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The paper sketches out the framework of a transcultural model of language learning and teaching. In doing so it illuminates linguistic, psycholinguistic, hermeneutical und didactic aspects of the complex field of language learning rather than limiting itself to discussing mere methodological phenomena. The paper argues that the language learning and teaching profession can only advance by taking transcultural concepts of language acquisition, of linguistic systems, of language processing and of media use into account and by integrating them into a coherent system of language didactics.
"The documentation of... descriptive generalizations is sometimes clearer and more accessible when expressed in terms of a detailed formal reconstruction, but only in the rare and happy case that the formalism fits the data so well that the resulting account is clearer and easier to understand than the list of categories of facts that it encodes.... [If not], subsequent scholars must often struggle to decode a description in an out-of-date formal framework so as to work back to... the facts.... which they can re-formalize in a new way. Having experienced this struggle often ourselves, we have decided to accommodate our successors by providing them directly with a plainer account." (Akinlabi & Liberman 2000:24)
In this paper I investigate the usage of the adverb and particle 'so' in spontaneous speech (interviews) collected from 21 speakers of the urban multi-ethnolectal youth language Kiezdeutsch. Speakers from the neighborhoods Kreuzberg and Wedding in Berlin are ranging in age from 14 to 18. The 1454 tokens of so available in the corpus (about 5 hours of speech) were classified into 10 different categories; some were structurally defined while others were defined along dimensions of meaning. Our current results indicate that there are differential usages patterns depending on the speaker's gender and age for some of these categories. Further, it appears that some patterns that have been attributed grammatical meaning may not appear frequently enough to establish a separate meaningful grammatical category. Rather, most instances of this kind of use of so appear to have a hedging function, indicating speakers' non-commitance to a specific circumstance.
The morpho-syntax of relative clauses in Sotho-Tswana is relatively well-described in the literature. Prosodic characteristics, such as tone, have received far less attention in the existing descriptions. After reviewing the basic morpho-syntactic and semantic features of relative clauses in Tswana, the current paper sets out to present and discuss prosodic aspects. These comprise tone specifications of relative clause markers such as the demonstrative pronoun that acts as the relative pronoun, relative agreement concords and the relative suffix. Further prosodic aspects dealt with in the current article are tone alternations at the juncture of relative pronoun and head noun, and finally the tone patterns of the finite verbs in the relative clause. The article aims at providing the descriptive basis from which to arrive at generalizations concerning the prosodic phrasing of relative clauses in Tswana.
Símákonde is an Eastern Bantu language (P23) spoken by immigrant Mozambican communities in Zanzibar and on the Tanzanian mainland. Like other Makonde dialects and other Eastern and Southern Bantu languages (Hyman 2009), it has lost the historical Proto-Bantu vowel length contrast and now has a regular phrase-final stress rule, which causes a predictable bimoraic lengthening of the penultimate syllable of every Prosodic Phrase. The study of the prosody / syntax interface in Símákonde Relative Clauses requires to take into account the following elements: the relationship between the head and the relative verb, the conjoint / disjoint verbal distinction and the various phrasing patterns of Noun Phrases. Within Símákonde noun phrases, depending on the nature of the modifier, three different phrasing situations are observed: a modifier or modifiers may (i) be required to phrase with the head noun, (ii) be required to phrase separately, or (iii) optionally phrase with the head noun.
Símákonde is an Eastern Bantu language (P23) spoken by immigrant Mozambican communities in Zanzibar and on the Tanzanian mainland. Like other Makonde dialects and other Eastern and Southern Bantu languages (Hyman 2009), it has lost the historical Proto-Bantu vowel length contrast and now has a regular phrase-final stress rule, which causes a predictable bimoraic lengthening of the penultimate syllable of every Prosodic Phrase. The study of the prosody / syntax interface in Símákonde Relative Clauses requires to take into account the following elements: the relationship between the head and the relative verb, the conjoint / disjoint verbal distinction and the various phrasing patterns of Noun Phrases. Within Símákonde noun phrases, depending on the nature of the modifier, three different phrasing situations are observed: a modifier or modifiers may (i) be required to phrase with the head noun, (ii) be required to phrase separately, or (iii) optionally phrase with the head noun.
