Literatura académica sobre el tema "German students in Riga"

Abstract This paper examines the internationalisation processes in the higher education sector in Latvia and explores the motives of international students to study in Latvia, their experience and their plans. The study uses a quantitative data collection method – a survey – the results of which allow us to judge the main trends of internationalisation processes in Latvia. The differences between different groups were investigated, highlighting the countries with the most respondents – India and Germany, and comparing them with each other and with students from other countries. The results show that there are substantial differences between the groups. For German students, Latvia was more of a second option when they failed to get into their preferred university in their home country or elsewhere. They chose to study in Latvia mainly because of the university’s study programmes. At the same time, students from India were also interested in factors such as culture, the Baltic region and the attractiveness of Riga.

Antoni Pous, an exemplary intellectual in the double sense of the word, was one of the first to teach Catalan at German-speaking universities after the Second World War. Having been a seminarian in the Plana de Vic, he was trained and promoted in his literary interests by Carles Riba, and shortly before his untimely death he translated poems by Paul Celan into Catalan. He was a teacher who knew how to give his students a passionate and politically committed view of his country.

The determination of individual values is the first step in the process of the personal development. Thus, the main purpose of this research is to investigate the difference between value hierarchies of Riga students and rural students and their subjective opinions about factors affecting them and compare the results with the values of previous generations. It is a pilot study with a comparative cross-sectional design. The study was carried out in several schools of Latvia in 2018: 2 schools of Riga and 2 rural schools of Vidzeme region. Participants were 11th and 12th grade students: 50 from Riga, 50 from rural schools. The research of values was based on the M. Rokeach value ranking test. It is found that the individual hierarchies of values in one group context differ more than hierarchies of adolescent groups of various years and different backgrounds. There are no significant differences related to the terminal and instrumental values between adolescents of Riga and rural areas: love, cheerfulness and education are more important for Riga students, but rural students prefer responsibility, obedience, capability. Some values have not been influenced by time or socio-economic and political situation, but some values have increased or decreased their significance with years.

The article studies the formation of the Latvian national identity as depicted in the cultural and historical novel Riga by the writer Augusts Deglavs. The plot is set in the second half of the 19th century when more and more Latvians from the country started to move to Riga. By applying the context-oriented approach and practices of cultural studies, the New historicism, post-colonialism, separate aspects of the dynamics and context of the relationship between Latvians and Baltic Germans in multicultural Riga have been analysed. In addition, the points where social and national identities contact and cross under the conditions of hermetic and hegemonic German culture, like relations with the German language, acquisition of social practices, emergence of the sense of Latvianness, have also been examined. The article also performs a concise evaluation of the historical importance of the Young Latvians’ movement depicted in the novel as the awakener of the national identity. Based on John Austin’s concept of performative language, in studying the emancipation of national identity, attention was paid to the ability of language “to do things”, which proves that words expressed in certain situations can possibly affect and change the run of historical processes.

The Riga Latvian Society (RLS) is the oldest Latvian organization in the world, where students, graduates and academic staff from oldest universities in the territory of Latvia – the Riga Polytechnicum (RP), from 1896 – the Riga Polytechnic Institute (RPI), had worked. The activities of the Society and its members have been diverse and varied, and their results are different, too. The heritage preserved for the future is books compiled and translated by Latvians that are well-known folk historical and cultural values, and new educated, patriotic generations of Latvians. Poor students were supported as much as possible, enabling them to achieve their chosen goals and contribute to Latvia’s economic and national development, culture and education. The 150th anniversary of the RLS, the collaboration of the Society with the RP / RPI students, graduates and academic staff until 1919, has been studied.

The authors of the article have gathered literary works of poets and writers – former students of Riga Polytechnicum (RP) and Riga Polytechnic institute (RPI), and have characterized them. Several Latvian and foreign literary workers have studied at the institute. Only six of them – Alfrēds Andersons, Jānis Bergs, Rihards Ērglis, Ernests Eferts, Jānis Miķelsons and Arvīds Valdmanis – received diplomas in engineering after graduating from Departments of Engineering, Commerce and Agriculture. A. Valdmanis has written course books and literary works. Latvian poet Jānis Poruks and Russian writer Mihail Prishvin (Михаил Михаилович Пришвин) have also studied at the institute, but just like few others did not become engineers and are known due to their achievements in literature. RPI graduate admiral Teodors Spāde also wrote poems.

