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Herzog, Markwart. "Footballers as Soldiers. Rituals of Masculinity in Twentieth-Century Germany: Physical, Pedagogical, Political, Ethical and Social Aspects." STADION 43, no. 2 (2019): 250–69. http://dx.doi.org/10.5771/0172-4029-2019-2-250.
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Since the end of the nineteenth and the beginning of the twentieth centuries, football squads have defined themselves as exclusively male domains with explicit military characteristics. The rules and tactics of football used to be interpreted in categories of battle orders. Furthermore, football language is full of concepts and ideas which derive directly from the terminology of the military. This issue extends to various aspects of German football culture. Early textbooks of football training, dietetics and hygiene understood the physical constitution of football players in terms of tough, soldierly masculinity. German squads used to practise tough, masculine rituals of initiation, comradeship and discipline. Some of the fundamental rituals in this context were derived from the everyday life of the barracks. The military-athletic masculinity of football and the crude ideals and rituals of German student fraternities reflected important social differences between these groups. Military connotations are an important reason for the long-lasting exclusion of women from football culture - not only in Germany. Like the military terminology of football, the moral representation of the players as national heroes who are prepared to accept subordination within a team of fighters can also be found nowadays. This paper will describe the roots of the soldierly, athletic paradigm that inspired football culture even after the Second World War.
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Yang, Hao, Jiawen Li, and Suiju Jia. "Comparative Study of Elementary School Mathematics Textbooks in China, Japan, South Korea, Singapore, America, Germany: A Case Study on "Fraction Division"." Journal of Advances in Mathematics and Computer Science 39, no. 5 (April 23, 2024): 73–86. http://dx.doi.org/10.9734/jamcs/2024/v39i51892.
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The main purpose of this paper is to select 15 primary school mathematics textbooks from China, the United States, Singapore, Japan, South Korea and Germany, take "fraction division" as an example, and clarify the characteristics and similarities and differences of its operational meaning model and revelation methods of arithmetic reasoning in Fraction Division through literature method, content analysis method and comparative research method. The results show that there are great differences in these two aspects between different versions of teaching materials. Therefore, combining the national conditions of various countries, seeking common ground while reserving differences, provides a teaching path of fraction division based on national conditions and absorbing the advantages of different countries, and provides theoretical support for the better implementation of curriculum standards and textbooks.
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Троицкий, Сергей Александрович. "TOPOGRAPHY OF THE ALIEN: NATIONAL STEREOTYPES OF GEOGRAPHY TEXTBOOKS AS A BASIS FOR CARICATURED VISUALIZATION OF IDEAS ABOUT SPACE AT THE TURN OF THE 20TH CENTURY." ΠΡΑΞΗMΑ. Journal of Visual Semiotics, no. 4(30) (October 28, 2021): 234–55. http://dx.doi.org/10.23951/2312-7899-2021-4-234-255.
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Рассматривается, как построение визуальных образов, отражающих культурные стереотипы, в то же время создает культурную карту. Анализируя взаимовлияние национальных стереотипов на уровне обыденного сознания, формируемых посредством преподавания географии, с одной стороны, и визуальную риторику Чужого, воплощенную в карикатуре, – с другой, мы фиксируем взаимные изменения обоих. Наша задача – воссоздать систему визуальных образов в политической карикатуре короткого периода истории русской культуры, названного империализмом, когда идеология романтического национализма, выражавшаяся в активном колониальном переделе мира, протекционизме, была на пике, то есть последнего десятилетия XIX века, фактически завершившегося в политической истории России русско-японской войной (1904) и началом первой русской революции (1905). Для выявления сложившихся национальных стереотипов привлекаются описания ментальных особенностей различных стран (народов) из российских учебников географии, использовавшихся для преподавания накануне исследуемого периода. Такой подход является новым для изучения политической карикатуры и приводит к неожиданным выводам. Авторы учебников исходят из романтической установки, что определения носят характер сущностных, неотъемлемых, а значит, изображение любого представителя является изображением каждого представителя народа (страны). Другими словами, учебники географии транслируют общие национальные стереотипы о других народах, фиксировавшиеся с помощью преподавания на уровне обыденного сознания, что позволяет понимать юмор карикатурных изображений практически всем. Карикатура является продолжением культурного или политического дискурса, чьи установки она транслирует, поэтому именно карикатурные визуальные образы и позволяют исследователю выявить типическое (стереотипное) содержание в повседневной культуре (на уровне обыденного сознания) и определить черты культурного и политического дискурса того периода, а также зафиксировать какие-либо изменения в стереотипах (правда, такие изменения могут произойти только под воздействием каких-то глобальных событий, таких как революция). В статье показывается, как ментальная карта мира из учебника географии, где в центре находится Россия, конкретизируется и трансформируется в ментальную карту мира, где существуют стереотипные чудовища – Другие, легко трансформируемые во врагов, а научный дискурс того периода легко трансформируется в инструмент политической пропаганды. Исследование строится от общего описания исторического и политического контекста, исследовательских установок, основных характеристик имагологического дискурса в карикатуре к рассмотрению более конкретных примеров, сопоставлению национальных стереотипов из учебников географии Германии, Франции, Турции, Японии, Китая с национальными стереотипами, фиксировавшимися карикатуристами в отношении этих же стран. The article discusses how constructing visual images that reflect cultural stereotypes simultaneously creates a cultural (mental) map. The objective of the paper is to reconstruct the system of visual images in political caricatures of a short period of history of Russian culture (the last decade of the 19th century and the first five years of the 20th century) culminating in fact in the Russo-Japanese war (1904) and the first Russian revolution (1905). Then the ideology of romantic nationalism was at its peak. That period is referred to as imperialism because it was characterized by an active colonial redivision of the world and protectionism. To reveal the main national stereotypes, the article draws on descriptions of the mental characteristics of various countries (peoples) from Russian geography textbooks used for teaching on the eve of the analyzed period. Attracting geography textbooks as a source of national stereotypes for political caricature studies is a new approach, and it leads to unexpected conclusions. The authors of textbooks proceed from the romantic attitude that definitions are essential, integral, which means that the image of any representative is the image of every representative of the population (country). Geography textbooks transmit common national stereotypes about other peoples, which, by teaching, are fixed at the level of everyday consciousness. It allows almost everyone to understand the humor of caricature images. Caricature is a continuation of the cultural or political discourse whose attitudes it translates, so it is caricature visual images that allow the researcher to identify (stereo)typical content in everyday culture (at the level of everyday consciousness), determine the features of the cultural and political discourse of that period, and record any changes in stereotypes. The article shows how the mental map of the world from the geography textbook in which Russia is located in the center is concretized and transformed into an everyday mental map of the world that has stereotypical monsters-Others, easily transformed into enemies. The scientific discourse of that period is easily transformed into a tool of political propaganda. The research develops from the general description of the historical and political context, research attitudes, and the main characteristics of imagological discourse in caricature to the consideration of more specific examples, comparisons of national stereotypes from geography textbooks (Germany, France, Turkey, Japan, and China) with national stereotypes recorded by caricaturists in relation to these countries.
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Zdanovskaya, Lidia B. "REPRESENTATION OF CONCEPTUAL OPPOSITION IN A PERSONALIZED MODEL OF LANGUAGE PERSONALITY (BY THE EXAMPLE OF THE CREATION ‒ DESTRUCTION DICHOTOMY)." Sovremennye issledovaniya sotsialnykh problem 15, no. 2 (June 30, 2023): 219–34. http://dx.doi.org/10.12731/2077-1770-2023-15-2-219-234.