This paper tests three current theories of the phonology-syntax interface – Truckenbrodt (1995), Pak (2008) and Cheng & Downing (2007, 2009) – on the prosody of relative clauses in Chewa. Relative clauses, especially restrictive relative clauses, provide an ideal data set for comparing these theories, as they each make distinct predictions about the optimal phrasing. We show that the asymmetrical phase-edge based approach developed to account for similar Zulu prosodic phrasing by Cheng & Downing also best accounts for the Chewa data.
This paper proposes a new sound rule for Proto-Slavic, according to which *g (from PIE *g, *gw, *gh, and *gwh) was lost before *m. This development was posterior to Winter’s law and the merger of voiced and aspirated stop in Slavic. The operation of the rule is illustrated by new etymologies of four Slavic words: *ama, *jama ‘hole, pit’, *těmę ‘sinciput’, *mąžь ‘husband, man’, and *remy ‘leather belt’.
Ĉlánek je zasazen do kontextu vyuĉování němĉiny jako cizího jazyka. Zabývá se vztahem mezi deskriptivním, resp. narativním textem a textovou prací zaloţenou na naraci ţáka na straně jedné a emocemi ţáka na straně druhé. Výsledky dosavadních výzkumŧ tohoto vztahu, jeţ vycházejí z posledních konceptŧ narace jako základní existenciální struktury bytí, naznaĉují, ţe narativní text a receptivní i produktivní narativní pracovní postupy ve vyuĉování a uĉení se jazyku indukují specifický potenciál pozitivních emocí a postojŧ ţáka.
'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.
Jednou z hlavních úloh poezie je zprostředkování emocí. Ĉlánek poukazuje na jazykové prostředky, kterými jsou vyjádřeny emoce v básních Güntera Grasse a Bertolda Brechta. Textově lingvistická analýza je zaměřena především na slovotvorné konstrukce a jejich podíl na konstituci textu a kódování emocí.
Ĉlánek popisuje lingvistické prostředky oznaĉující a popisující proţívání a emoce v němĉině. V první ĉásti jsou představeny konceptualizace proţívání a emocí, druhá ĉást popisuje detailně lingvistické prostředky. Poslední ĉást se zabývá některými problémy spojenými s vytvořením lexikonu emoĉních slov.
Předloţená studie se zaměřuje na verbalizaci emocí v textech psaných v rámci internetového fóra hungrig-online.de. V první ĉásti jsou představeny teoretické informace z oblasti jazykové komunikace emocí. Další ĉást se zabývá ukázkou textu s tematikou partnerských vztahŧ, které ĉasto souvisí s poruchami příjmu potravy. Na základě tohoto textu je vypracován široký rejstřík termínŧ pro emoce. Je zajímavé, které emoce a jak se objevují, a závěry, ke kterým lze dospět. Poté jsou analyzovány všechny příspěvky dalšího uţivatele fóra hungig-online.de, které se týkají tématu partnerských vztahŧ. Diachronní perspektiva nám umoţňuje vysledovat vývoj a uskuteĉněné změny v uţití emoĉního jazyka.
Ĉlánek se zabývá ambivalencí mluvy moci/smrti a umění/ţivota v básni Paula Celana "Todesfuge" (1945). Autor nejprve poukazuje na vnitřní spojení mezi strukturami psychosociálních imaginací a ztvárnění represivní identity – dokonce uvnitř (německé) obĉanské spoleĉnosti – jako na podmínku přeměny v totalitní skuteĉnost smrti. Celanova báseň odmítá jak reprezentativní ztvárnění, tak i umělecké zkrášlení situace v koncetraĉních táboech a implikuje tím fundamentální kritiku tradiĉních estetických konceptŧ, především Aristotelova konceptu Mimesis a romantického konceptu inverze, tj. kritiku, která umoţňuje inovativní psychoanalytické uchopení textu vzhledem k jeho tématu. S odvoláním na Celanovy vlastní názory v některých jeho blasfemických básních naznaĉuje ĉlánek v neposlední řadě historickou linii struktury křesťanských fantasmat k umělecké a sociální imaginaci romantiky a moderny.
In Nłeʔkepmxcin, consonant-heavy inventories, lengthy obstruent clusters and widespread glottalization can make potential F0 cues to prosodic phrase boundaries (e.g. boundary tones or declination reset) difficult to observe phonetically. In this paper, I explore a test that exploits one behaviour of phrasefinal consonant clusters to test for prosodic phrasing in Nłeʔkepmxcin clauses. Final /t/ of the 1pl marker kt is aspirated when phrase-final, but not phraseinternally. Use of this test suggests that Thompson Salish speakers parse verbs, arguments and adjuncts into separate phonological phrases. However, complex verbal predicates and complex noun phrases are parsed as single phonological phrases. Implications are discussed, especially in regards to findings that (absence of) pitch accent is not employed to signal the informational categories of Focus and Givenness, even though Nłeʔkepmxcin is a stress language.