When the majority of Baltic Germans left Latvia in the fall of 1939, Margarete von Pusirewsky (1872–1948) stayed behind in her home town Riga. Together with her family – her mother Ludmilla Goegginger (Gēgingers) and her sister Marta Busz, as well as her two daughters and a son, they decided not to follow the mass exodus of Germans. In her life, Margarete von Pusirewsky had already experienced several episodes of self-imposed exile from her hometown and Baltic Heimat, firstly, as the wife of a military doctor post ed to different places around the Russian Empire, and secondly, during the First World War, when she and her family had fled to Helsinki. After these longer periods spent in other parts of the Russian Empire, she always returned to Riga. Even when she left Riga for the last time in 1944 to flee the approaching Red Army, she hoped to be able to return soon. Based on primary sources, in particular the memoirs of Margarete von Pusirewsky, this paper discusses the connectedness with one’s home town, the experience of exile, the longing for “being home” again during and after episodes of exile and in the context of flight, (forced) resettlement, and deportation.

The article introduces inventors’ activities and inventors’ societies in Latvia in the 18th century, when it was part of tsarist Russia, until 2019. There is only one study on inventors’ activities, which includes the interwar period. There are many engineers among inventors, and this study reflects the participation of students, graduates and lecturers of Riga Polytechnicum (RP), Riga Polytechnic Institute (RPI) and Riga Technical University (RTU) in inventors’ activities. The research provides an insight into the history of protection of inventions, inventors’ activities, international exhibitions of inventions and innovations, activities of inventors’ societies.

Inspiriert vom kognitiven, affektiven und behavioralen Modell Andersons, untersucht diese Forschungsarbeit die akademische Anpassung von chinesischen Studierenden anhand von vier Phasen, der Vor-Abreisephase, der Initial-, der Entwicklungs- und der Abschlussphase, und umfasst dabei drei Einzelstudien: (1) Eine interdisziplinär orientierte Untersuchung auf der Basis von Interviews mit 18 chinesischen Studierenden aus verschiedenen Fächern und mit unterschiedlichen Studienabschlüssen, (2) eine Fallstudie an einer sozialwissenschaftlichen Fakultät, bei der Beobachtungen deutscher Lehrender und Meinungen chinesischer Studierender erhoben wurden und (3) eine longitudinale Untersuchung zur Verfolgung der Sprachentwicklung und Lernerfahrungen von chinesischen Studierenden an deutschen Universitäten. Diese Untersuchungen ergaben, dass die unzureichende Vorbereitung der chinesischen Studierenden (Sprache und allgemeine Kenntnisse über Deutschland) in der Vor-Ausreisephase zu Problemen in der Anfangsphase ihres Aufenthaltes führen. In der Entwicklungsphase berichteten die chinesischen Studierenden von Fortschritten in der deutschen Sprache und im Wissen über die deutschen Hochschulen, die größte Herausforderung stellte jedoch das individuelle Abgleichen der unterschiedlichen akademischen Erwartungen, wie sie im Heimatland ursprünglich vermittelt und in Deutschland gegensätzlich erwartet werden. In der Abschlussphase zeigen chinesische Studenten Verständnis und Wertschätzung für die Erwartungen an deutschen Hochschulen. Insgesamt verlangt der Prozess der akademischen Anpassung von chinesischen Studenten, die Differenzen (im Wissenschaftssystem) zu identifizieren, zu verstehen und später diese Differenzen auch schätzen zu können. Diese Untersuchung zeigt, dass die deutsche Sprachkompetenz, die wissenschaftliche Begleitung und Unterstützung sowie die persönliche Anstrengung zentrale Faktoren der akademischen Anpassung chinesischer Studierender darstellen.
Inspired by Anderson’s cognitive, affective, and behavioral model, this research explores Chinese students’ academic adjustment in the four phases: pre-departure, initial, developing, and final phase, and is composed of three studies: (1) a cross-sectional study which interviews 18 Chinese students from different subjects and pursuing different academic degree; (2) a case study conducted in a social science faculty, both German lecturers’ observation and Chinese students’ opinions are investigated; and (3) a longitudinal research follows Chinese students’ language development and learning experience at German universities. This research found that Chinese students’ insufficient preparation (language and knowledge about German universities) in the pre-departure phase leads to the difficulty in the initial phase. Chinese students often describe the initial experience as a “catastrophe”, as they were not familiar with the academic-oriented information in Germany at all. In the developing phase, Chinese students reported progress in German language and knowledge about German universities, which facilitate their further development. One big challenge in the developing phase is to negotiate the difference of academic expectation between home and host universities. In the final phase, Chinese students show understanding and appreciation to the expectation at German universities. The whole process of academic adjustment expects Chinese students to identify the difference, understand the difference, and later appreciate the difference. This research further finds that German language competence, academic support, and personal effort together exert influence on the Chinese students’ academic adjustment at German universities. In order to improve the academic adjustment, suggestions are made to the prospective Chinese students and German institutions to better facilitate Chinese students’ academic adjustment in Germany

