Pädagogische Hochschule Allgemein

Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/26621

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Enddatum: 2019Thema: search.filters.subject.370 - Erziehung, Schul- und Bildungswesen

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  • Kein Vorschaubild vorhanden
    Publikation
    Language learning, polylanguaging and speaker perspectives
    (De Gruyter, 2016) Ritzau, Ursula; Madsen, Lian Malai
    This article brings data typical of SLA research and sociolinguistic theorisation together by dis-cussing data from Swiss German university students learning Danish. In some cases, the stu-dents signal investment in and alignment with hybrid language use, but in others the students “polylanguage” from a form-analytic point of view, while the context suggests they orient to an idea of “pure” Danish. In these cases, their hybrid linguistic productions are more likely to be explained by their status as language learners. These observations point to the need for consid-ering repertoire restrictions and learner ambitions in current sociolinguistic conceptualisations of linguistic hybridity.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Kein Vorschaubild vorhanden
    Publikation
    Speaker perspectives, linguistic hybridity, and language learning
    (Routledge, 2019) Ritzau, Ursula; Madsen, Lian Malai; Jaspers, Jürgen; Madsen, Lian Malai
    04A - Beitrag Sammelband
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    01B - Beitrag in Magazin oder Zeitung
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    Leiten oder leiten lassen? Gesprächsanalytische Beobachtungen zur interaktiven Aushandlung der Leitungsfunktion im Klassenrat
    (De Gruyter, 01.01.2019) Nell-Tuor, Nadine; Gregori, Nina
    The class council is a teaching format which takes place regularly, aiming at the teacher stepping back from his/her conventional role as the organizing authority in order to allow the students to participate directly in decisionmaking processes concerning their everyday school life. This format results in a unique interactional constellation among the participants. In this article, we explore this interactional constellation from the perspective of conversation and interaction analysis. On the basis of videographies of class council sessions in which students and teachers occupy different participation roles, we ask how those roles are negotiated interactively. With a specific focus on the teacher and the moderator (student), we ask to what extent the teacher is able to delegate eadership responsibility among the group. It is shown that teachers are only partly able to do so. Often, teachers influence the interaction on a multimodal level. The challenge of organizing the class council lies in the need for the participants to accomplish ifferent (and in part incompatible) interactional orders: on the one hand, teachers as well as students have to consider their specific participation roles; on the other hand, their participation roles are framed institutionally and cannot easily be changed.
    01A - Beitrag in wissenschaftlicher Zeitschrift