U ovom članku razmatraju se dokazi koje posuđenice nude za vrste kontakata između Praslavena i njihovih germanskih susjeda, Gota i različitih zapadnogermanskih naroda. Germanske posuđenice u praslavenskome uglavnom pripadaju određenom skupu semantičkih polja. Posuđene riječi mogu se podijeliti u nekoliko semantičkih polja: vlast i vojska, tehnička terminologija, novac i trgovinska razmjena, mjesta za pohranu (bačve, kutije itd.), kršćanska terminologija i imanje. Tehničke riječi i kršćanske riječi vjerojatno su zapadnogermanskoga podrijetla, dok sve ostale semantičke kategorije sadrže i gotske i zapadnogermanske posuđenice.
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.
Relative clauses in Haya
(2010)
This paper gives an overview of the morphology and syntax of Haya relative clause constructions. It extends previous work on this topic (Duranti, 1977) by incorporating data from a number of different dialects and by introducing new data on locative relative clauses. The dialects discussed in addition to the Kihanja data from Byarushengo et al. (1977) include Kiziba, Muleba and Bugabo dialects. Nyambo data taken from Rugemalira (2005) is also compared to Haya in places. The focus of the discussion is on the grammaticality of pronominal elements attached to the verb that refer back to the relativized entity with different types of relativized constituents in Haya. It is shown that there are differences between subjects, objects and locatives in terms of this kind of morphology inside the relative clause, as well as differences between these kinds of morphemes and resumptive pronouns.
U radu se analiziraju eliptični oblici anglizama u ruskome i hrvatskome jeziku i dopunjuje pristup njihove dosadašnje kvalifikacije i klasifikacije. Preciznijim definicijama stupnja elipse u anglizmu predlaže se jednostavnije i jasnije određivanje njihovih granica i razlika. Na temelju rezultata analize anglizama uočene su nove mogućnosti u njihovu formiranju. U formiranju eliptičnoga oblika anglizma nije nužno samo ispuštanje određenih elemenata, već se eliptični oblik anglizma može formirati i s pomoću kombinacija drugih tvorbenih načina: kombinacijom elipse i supstitucije, elipse i kompozicije, elipse i adicije, elipse, supstitucije i adicije, elipse, supstitucije i kompozicije te kombinacijom elipse, adicije i kompozicije.
Rani razvoj goranskih govora
(2010)
U radu se razmatra povijest hrvatskih govora u Gorskome kotaru, koji se obično smatraju kajkavskim govorima. Obrađuju se različite promjene u akcentuaciji, konsonantizmu i vokalizmu do približno 16. stoljeća. One se uspoređuju sa sličnim promjenama u susjednim kajkavskim, slovenskim, čakavskim i štokavskim dijalektima. Najstarije nam izoglose pokazuju da goranske govore ne možemo smatrati doseljenim izdaleka ili miješanim. Moramo ih smjestiti u Gorski kotar već prije otomanskih nadiranja u 15. i 16. stoljeću. Raspravlja se o tome da je Gorski kotar dijalektno područje kroz koje teče više izoglosa koje postaju razumljive kad smještamo ovo područje u perspektivu okolnih južnoslavenskih narječja.
O presente artigo oferece um breve panorama acerca do ensino da língua alemã no Brasil. Seguindo os conceitos e dimensões de bilinguismo e bilingualidade , identifica o ensino de língua alemã como segunda língua e trata do aspecto da interculturalidade restrito à análise da prática em duas escolas bilíngues do Rio de Janeiro, onde a língua/cultura alemã é a segunda língua.(L2) Propõese uma reflexão sobre a questão da interculturalidade no âmbito da comemoração de datas festivas em escolas bilíngues. Dentro dessa temática e no contexto escolar bilíngue, delimitamos o estudo a eventos comemorativos como a Páscoa, marcados pela distribuição de ovinhos de Páscoa/Ostereier. O estudo baseia-se em uma perspectiva sociocultural da linguagem e ressalta as relações entre língua, identidade e estrutura social.