Motivation and attitudes are considered as hypothetical psychological constructs in explaining both the process and outcome of second/foreign language learning. The taxonomy and categorization of second/foreign language motivation into integrative and instrumental motivation has long been established and dominated L2 motivation research in different educational contexts. According to Lambert (1972), Integrative motivation reflects an interest in learning another language because of a sincere and personal interest in the people and culture represented by the other language group. Instrumental motivation on the other hand, refers to the pragmatic and functional orientations in learning a foreign language. Gardner (1985) claimed that integrative motivation is the most important and predictable factor of excelling in a second language than the instrumental motivation. Nevertheless, this assumption that stresses the importance of integrative motivation over the instrumental one in predicting the level of success in learning a second language, has rather been challenged, and a set of controversial findings have been reported. This study sought to compare and investigate the motivational and attitudinal orientations of Sudanese undergraduate students towards learning English and German; in relation to the target language in question and gender differences. In addition, it intended to examine if there would be any correlation between students’ level of motivation and attitudes, and their self-assessed achievement in the target language. The sample of this study composed of 221 students from the Faculty of Arts, University of Khartoum, Sudan. 148 students from the department of English language, and 73 students from the department of German language have participated in the survey. Based on Gardner’s Attitude/Motivation Test Battery (AMTB), a survey scale has been constructed to measure students’ motivation and attitudes. The findings of the empirical investigation revealed that Sudanese students were relatively highly motivated and had favorable attitudes towards learning English and German, respectively. In line with the established literature in the field, the results demonstrated that Sudanese students were more instrumentally motivated to learn English. On the other hand, the students in the German department had more positive attitudes towards the German community and culture in comparison to the students of the English department. Gender differences have also been identified in the department of English only; where female students had a significantly higher level of motivation and were rather more integratively motivated to learn English than their male counterparts. Finally, the study could not indicate any correlation between students’ level of motivation and attitudes, and their achievement in the target language
Einführung in die Thematik Motivation und Einstellung als hypothetische psychologische Konstrukte spielen eine große Rolle sowohl für den Prozess und als auch für das Ergebnis eines Zweit/Fremdsprachenerwerbs (Gardner, 1985; Kleppin, 2001; Dörnyei, 2003; Riemer, 2001; Al-Busairi, 1990). Traditionell wird in der Fremdsprachenforschung zwischen integrativer und instrumenteller Motivation unterschieden. Integrative Motivation bezieht sich auf das Interesse an der Sprachgemeinschaft und ihrer Kultur, um sich mit der jeweiligen Kultur zu identifizieren und sich in diese zu integrieren. Dahingegen bezieht sich die instrumentelle Motivation auf die pragmatischen Gründe des Fremdsprachenlernens, wie z. B. das Erlernen, um eine erforderliche Prüfung zu bestehen oder um einen guten, besseren Job zu bekommen. Jedoch gingen Gardner (1985) in seinem sozio-pädagogischen Modell davon aus, dass die integrative Motivation den Lernerfolg stärker fördert und folglich zu besseren Lernergebnissen führt als die instrumentelle Motivation. Diese Konzeptualisierung und Dichotomisierung zwischen integrativer und instrumenteller Orientierung wird kontrovers diskutiert und wurde laut empirischer Untersuchungen vor allem im Falle des Englischen als globaler Sprache kritisiert. Die Problematik liegt darin, dass die Untersuchungen von Gardner ursprünglich in