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Die Dozentin für deutsche Sprache Fatma Oukasha von der Al-Azhar-Universität Kairo geht der Bedeutung der Kulturvermittlung für den Spracherwerb in Ägypten und der arabischen Welt nach. Oukasha stellt dabei fest: "Das vorhandene Modell des Germanistik-Studiums an den arabischen Germanistik-Abteilungen bietet diese Gelegenheit des tiefen interkulturellen Kennenlernens m.E. kaum."
Es ist unbestreitbar, dass das Studium der Germanistik in Ägypten (bzw. in anderen arabischen und nicht-arabischen Ländern) nicht nur das Kennenlernen der deutschen Sprache umfasst, sondern auch die Begegnung mit der deutschen Kultur zum wesentlichen Ziel hat. Jedoch wird sich dies kaum realisieren lassen, ohne dass diese Sprache und Kultur richtig, nämlich verständlich, vermittelt wird.
Eigen- und Fremdkultur im Fremdsprachenunterricht (Deutsch) : Entwicklungsfaktoren und –stufen
(2018)
Der Dozent für deutsche Sprache Mohammed Salem Yosof von der Al-Azhar-Universität Kairo geht der Bedeutung der Kulturvermittlung für den Spracherwerb in Ägypten und der arabischen Welt nach. Salem Yosof zeigt anhand vieler Beispiele aus der Praxis die Schwierigkeiten, "die meisten sprachlichen und kulturellen Relationen so zu verstehen und zu erklären wie in der eigenen Muttersprache."
This paper describes the revision of the Vietnamese version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first introduce the Vietnamese language and Vietnamese-speaking populations after which we describe the translation and adaptation process of the Vietnamese MAIN and present results from monolingual and bilingual children.
The Multilingual Assessment Instrument for Narratives (MAIN), an assessment tool in the Language Impairment Testing in Multilingual Settings (LITMUS) battery, aims to improve the assessment of bilingual children. This paper describes the process of adapting MAIN to Urdu. Given the lack of language assessment tools for Urdu-speaking children, the Urdu MAIN is an important new instrument that is made widely and freely accessible to researchers and practitioners, allowing them to examine the narrative abilities of children acquiring Urdu as a first, heritage, second, or additional language.
This paper presents a short overview of Turkey and the Turkish language, and then outlines the process of adapting the Multilingual Assessment Instrument for Narratives (MAIN) to Turkish and how the Turkish MAIN has been used with monolingual and bilingual children. The grammatical features of Turkish, the critical points in the adaptation process of MAIN to Turkish and our experiences of extensive piloting of the Turkish MAIN with typically developing monolingual children are described.
Torwali, a Dardic language of the Indo-Aryan family spoken in the District Swat in Pakistan, is an endangered language that lacks a literary tradition. This paper gives a background on the Torwali language and people, and describes the development of an orthography for Torwali and the establishment of Torwali-medium schools by the local organization Idara Baraye Taleem-o-Taraqi ‘institute for education and development’ (IBT). Finally, the process of adapting the Multilingual Assessment Instruments for Narratives (MAIN) to Torwali is outlined.
This paper briefly presents the current situation of bilingualism in the Philippines, specifically that of Tagalog-English bilingualism. More importantly, it describes the process of adapting the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN) to Tagalog, the basis of Filipino, which is the country’s national language. Finally, the results of a pilot study conducted on Tagalog-English bilingual children and adults (N=27) are presented. The results showed that Story Structure is similar across the two languages and that it develops significantly with age.
In this paper, we present some features of the European Spanish adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), most of them related to specificities of the Spanish grammar as compared to English, the source language of the original MAIN (Gagarina et al., 2012). These two languages differ in e.g. 1) the use of 3rd grammatical person to address the hearer; 2) the ways of maintaining nominal cohesion: English (non-pro drop) vs. Spanish (pro-drop); 3) the verbal paradigm with regard to morphological tense and aspect morphology. Finally, preliminary results for micro- and macrostructure measures in the narratives of children with Spanish as L1 and L2 confirm their consistency across MAIN stories and procedures.