Cet article propose une réflexion sur la manière dont la langue bàsàa (Bantu A 43 parlée au Cameroun) exprime la relativisation. En l’absence d’une classe grammaticale de pronoms relatifs la langue utilise la classe des démonstratifs. La stratégie démonstrative mise en place peut selon les cas, associer la classe des locatifs pour déterminer les degrés de définitude. La langue distingue également les relatives restrictives des relatives non-restrictives qui sont soit descriptives, soit emphatiques. Du point de vue prosodique, la fin de la relative en bàsàa coïncide avec une finale de Groupe Intonatif.
U prilogu se s kontrastivnog aspekta analiziraju frazemi hrvatskoga i češkoga jezika kojima je sastavnica zoonim. Životinja je još od pradavnih vremena najbliži čovjekov suputnik. U svim se narodima životinjama pripisuju simbolična značenja i ljudske osobine i to najčešće one negativne što ćemo i pokušati dokazati ovim prilogom. Naime, ljudi su kroz povijest pripisivali životinjama određene stereotipe. Tako se pozitivno određuju domaće životinje i to one od kojih čovjek ima više koristi, za razliku od divljih prema kojima je puno kritičniji i skloniji negativnome određenju. S obzirom na to da zoonimska frazeologija obuhvaća širok dijapazon različitih značenja u ovome ćemo se prilogu baviti onim frazemima koji svojim značenjem ulaze u koncept ljudskih osobina, stanja, izgleda, načina kretanja te odnosa prema jelu i piću. Pri tome se objašnjava i simbolika pojedine životinje jer se time razumije i pozadinska slika pojedina frazema. Također u prilogu se provodi i kontrastivna analiza izdvojenih hrvatskih i čeških frazema s obzirom na navedene koncepte te se utvrđuju podudarnosti i razlike.
Ključne riječi: frazem; zoonim; frazemska pozadinska slika; kontrastivna analiza; hrvatski jezik; češki jezik
Posljedice globalizacijskih procesa vidljive su i u jeziku kao tendencija k internacionalizaciji. Internacionalizacija, ili možda preciznije angloamerikanizacija, zahvatila je sve jezike modernoga svijeta. Hrvatski jezik nije iznimka. U ovom ćemo radu spomenuti samo neke od posljedica internacionalizacije, i to na leksičkoj, tvorbenoj i semantičkoj razini.
This article compares the noun plural systems of ten Germanic languages focusing on the number of allomorphs, their formal shape and the assignment principles used for allomorph distribution. It further aims at identifying the interrelating factors, categories, and features decisive for the very different ways in which plural allomorphy is organized in languages of the same origin. The major relevant factors are pointed out with special emphasis on the role of gender, semantic and rhythmic assignment, and the role of high token frequency. On formal grounds, the fusion vs. separation of case and number as well as the role of zero morphology vs. redundant marking, of stem alternation and the direction of influence between stem and affix are discussed.
We focus in this paper on two prosodic phenomena in Chimwiini: vowel length and accent (or High tone). Vowel length is determined in part by a lexical distinction between long and short vowels, and also by various morphophonemic processes that derive long vowels. Accent is penult in the default case, but final under certain morphosyntactic conditions. In order to account for the distribution of vowel length and the location of accents in a Chimwiini sentence, it is necessary to segment sentences into a sequence of phonological phrases. This paper examines the phonological phrasing of both canonical relative clauses and what we refer to as "pseudo-relative" clauses. An account of relative clause phrasing is of critical importance in Chimwiini due to the extensive use of pseudo-relatives in the language. Close examination of the pseudo-relatives reveals that their phrasing is not exactly the same as the phrasing of canonical relative clauses.
Příspěvek se věnuje problematice adekvátního uchopení a popisu frazémŧ v dvoujazyĉných slovnících na základě kritické analýzy jednoho elektronického německo-ĉeského a ĉesko-německého slovníku. Rŧzné lexikografické aspekty (objasnění pouţívané terminologie v lexikografických metatextech, makro- a mikrostruktura, urĉení základního tvaru, problémy ekvivalence, typografické ztvárnění, význam lexikografických příkladŧ) jsou osvětlovány na vybraných frazémech ze sémantického pole ZLOST.