der Kanadischen, bilingualen, Französisch-Englischen Gesellschaft durchgeführt wurden und damit einen anderen Kontext betreffen als im Falle des normalen Erlernens einer Fremdsprache. Somit scheint das Konzept von integrativer Motivation im traditionellen Sinne beim Fremdsprachenerwerbsprozess weniger relevant zu sein, weil es in diesem Fall keine definierte Zielsprachengemeinschaft gibt, mit der man sich identifizieren und integrieren kann. Darüber hinaus zählen Einstellungen gegenüber der Zielfremdsprache, deren Sprachgemeinschaft und Lernatmosphäre als wichtige Faktoren, die bedeutend für den erfolgreichen Fremdsprachenerwerb sind (Candlin & Mercer, 2001). Motivation und Einstellung sind eng miteinander verbunden, die beim Sprachenlernen zusammenspielen und sich gegeneinseitig positiv auswirken. Brown (1994) argumentiert, dass positive Einstellungen günstig für den Erwerb einer Zweitsprache sind, und dass negative Einstellungen den Motivationsgrad vermindern und folglich aufgrund geringen Inputs und Interaktion zu einem unerfolgreichen Lernen führen können. Das erreichte Niveau und die Kompetenz in einer Zweit/Fremdsprache werden weitgehend zu den individuellen Persönlichkeitsunterschieden der Lernenden gezählt. Geschlechtsunterschiede werden als Einflussfaktoren beim Fremdsprachenerwerb betrachtet. Im allgemeinen wird in der Fremdsprachenforschung davon ausgegangen, dass weibliche Studierende einen höheren Motivationsgrad und positivere Einstellung besitzen (vgl., Csizer & Dörnyei, 2005; Gardner & Lambert, 1972). Dies wurde in einer Reihe von empirischen Studien in der Fremdsprachenforschung bestätigt. In der vorliegenden Arbeit soll dementsprechend diese grundlegende Thematik bezüglich der Rolle von Motivation und Einstellung beim Fremdsprachenerwerb nachgegangen werden. Es wird untersucht, inwiefern sudanesische Studierende motiviert und eingestellt sind, um Englisch und Deutsch zu lernen, und ob sie dabei eher integrativ oder instrumentell orientiert sind. Es wird ebenfalls untersucht, ob geschlechtsspezifische Unterschiede, so wie sprachbedingte Unterschiede zwischen der englischen und deutschen Abteilung vorliegen. Darüber hinaus wird ermittelt, ob es einen signifikanten Zusammenhang zwischen Motivationsgrad und Einstellung der Studierenden und ihrer selbst eingeschätzten Leistung gibt. Diese Arbeit ist von besonderer Bedeutung für die Fremdsprachenforschung im Sudan, da die meisten Studien dort sich auf Englisch beziehen, wohingegen diese Studie sich sowohl mit Englisch als auch mit Deutsch als Fremdsprache beschäftigt. Forschungshypothesen Diese Studie prüft sechs Haupthypothesen über die beiden Abteilungen sowie Subhypothesen für die jeweiligen Abteilungen, wobei Englisch- und Deutschstudierende miteinander verglichen und in einer zusammenhängenden Art und Weise betrachtet wurden. Die Hypothesen wurden wie folgt operationalisiert und formuliert: 1. Sudanesische Studierende sind relativ hoch motiviert beim Englisch- und Deutschlernen. 2. Sudanesische Studierende haben relativ positive Einstellungen gegenüber Englisch und Deutsch und folglich gegenüber der englischen und deutschen Sprachgemeinschaft und Kultur. 3. Sudanesische Studierende sind eher instrumentell motiviert beim Englisch- und Deutschlernen. 4. Es gibt statistische signifikante Unterschiede zwischen den Englisch- und Deutschstudierenden bezüglich ihrer Motivation und Einstellungen. 5. Es gibt signifikante geschlechtsspezifische Unterschiede bezüglich Motivation und Einstellungen gegenüber Englisch und Deutsch. 6. Es gibt einen signifikanten Zusammenhang zwischen dem Motivationsgrad, den Einstellungen der Studierenden und ihrer selbsteingeschätzten Leistung in Englisch und Deutsch. Methodisches Vorgehen Die Stichprobe dieser Untersuchung bestand aus insgesamt 221 Anglistik und Germanistikstudierenden in der Faculty of Arts an der Khartum Universität. 