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Background. The tendency of global aggravation of the confrontation of ideologies as a fundamental characteristic of the current political reality is due to the desire to consolidate the ethno-cultural priorities of the nation to preserve and assert the status of national identity correlated with the category of “linguistic personality”.
Purpose. The article is devoted to the study of the implementation of the opposition of the notion “linguistic personality” in the American linguistic culture.
Materials and methods. The material for this article was the treatises of the classics of German and French philosophy, the works of Russian representatives of the scientific schools of linguoculturology, cognitive linguistics, devoted to the theoretical issues of the semantics and pragmatics of linguistic communication, conceptual opposition, as well as the book of the American journalist B. Woodward Fear: Trump in the White House. When writing the article, the following methods were used: comparative, discursive, contextual analyses.
Results. In the course of the study the functioning of the mechanisms for the implementation of the opposition of linguistic consciousness was analyzed. The descriptive characteristics of the concept “linguistic consciousness” are presented. Various approaches to the description of the key normative characteristics of a linguistic personality are systematized. As a part of the personified model the structural organization of a linguistic personality is described based on the dichotomy “Creation ‒ Destruction”.
Practical implications. The results of the study can find practical application in the preparation of teaching aids and textbooks on the linguo-cognituve analysis of concepts based on dichotomous models.
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Radic, Prvoslav. "On the external standardization of the language of Serbs." Juznoslovenski filolog, no. 64 (2008): 365–83. http://dx.doi.org/10.2298/jfi0864365r.
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The weakening of the SFRY (Socialist Federative Republic of Yugoslavia) which was followed by its dissolution, had an impact on a wide range of issues, one of them being the degradation of the so called Serbo-Croatian language. Not only did the external political influences contribute to the dissolution of the SFRY, but they also play a part in the linguistic profiling of new standard varieties today. However, as the dissolution of Yugoslavia couldn't have been imagined without consequences for Serbs primarily, the transformation of the 'Serbo-Croatian' language into a series of new language norms-successors of the old ones, cannot take place without challenging the rights of the great number of Serbs who live outside of Serbia. These are the rights that primarily refer to the linguistic and social identity - therefore the national identity. The best illustration of this are the external influences in the domain of linguistic engineering today, and these influences can basically be divided into extensive (e. g. commercials, radio and TV programmes) and intensive (textbooks, handbooks etc). The aim of this study is the analysis of those different kinds of pressures put on the standard variety of the language of Serbs. From the domain of the extensive influences (commercials) there is an example of the instruction given on a tube of toothpaste (Vademecum laboratories, Perfection 5 - Schwarzkopf & Henkel, Dusseldorf - Germany), and as an example of the intensive influences of this type, there is an American textbook (R. Alexander, E. Elias-Bursa} Bosnian, Croatian, Serbian, a Textbook, With Exercises and Basic Grammar, The University of Wisconsin Press, 2006). Both of these language materials proved to be highly compatible when it comes to the characteristics that should become an integral part of the standard language variety of Serbs, and apparently only the Serbs who live in Serbia. Among the language characteristics which are 'typically Serbian' the most prominent are: ekavian dialect ('lepa deca', not: 'lijepa djeca'), the 'da + prezent' construction ('moram da citam', not: 'moram citati'), the prepositional form 'sa' ('sa limunom', not: 's limunom'), as well as many other characteristics like interrogative sentences beginning with da li ('Da li si student?', not 'Jesi li student?') etc. As it follows the newly formed political borders in the area of the former SFRY, the contemporary linguistic engineering has engaged itself in creation of the new standard language varieties, including the one (or should we say, primarily the one) that belongs to the Serbs. However, the Serbs don't have the need for the re-standardization of their language (which became widely familiar to the European community since the 17th century, and it underwent the process of standardization at the beginning of the 19th century owing to the work of Vuk Karadzic) after the dissolution of SFRY, especially if it would be carried out from the outside and not take into account all the entities of this nation, e. g. the Serbs in Croatia, Bosnia and Herzegovina, Montenegro etc. Because it is those Serbs who have always contributed significantly to the culture, science, and the overall identity of the Serbs generally, doing an immense favor to the European and even the world culture, and science in general. That is why the European culture - if it seeks to remain multiethnic and democratic - and other cultures similar to her, must allow the Serbs to preserve their cultural and national identity, wherever they may live - and the best proof of this will be its attitude towards the standard language variety which was established by Serbs almost two centuries ago.
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Paddock, Troy. "Spatial Relations and the Struggle for Space." Journal of Educational Media, Memory, and Society 8, no. 2 (September 1, 2016): 1–15. http://dx.doi.org/10.3167/jemms.2016.080201.
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This article examines the influence of Friedrich Ratzel’s idea of the struggle for space and its impact on cultural and national development depicted in German geography and history textbooks from the Wilhelmine era to the Third Reich. Ratzel’s concept of bio-geography conceived the state as a living organism that is the product of humanity’s interaction with the land and also facilitates humanity’s spread across the earth. German textbooks promoted a similar concept of the state in their portrayal of geography and history, the implications of which were appropriated by the National Socialists to support their geopolitical goals.
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Mulyani, Retna Endah Sri, Iman Santoso, and Sudarmaji Sudarmaji. "Elements of German culture: An analysis of German language textbooks in Indonesian universities." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 52, no. 1 (February 29, 2024): 72. http://dx.doi.org/10.17977/10.17977/um015v52i12024p72.
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German textbooks encompass various facets of German culture. However, teachers in Indonesia often overlook the significance of German culture. The primary objective of this study is to provide a comprehensive account of the German cultural components found within German language textbooks used in Indonesian universities. To achieve this goal, a descriptive qualitative methodology was employed, where the textbooks were analyzed according to Byram's theory of eight cultural dimensions. The utilised textbooks include Netzwerk A1, Netzwerk A2, and Netzwerk B1, which align with language skill levels A1, A2, and B1 according to the Common European Framework of Reference for Languages (CEFR). Each textbook set consists of a coursebook and a workbook. The findings of the analysis revealed that the most prevalent cultural elements encompassed social interaction, stereotypes and national identity, and socialization and life cycle. The implications of these findings indicate that social interaction, as the most prominent cultural aspect, reinforces the educational objectives of German language courses, specifically in terms of fostering the development of communicative competence.Aspek budaya Jerman: Analisis buku ajar bahasa Jerman di perguruan tinggi IndonesiaBuku ajar bahasa Jerman mengandung berbagai aspek budaya Jerman. Namun demikian, keberadaan budaya Jerman tersebut sering kali diabaikan oleh para pengajar di Indonesia. Tujuan penelitian ini adalah untuk memberikan gambaran yang komprehensif mengenai komponen-komponen budaya Jerman yang terdapat dalam buku-buku ajar bahasa Jerman yang digunakan di perguruan tinggi di Indonesia. Penelitian ini merupakan penelitian kualitatif deskriptif. Data penelitian ini bersumber dari buku ajar bahasa Jerman yang mencakup tiga level penguasaan bahasa berdasarkan acuan kerangka kerja pembelajaran bahasa di Eropa (CEFR), yaitu Netzwerk A1, Netzwerk A2, dan Netzwerk B1. Ketiga buku tersebut dianalisis menggunakan teori Byram tentang delapan dimensi budaya. Temuan penelitian ini menunjukkan bahwa elemen budaya yang paling banyak ditemukan adalah interaksi sosial, stereotip dan identitas nasional, serta sosialisasi dan siklus hidup. Implikasi dari temuan ini menunjukkan bahwa interaksi sosial, sebagai aspek budaya yang paling menonjol, memperkuat tujuan pendidikan mata kuliah bahasa Jerman, khususnya dalam hal mendorong pengembangan kompetensi komunikatif.