In this paper I will present some empirical studies concerning a linguistic construction called binomials, e.g. auf und ab (‚up and down‘). Binomials consist of two coordinated elements in a fixed order ‚A and B‘, whereas empirically the reversed order ‚B and A‘ is rarely found and, asked for acceptability judgements, native speakers tend to reject it. In two corpus studies hypotheses on phonological principles responsible for the ordering of the constituents are tested. Furthermore I present a pseudoword experiment with German native speakers and Russian and Turkish learners of German as a second language. Results are discussed in the framework of optimality theory.
Tento ĉlánek se zabývá sémantikou německých ĉástic wohl a vielleicht a ĉeské ĉástice snad ve zvolacích větách. Uvádí se argumenty pro analýzu, podle které si v těchto typech vět – na rozdíl od jiných – zachovaly tyto ĉástice svoje pŧvodní "zesilující" významy, a proto by tento kontext měl být povaţován za autonomní. Dále ĉlánek podává vysvětlení pro toto sémantické/pragmatické chování.
All of the papers in the volume except one (Kaji) take up some aspect of relative clause construction in some Bantu language. Kaji’s paper aims to account for how Tooro (J12; western Uganda) lost phonological tone through a comparative study of the tone systems of other western Uganda Bantu languages. The other papers examine a range of ways of forming relative clauses, often including non-restrictive relatives and clefts, in a wide range of languages representing a variety of prosodic systems.
It could be said that learner’s dictionaries are the most reliable expression of lexicography in terms of providing the necessary tools to help the learning process of a foreign language. This paper analyses three English learner’s dictionaries in order to establish its stylistic patterns as well as to compare them with four German learner’s dictionaries. Undoubtly, the lexicography of English learner’s dictionaries is a model. However, we argue that this model can not be transfered to German lexicography since each language has its own particularities which demand specific solutions.
As work like McCarthy (2002: 128) notes, pre-Optimality Theory (OT) phonology was primarily concerned with representations and theories of subsegmental structure. In contrast, the role of representations and choice of structural models has received little attention in OT. Some central representational issues of the pre-OT era have, in fact, become moot in OT (McCarthy 2002: 128). Further, as work like Baković (2007) notes, even for assimilatory processes where representation played a central role in the pre-OT era, constraint interaction now carries the main explanatory burden. Indeed, relatively few studies in OT (e.g., Rose 2000; Hargus & Beavert 2006; Huffmann 2005, 2007; Morén 2006) have argued for the importance of phonological representations. This paper intends to contribute to this work by reanalyzing a set of processes related to vowel harmony in Shimakonde, a Bantu language spoken in Mozambique and Tanzania. These processes are of particular interest, as Liphola’s (2001) study argues that they are derivationally opaque and so not amenable to an OT analysis. I show that the opacity disappears given the proper choice of representations for vowel features and a metrical harmony domain.
V lingvistickém výzkumu byla malá pozornost věnována onomatopoickým výrazŧm ĉasto uţívaným zvláště v komiksech a v dětské literatuře jako nástroj k vyjádření emocí. Ĉlánek, jehoţ cílem je vyplnit mezeru ve výzkumu, nejprve podává přehled o vztazích mezi onomatopoi a emocemi. Autor zdŧrazňuje, ţe konkrétní realizace onomatopoických slov je v kaţdém jazyce jiná a závisí na jazykových konvencích. Následně jsou srovnána německá a ĉeská onomatopoická slovesa s emoĉními konotacemi. Srovnání ukazuje širokou škálu rozdílŧ, které se týkají nejen formálních aspektŧ, ale také významu těchto sloves. Závěrem vyplývá, ţe emoce jsou vázány na jazykový kontext, a proto nemohou být přesně přeloţeny.
U ovome su radu obradena 232 obiteljska nadimka u Puciscima na otoku Bracu. Obiteljski su nadimci, kao dodatan vid identifikacije koji se razvio još u pretprezimenskome razdoblju, a kasnije je sve zastupljeniji zbog brojnosti nositelja pojedinih prezimena, svojevrsni specifikum hrvatskih otoka koji dosad nije dostatno proucen. U Puciscima se obiteljski nadimci bilježe od konca 16. st. te se na temelju njihove motivacije može djelomicno rekonstruirati fond osobnih imena (odnos hrvatskih narodnih imena te hrvatskih i novijih romanskih prilagodenica kršcanskih imena), vanjština (posebice tjelesne mane), karakterne crte (uglavnom nekonvencionalne) te podrijetlo i svakodnevni život Puciscana. Fond je obiteljskih nadimaka znatno otvoreniji inojezicnim sustavima (poglavito romanskim) te je odraz svojevrsne tisucljetne hrvatsko-romanske simbioze na istocnoj obali Jadranskoga mora.