148 Probanden von insgesamt 273 wurden von der englischen Abteilung einbezogen. Wohingegen 73 von insgesamt 79 von der deutschen Abteilung an der Untersuchung teilgenommen haben. Die Stichprobe von der Germanistikabteilung war wesentlich kleiner im Verglich zu der Stichprobe der Anglistikabteilung. Dies hat mit Tatsache zu tun, dass es weniger Germanistikstudierende an der Universität Khartum gibt und somit diese Stichprobe trotzdem sehr repräsentativ ist. Die Messinstrumente der empirischen Untersuchung wurden anhand der relevanten Literaturrecherche und Gardner’s Attitude/Motivation Test Battery (AMTB) entwickelt. Die Items wurden zunächst in englischer Sprache verfasst und dann ins Arabische übersetzt, wobei die Rückübersetzung und die Inhalte von Experten im Bereich Psychologie und angewandter Linguistik überprüft wurden. Der Fragebogen bestand aus zwei Skalen: Der Motivationsskala zur Erfassung der integrativen und der instrumentellen Motivation. Die zweite Skala bestand ebenfalls aus zwei Subskalen zur Erfassung der Einstellungen gegenüber der Zielsprache und Kultur. Die Antwortmöglichkeiten sind auf einer fünfstufigen Schätzskala vorgegeben. Die Antwortalternativen sind wie folgt berechnet: Stimme stark zu (5 Punkte); stimme zu (4 Punkte); unentschieden (3 Punkte); stimme nicht zu (2 Punkte); und stimme stark nicht zu (1 Punkt), jedoch sind die negativen Items umgekehrt codiert. Die Fragebögen wurden in ihrer endgültigen Version im Arabischen eingesetzt, um so möglichst gleiche Verständlichkeit für alle Probanden zu gewährleisten. Forschungsergebnisse Die Ergebnisse der empirischen Untersuchung weisen daraufhin, dass sudanesische Englisch- und Deutschstudierende einen relativ hohen Motivationsgrad und positive Einstellungen gegenüber der englischen und deutschen Sprache haben. Die Englischstudierenden zeigten einen wesentlich höheren Durchschnitt der Motivation im Vergleich zu den Deutschstudierenden. Demgegenüber zeigten die Deutschstudierenden positivere Einstellungen als die Englischstudierenden gegenüber der Zielsprache. Konsistent zu anderen Untersuchungen lies sich mit der vorliegenden Studie belegen, dass im Sudan als Englisch-Studierende eher instrumentell motiviert sind Deutsch-Studierende. Darüber hinaus gab es signifikante Unterschiede zwischen den Germanistik- und Anglistikstudierenden bezüglich ihrer Einstellungen gegenüber der Zielsprachengemeinschaft zugunsten der Germanistikstudierenden. Was die Arten der Motivation betrifft, waren die Studierenden in beiden Abteilungen sowohl integrativ als auch instrumentell motiviert gegenüber der Zielsprache. Jedoch war der Durchschnittswert der integrativen Motivation höher als der der instrumentellen Motivation. Somit sind beide Stichproben eher integrativ motiviert gegenüber beider Sprachen, was unerwartet war vor allem im Falle des Englischen als Weltsprache, die eher mit instrumentellen Zwecken und Nützlichkeit verbunden wird. Signifikante geschlechtsspezifische Unterschiede wurden nur unter den Englischstudierenden nachgewiesen, wobei die weiblichen Studierenden einen deutlich höheren Motivationsgrad besassen und eher integrativ motiviert waren. Schlussfolgerungen Anhand der empirischen Befunde dieser Untersuchung kann man davon ausgehen, dass sowohl instrumentelle als auch integrative Motivation (beide gleichgewichtig) sich auf das Erlernen einer Fremdsprache auswirken. Dementsprechend ist die Rolle der Intensität und Stärke der Motivation beim Fremdsprachenlernen noch nicht oft erforscht worden, was als Folge der Beschäftigung mit der Polarisierung zwischen instrumenteller und integrativer Motivation zu sehen ist. Das Konzept der integrativen Motivation sollte erweitert und reininterpretiert werden, um in den Kontext des Fremdsprachenlernens zu passen. Solche neuen Konzepte wie imaginäre Sprachgemeinschaft oder ideelles Selbstbild, entwickelt von Dörnyei (2005), sind von Relevanz für das Fremdsprachenlernen, wobei die Studierenden anstreben in der Fremdsprache so kompetent wie ein Muttersprachler zu werden und sich nicht zwangsläufig in die Zielsprachengemeinschaft zu integrieren. Es wurden einige Einschränkungen bezüglich der Forschungsmethodik formuliert. Diese Studie und die daraus resultierenden Ergebnisse können von einer großen Bedeutung sein für die Fremdsprachendidaktik im Allgemeinen und für die englische und deutsche Sprache im Sudan ins Besondere. Auf dieser Basis wurden Schlussfolgerungen für zukunftsorientierte Untersuchungen zum Fremdsprachenlernen im Sudan abgeleitet