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Ju, Dae Chang. "Characteristics of Instrumental Activities in German Music Textbooks for Elementary Students." Korean Music Education Society 48, no. 1 (February 28, 2019): 145–67. http://dx.doi.org/10.30775/kmes.48.1.07.
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Ju, Dae Chang. "Characteristics of Instrumental Activities in German Music Textbooks for Elementary Students." Korean Music Education Society 48, no. 1 (February 28, 2019): 145–67. http://dx.doi.org/10.30775/kmes.48.1.145.
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Helfer, Florian. "(Post-)colonial Myths in German History Textbooks, 1989–2015." German Politics and Society 39, no. 1 (March 1, 2021): 79–99. http://dx.doi.org/10.3167/gps.2021.390105.
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This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short.
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Schramm, Thilo, Anika Jose, and Philipp Schmiemann. "Seeing the Woods for the Trees Again: Analyzing Evolutionary Diagrams in German and US University-Level Textbooks." Education Sciences 11, no. 8 (July 21, 2021): 367. http://dx.doi.org/10.3390/educsci11080367.
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Phylogenetic trees are important tools for teaching and understanding evolution, yet students struggle to read and interpret them correctly. In this study, we extend a study conducted by Catley and Novick (2008) by investigating depictions of evolutionary trees in US textbooks. We investigated 1197 diagrams from 11 German and 11 United States university textbooks, conducting a cross-country comparison and comparing the results with data from the 2008 study. A coding manual was developed based on the 2008 study, with extensions focused on additional important aspects of evolutionary trees. The US and German books showed only a low number of significant differences, typically with very small impacts. In both samples, some characteristics that can render reading trees more difficult or foster misconceptions were found to be prevalent in various portions of the diagrams. Furthermore, US textbooks showed fewer problematic properties in our sample than in the 2008 sample. We conclude that evolutionary trees in US and German textbooks are represented comparably and that depictions in US textbooks have improved over the past 12 years. As students are confronted with comparable depictions of evolutionary relatedness, we argue that findings and materials from one country should easily be transferable to the other.
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Müller, Laurenz. "Revolutionary Moment: Interpreting the Peasants' War in the Third Reich and in the German Democratic Republic." Central European History 40, no. 2 (March 7, 2007): 193–218. http://dx.doi.org/10.1017/s0008938907000258.
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History textbooks speak of an American, an English, a French, and a Russian revolution, but historians do not recognize a “German Revolution.” For this reason the formation of a German national state was long described as an aspect of a German “divergent path” (Sonderweg) or exceptionalism. While this concept established itself in post-1945 West Germany, German historical scholarship had even earlier insisted on a uniquely German transition from the Old Regime to the modern state, fundamentally different from what took place in the other western European countries. Still earlier, German idealist thinkers had declared the national state (Reich) to be the German people's historical objective. Around 1900 the Reich was understood to be not a rational community based on a contract between independent individuals, as were France and England, but a national community of destiny. The German ideal was not a republic split up into political parties but an organic community between the Reich's people and its rulers. This is why German history had never known a successful revolution from below. During the nineteenth and the early twentieth century, this alleged unity was seen in a positive light, but after 1945 it inspired an explanation, which quickly became canonical, of why German history had led to a catastrophe. German exceptionalism was now understood, especially by German social historians, as a one-way street toward the National Socialist regime.
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Mittnik, Philipp. "Nationalsozialismus in deutschen, österreichischen und englischen Lehrwerken der Sekundarstufe I (1980–2017)." Journal of Educational Media, Memory, and Society 10, no. 2 (September 1, 2018): 84–108. http://dx.doi.org/10.3167/jemms.2018.100205.
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*Full text is in GermanNational Socialism in German, Austrian and English Secondary School Textbooks (1980–2017)English AbstractThis article analyzes a selection of German, Austrian and English textbooks dealing with National Socialism. By adopting Waltraud Schreiber’s methodology of categorial textbook analysis, the article presents the surface structure and building blocks as a basis for further analysis. The occurrence (or absence) of the pedagogical historical principle of multiperspectivity is examined with reference to the example of sections concerning “Youth in National Socialism.” Subsequently, the study explores the role of multiperspectivity in the construction of critical historical consciousness. This is followed by a deconstruction of the image of women presented in the textbooks, with particular emphasis on simplifications.German AbstractDie Analyse von Schulbüchern aus Deutschland, Österreich und England zum Themenbereich Nationalsozialismus stehen im Zentrum dieses Artikels. Als Methodologie wird die kategoriale Schulbuchanalyse nach Waltraud Schreiber angewandt. Die Erarbeitung der Oberflächenstruktur und der Bausteine werden als Grundlage für weitere Analyseschritte präsentiert. Das (Nicht-) Vorkommen des bedeutenden geschichtsdidaktischen Prinzips der Multiperspektivität wird am Beispiel des Abschnittes „Jugend im Nationalsozialismus“ beschrieben. Multiperspektivität und deren Bedeutung für den Aufbau eines kritischen Geschichtsbewusstseins wird in einem weiteren Schritt hervorgehoben. Abschließend wird das in den Schulbüchern präsentierte Frauenbild dekonstruiert und auf die problematischen Vereinfachungen hingewiesen.
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Park, Byoungdo. "How Religions are Represented in Foreign Language Culture Textbooks in Korean High School: Focusing on the 2015 Revised Curriculum." Korean Association for the Study of Religious Education 77 (June 30, 2024): 41–60. http://dx.doi.org/10.58601/kjre.2024.06.30.03.
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[Objective] The purpose of this study is to investigate the characteristics and limitations of the content related to religion in the Second Language Culture Textbooks of the 2015 revised curriculum in order to demonstrate new aspects of religious education in the secondary school curriculum. [Contents] In order to examine the role of religion in second language cultural education, this study analyzes the content of eight foreign culture textbooks (French, German, Spanish, Russian, Arabic, Chinese, Japanese, and Vietnamese). It categorizes the characteristics of the religious narratives in each textbook and identifies problems with the narratives. [Conclusions] In general, these textbooks can be divided into three types: textbooks that address religion in depth with separate chapters, textbooks that do not set specific chapters but handle religion through annual events and festivals, and textbooks that barely examine religion. The differences in these descriptions are due to the fact that the importance of religion is recognized differently by each textbook author, most of whom are not specialists of cultural studies. In order to rectify these problems, it is important to establish unified direction for cultural education and actively involve experts in cultural studies, including religious studies in the development of textbooks.
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Bengar, Ahmad. "Development of Teaching Materials of German Literature with Children’s Literature Material Based on Blended Learning." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 4 (November 5, 2019): 216–26. http://dx.doi.org/10.33258/birle.v2i4.510.
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The purpose of this study is to develop teaching materials of german literature with children’s literature material based on blended learning in German language education program Unimed. With this research, it is expected to improve the quality of learning in literature or nchildre literature courses so that students can quickly understand about German literature. This research is conducted at the Faculty of Languages and Arts UNIMED, German Language Education Study Program. The method which uses in this research is the ADDIE development method. From the results of the study we will get literature textbooks with German children’s literature material based on blended learning and digital learning media as well as national or international indexed journal articles or proceedings.
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박정란. "Characteristics of “National Language” Textbooks in Early Post-War Japan." Japanese Language and Literature Association of Daehan ll, no. 50 (May 2011): 285–304. http://dx.doi.org/10.18631/jalali.2011..50.017.
