die "Wilhelm Meister"-Studien von Sarasin, Eissler, Robert und Kittler bis hin zu derjenigen von Hörisch reicht, von
zahllosen Aufsätzen und Buchpassagen nicht zu reden. Gemeinsam ist diesen der endgültig vollzogene Abschied von idealisierenden, ein harmonisches Bildungsmodell für das bürgerliche Individuum am Text nur reflektierend bewahrheitenden Wilhelm-Meister-Deutungen. Zugleich teilen sie das Bemühen um ein psychologisch verfeinertes Verstehen des Textes. Ohne mich auf die Vielzahl subtiler Deutungsdifferenzen oder gar die internen Kontroversen der psychoanalytischen Schulbildungen näher als an gegebener Stelle in den Fußnoten einzulassen, konzentriert sich meine kritische Relektüre auf die an theoretischen Vorgaben Jacques Lacans ausgerichtete Interpretation von "Wilhelm Meister Lehrjahre".