The dissertation consists of an introduction and three empirical articles. The introduction gives the theoretical background, integrates the three articles, and elaborates on future research questions. The first article investigates the important decision in the lives of German and Indian university students to identify the important areas of decision making. The second article examines the structure of real life decision making and reveals the underlying factors of five major decision areas. The third article investigates the similarities and differences on decision making between German and Indian students using prior qualitative findings in a large quantitative survey.

Thesis (M.A.)--Kutztown University of Pennsylvania, 2001.
Source: Masters Abstracts International, Volume: 45-06, page: 2775. Typescript. Abstract precedes thesis as preliminary leaf ix. Includes bibliographical references (leaves 32-39).

In this qualitative study based on constructivist learning theory, nine intermediate level university students of German were observed as they read foreign language texts on the Internet. Through observations, as well as think-aloud protocols and semi-structured interviews, the study identified Internet reading strategies the students used, and determined the difficulties they encountered in Internet reading activities. The observed strategies were related to four different types of reading tasks the students had to complete and to the language levels of the students. The four task types included: (a) scanning for specific information, (b) skimming and summary writing, (c) detailed reading and text comparison, and (d) observing linguistic phenomena in a text. The research questions arose from the observation that, while the Internet has a positive influence on motivation, independent learning and cultural understanding (Alm-Lequeux, 2001; Brandl, 2002; Chapelle, 2000; Lee, 1997), the literature also talks of frustration on the part of the students, and of students being overwhelmed by foreign language Internet pages (Kubota, 1999; Rüschoff & Wolff, 1999; Shetzer & Warschauer, 2000). This frustration is hypothesized to be due to the fact that Internet texts are authentic texts written for readers in the target culture, and have not been adjusted to the linguistic and cultural knowledge level of foreign language students. There is still little empirical research on the specific ways students deal with these difficulties while completing Internet reading tasks. The present study was carried out with the aim of shedding light on the Internet reading process for pedagogical purposes. The think-aloud technique of data collection permitted a deeper understanding and a more precise description of this special type of reading than would have been possible with interviews alone. The data analysis revealed eight key factors playing a role in foreign language Internet reading: course performance level, background knowledge, motivation, strategic reading, computer skills, problem-solving style, hypertext structure, and type of task. These factors lead to pedagogical implications for designing suitable Internet tasks for foreign language students, and for scaffolding the foreign language Internet reading process.

The aim of the textbook is the formation of skills and abilities in different types of reading, writing and speaking in German. Contains 12 lessons, the application, consisting of 12 texts for independent reading, German-Russian dictionary and a concise dictionary of foreign terms. Covers a wide range of economic topics based on the requirements of state educational standard of higher professional education. The text is taken from German literature and are provided with exercises based on the communicative approach. Compared to the 4th edition (Moscow: Alfa-M: INFRA-M, 2018) some of the lyrics are updated. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions, students of economic specialties.

The purpose of this textbook is the formation of skills and abilities in various types of reading, as well as in writing and speaking in elementary form. The initial course (Anfangsstufe) contains 5 lessons-topics (Lektionen), the main course (Grundstufe) — 10 lessons-topics (Lektionen), Appendix 1 (Anhang 1) — 10 texts for introductory reading, Appendix 2 (Anhang 2) — 3 texts for viewing reading, German-Russian dictionary (Wörterverzeichnis) to all topics of the textbook. The texts are authentic, professionally oriented. The subject matter of the texts reflects the realities of modern scientific and technical literature. The texts are provided with post-text tasks and exercises. The textbook pays great attention to the formation of lexical and grammatical competence, speech actions at the elementary level, as well as preparing students for future professional activities. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. The textbook is addressed to college students, can be used to teach students of non-linguistic universities studying German.