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Lu, Bin, Feigang Zhang, and Nurbubu Asipova. "Comparative study of the national identity education in senior high school English textbooks from Kyrgyzstan and China." Scientific Herald of Uzhhorod University Series Physics 2024, no. 55 (December 29, 2023): 1600–1612. http://dx.doi.org/10.54919/physics/55.2024.160vu0.
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Relevance\Purpose. This paper conducts a comparative quantitative analysis of senior high school English books in Kyrgyzstan and China from the perspective of national identity education. It analyses the information, design, symbolic characteristics, and proportion of national identity education in two versions of English textbooks.Methodology. The study used the textual analysis method and the comparative method.Results. The findings are as follows: English textbooks in Kyrgyzstan pay more attention to national identity and national knowledge system construction, relying on many country-specific themes. Meanwhile, English textbooks for Chinese senior high school focus more on the presentation of an authentic English language context in which the foreign culture proportion is greater than that of the Chinese culture. English textbooks in Kyrgyzstan tend to present Kyrgyzstan identity based on Russian and English languages. The textbooks include three language types to strengthen the consciousness of the Kyrgyzstan national knowledge system. English textbooks in China tend to present English language�speaking countries. The textbooks contain one language�English�and the Chinese language rarely appears on the cover pages.Conclusions. English textbooks in Kyrgyzstan tend to present Kyrgyzstan culture as part of the national identity construction. These textbooks pay more attention to translating local Kyrgyzstan culture and provide more vivid themes to stimulate comparisons between the Kyrgyz Republic and other countries. English textbooks in China tend to construct a multicultural knowledge system by presenting many common, daily topics of world culture and diversity.
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Tammenga-Helmantel, Marjon, and Minna Maijala. "Sequences in German grammar teaching: An analysis of Dutch, Finnish, and global textbooks." International Review of Applied Linguistics in Language Teaching 56, no. 1 (February 23, 2018): 45–78. http://dx.doi.org/10.1515/iral-2015-0070.
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AbstractThis study investigates whether sequences in which grammar topics are presented in textbooks for German as a foreign language (henceforth GFL) match empirically determined, universal acquisition sequences. Moreover, it explores what patterns course books display regarding a set of grammar structures that are particularly interesting from an L1-perspective. From the literature we know that some grammar phenomena such as verb placement display a general acquisition pattern irrespective of the learners’ L1. In addition, we find L1-specific research such as studies on the acquisition of case assignment for Dutch learners of German. The current study considers a range of Dutch, Finnish, and global textbooks for young adolescent learners (13–15 years) at a beginner level to identify the sequence in which they introduce simple and complex verbal structures, tense, case, and pronouns. Across all these domains, the results display mainly similarities. When differences are found, these are often related to language-specific characteristics of the L1 and the typological distance between the L1 and L2 German, namely when Finns learn German pronouns and separable verbs. Overall, the analyzed teaching materials introduce the majority of the grammar issues in accord with the acquisition sequences but more L1-specific empirical research is necessary. We argue that analyses of grammar sequences in textbooks can be used as input for both SLA/FLA empirical research and theory development, especially concerning the teachability of grammar.
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Anggraini, Ririn, Tatum Derin, Jaka Satria Warman, Nunung Susilo Putri, and Mutia Sari Nursafira. "Local Cultures Folklore Grounded from English Textbooks for Secondary High School Indonesia." Elsya : Journal of English Language Studies 4, no. 3 (November 22, 2022): 267–79. http://dx.doi.org/10.31849/elsya.v4i3.10582.
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English Language Teaching (ELT) is inseparable with the teaching of the language’s culture. Indonesia has a national agenda of integrating folklore into the subject of English language in schools. Therefore, this study aims to identify the types of folklore in Indonesian EFL textbooks for secondary high school. This study collected data from 10 textbooks from Grades 7, 8, 9, 10, 11, and 12, which are published by Erlangga, Yrama Widya, Yudhistira, PT Tiga Serangkai Pustaka Mandiri, and Kemdikbud. The data analysis method was content analysis. Results showed that Indonesian EFL textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. This study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). All genres covered the cultural heritage of nearly every island and major city in Indonesia, including other countries such as Vietnam, Serbia, German and Japan. This means that Indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in ELT. The findings of this study are useful to support and enrich cultural elements integrated in English textbooks particularly the for the teaching of folklore in Indonesian EFL classrooms.
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Karpik, Mykola, and Oksana Pavlychko. "Methodological Aspects of Teaching German as a Pluricentric Language." Journal for Foreign Languages 15, no. 1 (December 12, 2023): 277–91. http://dx.doi.org/10.4312/vestnik.15.277-291.
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This scientific article explores the methodological aspects of teaching German as a pluricentric language, with a specific focus on the role of the Austrian national variant. Pluricentrism theory suggests that the German language is characterized by equal national variants present in German-speaking countries. Researching these national variants is crucial, as it combines linguistics with ethnolinguistics and cultural studies, providing a deeper understanding of language phenomena through an anthropocentric lens. One important aspect of studying a national language and its variants is examining the national worldview and functioning of ethnically marked vocabulary. While textbooks and manuals for teaching German as a foreign language often overlook the norms and standards of Austrian German, the existing differences between national varieties encompass all linguistic levels. Several researchers have contributed to the study of German language variability, particularly the Austrian variant. They have examined grammatical, pragmatic, and phonological peculiarities, as well as the language’s functions in various styles and contexts. However, certain issues remain unresolved, such as linguistic processes in the Austrian German vocabulary, the functional capacity of Austriacisms (Austrian-specific terms) compared to Standard High German counterparts, and the impact of Austrian language policy and media on linguistic processes. The study employs a methodology that involves analysing Austriacisms found in dictionaries and verifying their usage in Austrian newspapers. The researchers explore the lexical and semantic aspects of Austriacisms, categorizing them into three groups: Austrian realia, semantic Austriacisms with different meanings in Austria, and lexical Austriacisms used in Austria instead of German counterparts. The article presents the results of this analysis, highlighting thematic groups such as gastronomy and management/administration, which are prominent in the Austrian variant. Understanding the methodological aspects of teaching German as a pluricentric language, specifically considering the Austrian national variant, is essential for language educators. By acknowledging and incorporating the linguistic peculiarities of Austrian German into language teaching materials, educators can provide a more comprehensive and accurate representation of the language, facilitating effective language learning and intercultural competence development.
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Arabacıoğlu, Behiye. "Comparative analysis of cultural elements in textbooks “Schritte” and “Yeni Hitit”." African Educational Research Journal 11, no. 3 (August 29, 2023): 386–402. http://dx.doi.org/10.30918/aerj.113.23.075.
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Textbooks play an undeniable role in education and training. The selection of textbooks, which are crucial materials for both teachers and learners in the teaching-learning process, requires careful consideration of specific criteria. Textbooks wield an effect on intrinsic motivation factors like interest, desire, and curiosity. They also impact academic achievement directly. Considering that a contemporary foreign language textbook should include important elements of other cultures and provide valuable cultural information, it's vital to consider cultural elements while selecting these textbooks. Hence, this study selected two textbooks that follow the communicative parametric method, devised primarily for foreign language education for adults, particularly in integration courses. This study analyzed and compared the textbook “Schritte” for foreigners who want to learn German and the textbook “Yeni Hitit” for foreigners who want to learn Turkish in terms of cultural elements. The study focuses on investigating and elaborating on cultural elements in these textbooks. To achieve these objectives, qualitative research was used in compliance with the criteria of validity and reliability of the research. The research showed that both textbooks adequately included cultural elements and provided the target language-target culture context. Both textbooks were found to present features specific to the countries in which they were written. Furthermore, these textbooks highlight the distinctions that exist in terms of characteristics among different groups of people and cultures. It has been concluded that these books are shaped to provide tolerance and empathy towards other cultures, emphasizing the differences in the characteristics of other cultures, and providing the opportunity to learn the culture of the learned language as well as learning a foreign language.