U radu se predstavljaju rezultati terenskog istraživanja o nazivima za uskršnju pletenicu, provedenog na gotovo dvjesto punktova duž hrvatske obale te u unutrašnjosti Istre i nadopunjenog podatcima iz objavljene literature. Istraživanjem su, radi usporedbe, zahvaćena i neka naselja u Gorskom kotaru te u unutrašnjosti Dalmacije. Analiza prikupljenog korpusa ukazuje na snažnu prisutnost slike sadržaja ‘ptica’ u našim jadranskim nazivima za uskršnju pletenicu, bilo da je riječ o nazivima slavenskog ili romanskog (dalmatskog, istroromanskog ili mletačkog) podrijetla. Na temelju tih zapažanja ponovno se razmatraju neka dosad predložena etimološka rješenja (Skok, Vinja) te donose novi etimološki prijedlozi.
This article adresses one function of dialects showing their importance of controlling everyday language. On the example of Low German, a vernacular spoken in Northern Germany, the function of identity is shown and explained. Firstly the understanding of biography is given, followed by an overview about the research undertaking about biographical studies in linguistics, especially in dialectology and Low German philology. The main part concerns the exemplary analysis of an interview of a dialect speaker. The aim of the article is to show in detail the identity function of dialects and the chances qualitive methods can contribute to linguistic researches.
After giving an overview of the implementation of Business German in the curricula of German Departments outside of Germany and showing which place Business German has taken within these departments today, this article focuses on the teaching goals and contents as well as on the competences that ought to be achieved by the students in the German Department at Istanbul University in order to explain which chances and opportunities this study field opens up to students of German language and literature.
U članku se na temelju podataka dobivenih usmjerenim terenskim istraživanjem u govoru Novalje na otoku Pagu prikazuju naglasni tipovi imenica u tom govoru s obzirom na mjesto i vrstu naglaska (i podtipovi s obzirom na postojanje prednaglasnih duljina te varijante s obzirom na stupanj inovativnosti): a) tip a sa stalnim mjestom naglaska na vokalu osnove, b) tip b sa stalnim mjestom naglaska na vokalu nastavka, c) tip c s alterniraju263;im mjestom naglaska na vokalu osnove i na vokalu nastavka.
Contributing to NABE News - Guidelines for Writers 2 ; Letter from the President 4 ; Bilingual Dyads
in the Science Classroom: Infusing the 5E Model with Student Talk - María G. Arreguín-Anderson and
Lynda Cavazos, University of Texas at San Antonio 5 ; Developing Science Bi-literacy: Maximizing Bilingual Students’ Learning - Zulmaris Diaz 8 ; Asian and Pacific Islanders Learning Style Preferences of Asian Students - Clara C. Park, California State University 13 ; Indigenous Bilingual Education Place-based Education - Jon Reyhner, Northern Arizona University 16 ; La Educaciõn Bilingüe o Multicultural en Centro America y La Republica Domicana 18
Letter from the President 4 ; Indigenous Bilingual Education in Vietnam: Initiatives and Lessons America’s Schools Can Learn From Eirini Gouleta 5 ; The Effects of Music on Spanish- Dominant Kindergarteners - Sandra B. Chong 10 ; Indigenous Bilingual Education “Essie’s Story” Insightful Words from an Old Teacher to Teachers Today - Chelsea Bergner, Northern Arizona University 14 ; Asian and Pacific Islanders Supporting Asian Immigrant Families of Children with Disabilities Effectively - Lusa Lo, Ed.D., University of
Massachusetts, Boston 16 ; Peace Corps, an undervalued source of bilingual support? - Brock Brady 19
Contributing to NABE News - Guidelines 2 ; Letter from the President 4 ; NABE 2010 Conference Highlights 5 ; Student Essay Winners 7 ; Teacher of the Year 9 ; Dissertation Award Winners 10 ; Innovating Scholarship Through Technology, Social Networking and the Community Along the U.S. and Mexico Border - Dr. Edith Esparza-Young 11 ; Indigenous Bilingual Education Alaska Native Education: Views From Within - Navin Singh and Jon Reyhner 15 ; Asian and Pacific Islanders Working with Asian Immigrant Parents of Young Children - Kerry Lee 18