With the formation of the Parliamentary Republic of Latvia in the early 1920s, higher education in Latvia underwent the changes that affected the Baltic Germans. The necessity to obtain higher education in the Latvian language was perceived with mixed feelings, and the interest in the establishment and development of the University of Latvia (UL) and involvement in the reorganisation of the Riga Polytechnic Institute (RPI) went hand in hand with the reluctance to accept the full Latvianization of higher education. In the circumstances, the students used contacts established by their student corporations and sought for higher education in Germany, where it could be obtained in German but later equated to the higher education obtained in Latvia. Thus, the aim of the article is to evaluate the possibilities for the Baltic German students from the parliamentary state of Latvia (1920–1934) to study in German universities. The research is based on the documents of UL and Baltic German student corporations from the Latvian State Historical Archive (LVVA), Baltic German student corporation press (journals and anniversary books) kept in the UL Library, UL activity reports (1924–1931) stored in UL Museum history collection and available research on the Baltic German minority in the Parliamentary Republic of Latvia. The study showed that during the parliamentary period, the Latvian Baltic Germans used the state granted minority rights to find alternative ways to obtain higher education in German. The parliamentary system did not discriminate against the Baltic Germans for their use of the German language and allowed them to study in Germany but demanded that their diplomas be equated with the diploma obtained at the UL. The contacts established by student corporations helped Baltic German students to better integrate into the German study environment offering accommodation on the premises of student corporations in Germany. At the same time, additional knowledge through lectures on the political situation of Baltic Germans in the parliamentary state of Latvia did not allow them losing their historical connection with the Baltic region.

International students’ social transition experiences are often discussed and researched in relation to their experiences on campus and with fellow students. However, international study also involves interactions and connections within students’ local communities beyond formal campus spaces. This paper reports on findings from a recent DAAD-funded research study which focused on the ways international students experience multicultural encounters within their local German communities, using photo-elicitation interviews with 45 students and 6 international office leaders. The study uses a sociological framing of “everyday multiculturalism”, which considered the everyday lived experiences of encountering cultural differences in small, mundane ways throughout our daily lives. The paper concludes with suggestions for practice, reflecting on the ways that DAAD and university staff might embed more holistic supports for international students’ community experiences.

The article focuses on the use of mobile applications and Web 2.0 interactive tools to improve students’ German-language lexical competence. The composition and structure of lexical competence are described, the order of exercises for lexical competence formation is given, the didactic possibilities of using mobile applications, blogging technologies and other interactive tools to improve lexical skills are found out, examples of using mobile applications and Web 2.0 interactive tools in the learning process that prove their effectiveness are given. It is proved that the use of mobile applications and Web 2.0 interactive tools helps to organize students’ work in and outside classrooms effectively for the formation and improvement of their lexical competence.

International Career Services (ICS) is an umbrella term which refers to career services for international students. ICS support international students with integrating successfully into local, regional and national labor markets, and has traditionally been a feature at universities in the Anglosphere. More recently, ICS have increased in Europe due in large part to the rise of English-medium programs, and German universities in particular have enjoyed broad based support for ICS programs. In this research brief, the case of career services for international students in Germany are outlined, a conceptual framework is presented, and four strategic planning areas are identified that can aid universities interested in developing their own international career services.

The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).

German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.

Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».

The LBG OIS Center established a new Patient and Public Involvement and Engagement (PPIE) Implementation program aiming at ‘active involving’ public members in research across different phases of the research cycle – from setting the agenda to disseminating results – and its governance. The program offers funding and facilitation of these PPIE activities. The first PPIE pilot call was launched in Autumn 2020. It supports researchers in Austria with up to EUR 60.000 in order to implement their PPIE activities. In addition, the program offers support in the form of consultation, training, knowledge exchange and networking opportunities. One important characteristic of the selection process is the composition of the expert panel, bringing together transdisciplinary expertise from different areas (scientific experts, patients, and students). The expert panel recommended 11 out of 25 PPIE projects for funding (success rate 44%). 45% of the applicants participated in the support offers prior to the call and 52% in the continuing support offer after the call had been closed. Based on our online surveys, overall, participants were very satisfied with the support offers. Learnings of the first call address the eligibility of applicants. In the selection meeting, we found that different understandings of ‘active involvement’ were negotiated among experts. However, this was not a problem due to the open and collaborative atmosphere and mutual learning opportunity for experts. The panel suggested opening the call to non-research bodies, which indicates small changes in the application format – e.g. video and text-based applications in German and English. Despite of small adaptions in the second PPIE Pilot Call 2021, it seems that the funding instrument was appropriate and reflects a low-threshold offering for researchers introducing public involvement activities in their work.