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Daastøl, Arno Mong. "A Review of Contributions of Friedrich List Commemorating his 225-Year Anniversary." Pakistan Development Review 52, no. 2 (June 1, 2013): 169–74. http://dx.doi.org/10.30541/v52i2pp.169-174.
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Friedrich List was a German-American economist who considered economics a science of politics and culture. As a modernist, he promoted an urban-industrial society, through gradual and pragmatic policies. He had considerable impact on a geopolitical scale, and his theories contributed to significant changes in the international balance of powers. For a good reason, the textbooks of mainstream Anglo-American economics weeded out the German-American economist Friedrich List (1789-1846). Why? Because List gave away the family secret. List described its details, reasons and logic. The treasure to be kept secret was, and is, the strategy to accumulate national wealth and power. List has thus been characterised as:
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ChungHyeSeung. "Analysis of Question Characteristics of the Israeli National Language Textbooks: Focusing on Hebrew language textbooks of primary school." korean language education research 51, no. 4 (December 2016): 215–37. http://dx.doi.org/10.20880/kler.2016.51.4.215.
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Von Münchow, Patricia. "L’approche diachronique en analyse du discours contrastive." Romanica Wratislaviensia 70 (December 18, 2023): 81–94. http://dx.doi.org/10.19195/0557-2665.70.6.
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Starting from the observation that diachronic approaches are rare in discourse analysis and that synchronicity poses the problem of neglecting both the historicity of discourse production and inter-discourse, the author presents a methodological reflection on what distinguishes “geographical” and diachronic approaches in Contrastive Discourse Analysis. This reflection is illustrated by some of the results of a contrastive analysis of the treatment of National Socialism and the World War II in German history textbooks between 1955 and 2016.
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Jeong, Mi-Jin. "The Flow of University Writing Courses and Reorganization Aspects of University Writing Textbooks: Focusing on Gyeongsang National University's writing textbooks." K Association of Education Research 9, no. 1 (February 28, 2024): 207–25. http://dx.doi.org/10.48033/jss.9.1.10.
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The purpose of this article is to summarize the flow and textbook reorganization of Gyeongsang National University's writing curriculum and provide a reference point for the direction of future university writing textbooks by examining the characteristics of the recently published curriculum and the newly published textbooks. Put it. It was in 2009 that writing as a subject was designated as a required liberal arts subject at Gyeongsang National University. Since this period, the first common textbook for writing education was developed and published, textbooks have been reorganized and published every 4 to 5 years. Gyeongsang National University's writing curriculum and textbook composition are moving in a direction that takes into account the goals of liberal arts education and the needs and practical needs of learners. The direction of curriculum revision, which divides writing subjects into four categories and allows learners to selectively complete writing that they need or are interested in, along with the types of writing that are deemed fundamentally necessary for university education, can be understood in the same context. there is. In the case of textbook composition, it can be seen that the educational model and learning areas are subdivided according to the characteristics of the subject, and performance is emphasized through a process-centered approach.
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Szelényi, Balázs A. "Enlightenment from Below: German-Hungarian Patriots in Eighteenth-Century Hungary." Austrian History Yearbook 34 (January 2003): 111–43. http://dx.doi.org/10.1017/s0067237800020464.
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Paradox and Contradiction often characterized the formation and evolution of national identity in the Hungarian Kingdom. Starting in the mid nineteenth century, an explosion occurred in efforts to recover supposedly ancient “ethnic” memory as historians, linguists, and archeologists produced one great breakthrough after another, revolutionizing their conceptions of the past. At the same time, an equally strong forgetting of the complex multicultural and multiethnic reality of the region also transpired.1 The parallel processes of recovering and forgetting intensified after the end of World War I. By the 1930s and 1940s, Slovak historians had reconstructed their history on the foundations of the Great Moravian Empire, Romanian textbooks became dominated by the Daco-Roman continuity thesis, and Hungarian historical narratives were almost exclusively concerned with the history of the Magyars. While historians did occasionally write books that were not biased in favor of their respective ethnic-national groups, they remained marginalized and, most importantly, the mass of students learning history at the middle, high school, and university levels were only superficially introduced to the role other ethnic groups played in their history.
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Scheuplein, Christoph. "Der raumwirtschaftliche Ansatz: der Aufstieg einer steuerungsorientierten, normativ geprägten Expertenkultur." Geographica Helvetica 72, no. 2 (April 25, 2017): 171–81. http://dx.doi.org/10.5194/gh-72-171-2017.
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Abstract. In today's corpus of economic geography textbooks published in the German-speaking countries, the spatial science approach is described as involving a neoclassical view of economics, a chorological explanatory strategy, (neo)positivist roots, and a focus on developments that have occurred since 1969. This approach has received sweeping criticism for its undersocialization, its spatial fetishism, and its exclusively quantitative methodology. The article proposes to abandon the dominant historiography of science, which focuses on national economies and takes a positivist perspective, in favor of a form of contextualization that has its roots in the sociology of knowledge. The article examines relevant publications in journals and textbooks to show that what has been known as the quantitative revolution did not become widely accepted among German-speaking researchers until the late 1970s, long after it originally began to emerge. This process was characterized by a shift toward a consultative perspective that researchers adopted in hopes of becoming involved in the spatial planning initiatives of the state. In the resulting usage context of the Keynesian interventionist state, a culture of economic geography experts developed that discussed methods and concepts in an innovative and pluralist manner.
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Koster, Dietha. "Nederlandstalige werelden in NT2-tekstboeken: banaal of cultureel divers? : Een onderzoeksimpuls." Internationale Neerlandistiek 57, no. 3 (November 1, 2019): 237–54. http://dx.doi.org/10.5117/in2019.3.003.kost.
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Abstract Previous research shows that textbooks for learning foreign languages are prone to be written from a national rather than a diverse cultural perspective (Risager, 2018). Few studies have examined this topic for Dutch foreign language (DFL) learning materials. Therefore, the aim of this article is to review (inter)national literature and draw up lessons for the DFL-context. We outline characteristics of national and cultural studies’ perspectives on representations of language and culture in learning materials. Whereas national studies may uncover ‘banal nationalism’, cultural studies can reveal degrees of cultural diversity in textbooks. Future research should examine to what extent banal versus diverse cultural tendencies are represented in DFL-textbooks. We should also investigate how such representations have evolved over time (if at all), whether they differ in books published in the Netherlands, Belgium or elsewhere, and compare how representations in DFL-textbooks relate to the international body of knowledge. Such knowledge will benefit publishers and writers of DFL-materials and the teachers and students who work with them. It will also serve to determine to what degree DFL-materials contribute to educational goals of intercultural dialogue (Council of Europe, 2017; Taalunie, 2018) and inclusive education (UNESCO, 2017), in and outside of Dutch-speaking countries.
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Cho, Daeyoun. "Narrative Analysis of Archaeological Data in British History Textbooks: Focusing on the Textbooks of <Key Stage 2>." Korean Ancient Historical Society 124 (May 30, 2024): 59–78. http://dx.doi.org/10.18040/sgs.2024.124.59.
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This paper examines the characteristics of archaeological narratives in British history textbooks, where modern archaeology was established early. In the England, the National Curriculum has been in place since 1988, and the government has provided guidelines on what should be taught in history classes. According to the recently revised National Curriculum, the study of British prehistory and ancient history is intensively taught at the Key Stage 2, which corresponds to the 3rd to 6th grades of elementary school in Korea, and it is very characteristic that archaeological descriptions are intensively taught in the upper grades of elementary school in history textbooks. In other words, according to the most recent national curriculum in 2014, English students focus on prehistory, the Roman Britons, the Anglo-Saxons, and the Viking Age in the Key Stage 2, and in middle school, they move on to medieval history, and in high school, the subject of study in history textbooks becomes similar to our world history. In this situation, the history textbook of Key Stage 2, which is the upper grade of elementary school in the UK, was able to point out the current situation of effective use of various archaeological materials. The astonishing quality of British history textbooks is likely to have significant implications for Korean archaeology at the present stage of the full-fledged pursuit of popularization of archaeology. However, at the middle and high school levels, modern and contemporary history is mainly discussed, so the proportion of archaeology in textbooks is relatively reduced. The archaeological narrative aspect of the British history textbooks is considered to be very different from the current state of history textbooks in Northeast Asia, including Korea, and it is necessary to examine the background of the archaeological narrative in the future and the effect of educational activities using the textbooks on students.
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Kalinina, Marina G., and Sofya V. Kudryashova. "Specific Characteristics of English Borrowingsin German and Spanish." Izvestiya of Saratov University. New Series. Series: Philology. Journalism 20, no. 4 (November 25, 2020): 398–403. http://dx.doi.org/10.18500/1817-7115-2020-20-4-398-403.
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The article studies the process of borrowing, adaptation and functioning of English vocabulary in national dialects of German and Spanish. The positive and negative factors of the English borrowings influencing these languages are examined.
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Im, Hyeon-yeol. "Informatics of the Distribution of Endings Appearance in Korean Textbooks." Studies in Modern Grammar 119 (September 25, 2023): 111–32. http://dx.doi.org/10.14342/smog.2023.119.111.
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The purpose of this study is to find and discuss linguistics implications that can be found in the distribution of endings in Korean textbooks through quantitative analysis of listening and reading passages in Korean textbooks. Through this work, we will have more meaningful information about the distributional characteristics of the appearance of endings in Korean textbooks, and it is expected that this information can be used as an objective basis for seeking improvements in Korean textbooks. This study used Korean textbooks published by Seoul National University as analysis data. Python was used as an analysis tool. The kkma morpheme analyzer included in the konlpy package was used. For analysis, functions such as ‘kkma.sentences()’, ‘kkma.morphos()’, ‘kkma.pos()’, and ‘len()’ were applied. I went through the process of configuring it as a data frame using the pandas library. Through this process, it was possible to know the characteristics of the type frequency and appearance frequency of final endings, pre-final endings, conjunctive endings, and function-converting endings in listening and reading passages, respectively. In addition, the necessary items for the kkma morpheme analyzer to perform more appropriate endings analysis were also mentioned.
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Polianski, Igor J. "National Socialist Medical Literature and the Censorship Practices in the Soviet Occupation Zone and Early East German State." Journal of the History of Medicine and Allied Sciences 75, no. 3 (May 1, 2020): 299–323. http://dx.doi.org/10.1093/jhmas/jraa015.
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Abstract This study examines how medical discourse and culture were affected by the denazification policies of the Soviet occupation authorities in East Germany. Examining medical textbooks in particular, it reveals how the production and dissemination of medical knowledge was subject to a complex process of negotiation among authors, publishers, and censorship officials. Drawing on primary-source material produced by censorship authorities that has not been rigorously examined to date, it reveals how knowledge production processes were structured by broader ideological and political imperatives. It thus sheds new light on a unique chapter in the history of censorship.
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Petrova, Larisa. "Quality Textbooks for Quality Research." Inter 15, no. 2 (June 30, 2023): 116–24. http://dx.doi.org/10.19181/inter.2023.15.2.6.
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The book review considers two handbooks “How to collect data in qualitative field research” and “Practices of qualitative data analysis in social sciences” published by the National Research University Higher School of Economics in 2020 and 2023, respectively. The handbooks compensate for the acute shortage of Russian educational texts on qualitative data collection and analysis in sociology. They can be effectively used in teaching research disciplines and in research practice. Both handbooks have all the characteristics of a contemporary educational texts. Their authors have relevant practical experience in the issues under discussion and provide particular examples and practical recommendations. Both texts are well structured. Both include many educational and methodological elements (not only literature and test questions, but summaries, keywords, practical tasks, links to extensive online resources). The discussed issues are presented at the level of contemporary approaches adopted both in domestic and foreign theory and practice; and this is reflected in citations, references and the considered cases.
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Yang, Der-Ching. "The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan." Journal of Mathematics Education 5, no. 1 (July 1, 2020): 16–29. http://dx.doi.org/10.31327/jme.v5i1.1148.
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This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country were selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbook series. In addition, the questions in these textbooks were determined to demonstrate different characteristics. Moreover, these findings highlight the importance of cross-national textbook comparison to enhance the understanding of differences in learning opportunities across different countries.
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Zeidman, Lawrence A., Matthias Georg Ziller, and Michael Shevell. "Ilya Mark Scheinker: Controversial Neuroscientist and Refugee From National Socialist Europe." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 43, no. 2 (February 4, 2016): 334–44. http://dx.doi.org/10.1017/cjn.2015.359.
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AbstractRussian-born, Vienna-trained neurologist and neuropathologist Ilya Mark Scheinker collaborated with Josef Gerstmann and Ernst Sträussler in 1936 to describe the familial prion disorder now known as Gerstmann-Sträussler-Scheinker disease. Because of Nazi persecution following the annexation of Austria by Nazi Germany, Scheinker fled from Vienna to Paris, then after the German invasion of France, to New York. With the help of neurologist Tracy Putnam, Scheinker ended up at the University of Cincinnati, although his position was never guaranteed. He more than doubled his prior publications in America, and authored three landmark neuropathology textbooks. Despite his publications, he was denied tenure and had difficulty professionally in the Midwest because of prejudice against his European mannerisms. He moved back to New York for personal reasons in 1952, dying prematurely just 2 years later. Scheinker was twice uprooted, but persevered and eventually found some success as a refugee.
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Beilis, Natalia. "GERMAN EDUCATION IN SECONDARY SCHOOLS OF UKRAINE: ASPECTS OF SCIENTIFIC DISCOURSE HISTORICALLY." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 21–30. http://dx.doi.org/10.33989/2226-4051.2016.14.171578.
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The article focuses on the fact that the German language learning by pupils in secondary schools of Ukraine depends on creating the appropriate objective conditions of reforming the entire education system and the humanization of the educational process, and taking into account patterns of theory and practice development in this area in the second half of the XX – XXI century.In the article the urgency of modernization of modern content and methods of studying the German language by pupils of secondary schools of Ukraine, made historical – pedagogical analysis of German education in the second half of the XX – XXI century.Particular attention is paid to aspects of leading scientific discourses in the context of national development policy of the German language learning in schools of Ukraine in measurements of its accession to the common European educational space.Article updated those tasks whose solution it entirety provides: 1) upgrading the content of German education at an angle to ensure his child centrism, culture centrism, fundamental and personal-developmental orientation; 2) mobility of updating curricula, textbooks and teaching aids, by raising the level of motivation of teachers, representatives of various government agencies of Ukraine, establishing constructive cooperation between them; 3) improvement in the status of Ukraine in a sphere of German-language education and foreign language education in general (necessary aspects of creating multilingual educational environment).It is emphasized the need for Ukraine of the positive experience in the past in order to develop foreign language education space. This current state of quality of the German language learning depends on identifying further ways of development strategies that are based on national educational traditions and values, experience learning the German language acquired in the process of learning German in the schools in Ukraine. Innovative approaches of content and methodology of the study of German by pupils at schools of Ukraine has a strategic nature and consistent with the national development strategy of foreign language education.The necessity of solving the actual problems posed present to the German- education of pupils in secondary schools in Ukraine is impossible without understanding key trends of research in this area, adequate and interested attitude to the industry by professionals and especially representatives of various government agencies of Ukraine with setting up constructive cooperation between them, which is a prerequisite for the formation of social consciousness of pupils and school leavers with appropriate attitude to the prospects of the German language.Conclusions regarding changes of German national policy in the context of its compliance with the European promotion of Ukraine, development of strategies of the German language learning in secondary schools of Ukraine are viewed in the article.
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Zhu, Shiqian, and Qianqian Kang. "A Cross-National Comparison of curricula in China and the US in Terms of Team Education: The Case of One-Dimensional Equation." Journal of Education, Society and Behavioural Science 36, no. 11 (December 4, 2023): 70–81. http://dx.doi.org/10.9734/jesbs/2023/v36i111279.
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Based on the STEAM concept, researchers study the two representative secondary school mathematics textbooks in China and America by using a quantitative analysis method and get the following conclusions: similarities: both textbooks embody the concept of STEAM education, focusing on the breadth of knowledge covered by the textbooks; both textbooks focus on the integration of disciplines, especially on the integration of mathematics and science and technology. Differences: The focus of the two countries’ textbooks is different. The Chinese PEP textbook emphasizes the knowledge of history and environmental engineering, while the American GMH textbook is more diversified and covers a wider range of knowledge and culture, reflecting the distinctive national characteristics of the two countries; the Chinese PEP textbook has a deeper depth of knowledge as a whole, while the depth of knowledge of the American GMH textbook about engineering is deeper than that of the PEP textbook; the Chinese PEP textbook pays more attention to the integration of technology in the mathematics textbook. China's PEP materials place more emphasis on the integration of technical subject knowledge in math materials, while American materials place more emphasis on the integration of engineering knowledge and art knowledge in math materials. By analyzing and evaluating the integration of STEAM concepts into junior high school mathematics textbooks in two countries, this study provides implications for mathematics education researchers and workers, especially textbook developers and writers, in this direction of research.
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Sapoetra, Jimmy. "Hybrid Culture in Indonesian EFL Textbooks: Policies and Pedagogical Implications." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 9, no. 1 (February 27, 2023): 53–58. http://dx.doi.org/10.35569/biormatika.v9i1.1484.
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Hybrid Culture is a new term which reflects the diversity and complexity of the world culture existing today. The term hybrid culture refers to the mixture of several kinds of culture blended or integrated into one new culture which has the characteristics of the old and new culture it represents. In the context of EFL learning in Indonesia, many EFL textbooks do not really cover the hybridity of the culture which creates the pedagogical implications in the future of education. The majority of the textbooks either focus on the local or target culture. They do not emphasize the importance of the students to understand that culture is not single-handedly original in its nature but consists of many external factors. This study attempts to examine such a phenomenon. The data were taken from 3 (three) local EFL textbooks used in some high schools in Indonesia. The researcher uses the Content Analysis method with the cultural content evaluation by Byram and Morgan (1994) and Kilickaya (2004). They proposed a qualitative evaluation checklist with a list of criteria for examining the extent and methods of how culture is presented. There are nine categories from the checklist, namely- social identity and social groups, social interaction, belief and behavior, socio-political institutions, socialization and the life-cycle, national history, national geography, national cultural heritage, stereotypes and national identity (Byram & Morgan, 1994). Then the results were compared and it was found that the textbooks do not clearly represent the hybrid culture in their content.
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EDLICHKO, A. I. "GERMAN IN LUXEMBOURG: LEXICOGRAPHIC CODIFICATION OF NATIONAL STANDARD." Linguistics and Intercultural Communication, no. 2_2023 (September 23, 2023): 108–20. http://dx.doi.org/10.55959/msu-2074-1588-19-2023-2-01-08.
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The article is an analytical review of some problems of dictionary codification of Luxembourg German Standard. The relevance of the study lies in the fact that the Luxembourg variety of German Standard, which differs in a number of distinctive features from other national varieties of the German language, is still poorly studied. Some aspects of the study of the German language in Luxembourg, the criteria of the standard in general and the features of the Luxembourg standard of the German language in particular are briefly described. The main part of the study is the analysis of current lexicographic sources that codify the specific features of the pronunciation, grammar, lexical and semantic norms of the Luxembourg Standard. The results of the analysis of lexicographic sources, which are descriptive codifiers of the German Standard in Luxembourg, are presented: a pronunciation dictionary of the Standard High German language, the project “Regional Variation in the Grammar of Standard German”, dictionaries of varieties of the German language. The structure and content of the dictionary of the Luxembourg standard for the German language [Sieburg, 2022] are considered in detail. This includes general information about the mega-, macro- and microstructure of the dictionary, the subject and variable characteristics of the codified vocabulary, the features of the structure and content of dictionary entries. As a result of the analysis, a conclusion is made about the development of the normalizing activity of the Luxembourg German Standard and about the recognizing of this standard, which has specific features at different levels of the language system.
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Hahn, Hans. "Ossis, Wessis and Germans an inner‐German perception of national characteristics." Journal of Area Studies 1, no. 2 (January 1993): 114–27. http://dx.doi.org/10.1080/02613539308455674.
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Cho, Seong-Woon. "Characteristics of Modern History Descriptions in National History Textbooks during the 4th Education Curriculum." History Education Review 30 (May 31, 2020): 93–150. http://dx.doi.org/10.31968/hae.2020.05.30.93.
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Kotowski, Jan Michael. "Narratives of Immigration and National Identity: Findings from a Discourse Analysis of German and U.S. Social Studies Textbooks." Studies in Ethnicity and Nationalism 13, no. 3 (December 2013): 295–318. http://dx.doi.org/10.1111/sena.12048.
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Dyakiv, Khrystyna, Maryana Yaremko, and Nataliia Bober. "Communicative failures of ukrainian speakers in learning german." Revista Amazonia Investiga 11, no. 50 (March 10, 2022): 204–14. http://dx.doi.org/10.34069/ai/2022.50.02.20.
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The article analyzes communicative deviations that occur during the communication between German native speakers and non-native speakers, particularly Ukrainians. Despite existing intercultural and sociolinguistic studies, the analysis of language specificity that causes communicative deviations, failures and misunderstandings remains relevant and understudied. The purpose of this article is to identify and explore the German language peculiarities that cause misunderstandings in communication for non-native speakers, in particular Ukrainian speakers, and offer the algorithm for the representatives of different ethnic communities to help them avoid and resolve possible conflicts given the study of German as a foreign language. The status of the concept of communicative deviation in intercultural communication under conditions of insufficient communicative competence is determined in this article. The study uses the term communicative deviation in favor of a generalized term, a broad concept of linguistic, speech and communicative deviations in dialogic speech, in particular between native German speakers and non-native speakers. The empirical research was based on the speech activity of Ukrainian students during classes at the Department of German Studies and Translation (levels B2–C1) of Ivan Franko National University of Lviv in 2019–2021 academic years and definitions from the Universal Dictionary of German Duden, in addition to the materials reflected in textbooks and teaching manuals as well as from authentic German-language sources. Communicative deviations are identified and analyzed in phonological, lexical, syntactic and pragmatic aspects.
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Hutagalung, Insenalia Sampe Roly. "German Learning Media Application in Class X Senior High School." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 3 (April 10, 2022): 3255–63. http://dx.doi.org/10.31004/edukatif.v4i3.2687.
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The purpose of this study was to describe the use of learning media in learning German in class X SMA Nommensen Pematangsiantar Campus. The data collection was carried out by the methods of observation, interviews, and documentation. The research data will be analyzed using a qualitative descriptive method. The results showed that (1) the use of German language learning media in class X SMA Nommensen Pematangsiantar Campus that had been implemented such as visual media ( PowerPoint, laptop ), silent projection media ( LCD projector), simple visual media (real objects in the classroom ). , whiteboards, picture cards, letter cards, textbooks), audio media ( speakers ). (2) The obstacles faced by teachers in the use of media are derived from media selection techniques and student characteristics. The teacher's solution to overcoming obstacles to the use of learning media is to adjust the learning media to the material and adjust the learning media used to the conditions of the participants educate.
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Fru, Raymond Nkwenti, and Johan Wassermann. "Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon." Journal of Educational Media, Memory, and Society 12, no. 2 (September 1, 2020): 57–76. http://dx.doi.org/10.3167/jemms.2020.120203.
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This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.
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Hyun, Yoonho, and Youkyoung Hur. "A Study on Intercultural Education Methods of Korean Color-terms Idiomatic Expressions for German-Speaking Korean Learners." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 53–64. http://dx.doi.org/10.33645/cnc.2023.11.45.11.53.
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Idiomatic expressions should not be interpreted literally. They convey symbolic meanings based on culture, requiring an understanding of the cultural presupposition. Color-terms idiomatic are vocabulary that reflects language and cultural characteristics well. Therefore, when cultural premises are different, learners have difficulty understanding and expressing. This study focuses on methods to educate German-speaking learners on color-terms. It involves a comparison of the meanings of Korean and German color-terms and an examination of the cultural presupposition underlying related idiomatic expressions. Additionally, the study reviews intercultural approaches to education. Furthermore, it critically analyzes four widely used integrated textbooks in Korean language education institutions, identifying issues and providing directions for enhancing the list of expressions and learning activities related to color-terms in idiomatic expressions. Based on these findings, a comprehensive list of color-terms idiomatic expressions and intercultural education methods specifically designed for Germanspeaking learners is presented.
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von Bogdandy, Armin. "Remarks at the Opening of the Symposium Celebrating the 10th Anniversary of the German Law Journal — Positioning German Scholarship in the Global Arena: The Transformative Project of the German Law Journal." German Law Journal 10, no. 10 (October 1, 2009): 1295–99. http://dx.doi.org/10.1017/s2071832200018174.
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The 10th anniversary of the German Law Journal marks ten years of a seminal project to transform legal scholarship and adapt it to globalization.As the transnational sphere becomes dominant, globalization means more than interdependence. It entails profound change to the academic systems as currently understood. These systems were formed in the nineteenth and early twentieth centuries as national institutions. Academics were (and often still are) public servants; future academics — particularly those representing the interests of the state in core areas like education, law, forestry, and theology — can only become public servants after they undergo state examinations. National institutions have financed academic scholarship in order to achieve effective administration, national fame, and economic profit. Accordingly, academic scholarship organized itself into national associations, nurtured national publication bodies, whose public voice spoke in the mother tongue. Certainly, international contacts were maintained with varying intensity, and comparative law has had an enduring and prominent history in many legal fields. However, these contacts had a national foundation that largely determined orientation, style, media, means, career and reputation. Under the bell jar of the nation state, national academic communities developed strikingly individual characteristics.
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Bose, Priyanka, and Xuesong Gao. "Cultural Representations in Indian English Language Teaching Textbooks." SAGE Open 12, no. 1 (January 2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082102.
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Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.
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Ito, Toshiko. "Wandelnde Horizonte des Weltwissens." Journal of Educational Media, Memory, and Society 10, no. 1 (March 1, 2018): 82–105. http://dx.doi.org/10.3167/jemms.2018.100106.
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*Full article is in GermanChanging Horizons of World Knowledge: On the Presentation of Space in Primary School Geography Textbooks of the Japanese EmpireEnglish abstractThe presentation of space in primary geography textbooks of the Japanese Empire (1868–1945) changed according to the political climate. In the liberal phase of the 1870s, Japanese geography schoolbooks dealt with the entire earth. In the revisionist phase of the 1880s, in order to encourage a sense of national identity, no knowledge of lands outside of Japan was imparted to lower primary school students. In the phase of colonial expansion from the 1890s, the world reemerged in geography school books, with an increasing emphasis on the reorganisation of East Asia. Drawing on premodern mythology, primary geography textbooks served to consolidate the Japanese concept of empire in accordance with the respective political situation. German abstractDie Raumvorstellung in den elementaren Geographieschulbüchern des Japanischen Kaiserreichs (1868–1945) änderte sich mit dem politischen Klima. In der liberalen Phase der 1870er Jahre behandelten die Geographieschulbücher alle Erdräume. In der revisionistischen Phase der 1880er Jahre wurde den unteren Grundschülern zur Wahrung der nationalen Identität kein Wissen über die Erdräume außerhalb Japans vermittelt. In der kolonialen Expansionsphase ab den 1890er Jahren fanden die Erdräume außerhalb Japans wieder Eingang in die Geographieschulbücher, wobei die Neuordnung Ostasiens immer stärker betont wurde. Auf der vormodernen Mythologie basierend dienten die elementaren Geographieschulbücher der Festigung des japanischen Reichsgedankens nach Maßgabe der jeweiligen politischen Lage.Keywords: Geographieschulbücher, Großostasiatische Wohlstandssphäre, Japanisches Kaiserreich, koloniale Expansion, nationale Identität, Raumvorstellung
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Kang, Sungjin, and Kyeongnam Ku. "The Historical Value and Educational Significance of Social Equality Movement." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 63–80. http://dx.doi.org/10.22251/jlcci.2022.22.21.63.
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Objectives This study aims to reconsider the historical value and educational significance of social equality movement by analyzing the history curriculum and textbooks based on the research trends and characteristics of the social equality movement. Methods To this end, the research trend of the social equality movement was followed and the characteristics of the social equality movement were categorized into two categories. The main research flow is the case of emphasizing the nature of the national liberation movement and focusing on the nation, and the other trend is the case of focusing on the movement to overcome discrimination in the social equality movement and treating civic values as important. The descriptions of the history curriculum (7th, 2009 revision, 2015 revision) and textbooks (2015 revision high school Korean history) were analyzed based on national values and civic values. Results As a result of the review in this study, first, in the history curriculum (7th Korean Modern and Contemporary History, 2009, 2015 Revised Korean History), the social equality movement emphasized the characteristics of the national liberation movement, giving priority to national values. However, there was a change that gradually approached the social equality movement in terms of social movement in terms of unit organization and achievement technology. Next, in the history textbook (2015 High School Korean History), the view of the national liberation movement centered on the confrontation between the social equality movement and the Japanese Empire was dominant, but a narrative focused on civic values by approaching the social equality movement as a social movement appeared. Conclusions By reconsidering the historical value of the social equality movement, the educational significance of the social equality movement as a citizenship education is improved.