Now showing 1 - 10 of 103
  • Publication
    Open Access
    The Sublimation of Unfitness in Victorian Fiction
    (Universitätsverlag Hildesheim, 2023-06-05)
    Inspired by Erving Goffman’s understanding of stigma management, Stefani Brusberg-Kiermeier takes a fresh look at the representation of Otherness and transgression in Victorian fiction in different forms – social and moral as well as physical, in terms of gender and mentality as well as aestheticism. In reaction to current disability studies, Brusberg-Kiermeier proposes the term ‘unfitness’ as a more appropriate and holistic concept for the examination of Victorian texts and implies that it was unfitness that was suspended over the heads of the Victorians like the sword of Damocles. In contrast to studies on the Gothic or enfreakment, this investigation places the inclusive strategies of the texts in the limelight and argues that the narratives were often motivated by reformative ideas. For their white middle-class didactic project the authors appropriated the concept of sympathy – which Darwin established as a biological one – as the ‘social glue’ to bind different members of society together. The conceptualization of the investigation has also been inspired by the Victorians’ fascination with categorization and classification. The categories adopted, adapted, and questioned in this scholarly ‘cabinet of curiosities’ are derived from the cultural constructions of the time and reflect the Victorians’ views of unfitness.
      96  151
  • Publication
    Open Access
    Input quality affects L1 and L2 proficiency and moderates the effect of socioeconomic status
    (SchriftBild, 2023-03)
    Kersten, Kristin 
    ;
    Blackman, Aenne 
    ;
    Funke, Fenja Louisa 
    ;
    ;
    Kliebisch, Melina 
    ;
    Koch, Martin Jakobus 
    ;
    Böttger, Heiner
    ;
    Schlüter, Norbert
    Input quality is an important predictor of language acquisition. According to Truscott & Sharwood Smith (2019), input refers to all external situational and discourse contexts that contribute to a learner’s understanding of language. This, therefore, includes modifications of speech, nonverbal stimuli, materials, and all forms of stimulating activities in which language is embedded. Numerous studies within the cognitive interactionist framework have identified input quality constructs that have been shown to promote second/foreign language acquisition. Based on these findings, the Teacher Input Observation Scheme (TIOS; Kersten, 2021; Kersten et al., 2018, 2021a) operationalizes input quality across four scales, i.e. Cognitively Stimulating Tasks, Verbal Input, Non-verbal Input, and Support of Leaners’ Output. Items within these scales include rich and varied comprehensible input, authentic and meaningful conversational contexts combined with a focus on negotiation of meaning and corrective feedback and cognitively stimulating problem-solving activities, and the children’s activation of prior world knowledge. At the same time, approaches that promote academic language competence in the majority language in subject matter classrooms, i.e., the first language (L1) of most but not all of the learners, are gaining momentum. While some of these approaches focus on techniques similar to those used in L2 research (Echevarría et al., 2006, 2017; Gogolin et al., 2020), studies on the effects of this type of language-sensitive instruction on learners’ L1 proficiency are still rare (Becker-Mrotzek et al., 2021). Given the growing call for more systematic research in this area, it seemed plausible to also investigate the effects of techniques operationalized with the TIOS on learners’ competences in the majority language, German. The present study, therefore, investigates whether language-stimulating techniques predict learners’ language proficiency in English- and German-language classrooms, and whether they can compensate for learners’ socioeconomic differences to some extent. To that end, an online survey was carried out with n = 39 L2 English teachers (grade 4) and n = 37 teachers in German subject matter classrooms (grades 4-6) in Germany. The survey elicited teachers’ input strategies via the TIOS protocol, and students’ language proficiency in L2 English (n = 690) and German (n = 836) via CEFR (Council of Europe, 2020) and Lingualevel (Mettler et al., 2007) descriptors, learners’ status of multilingualism and class-level socioeconomic status (SES). Regression analyses showed that stimulating tasks and SES predicted L2 proficiency; stimulating tasks, and verbal input, and SES positively predicted German proficiency, whereas multilingualism yielded a negative effect only for German. Finally, two moderation analyses showed that TIOS techniques moderated the effect of SES on learners’ language proficiency in both English and German. These results suggest that input quality is able to buffer negative socioeconomic effects in language learning in both languages, and that its operationalization as used in this study is transferable to language-sensitive instruction in the schools’ majority language.
      26  52
  • Publication
    Metadata only
    Testmaterialien L2 Produktion
    (2021)
    Kersten, K. 
    ;
    Rohde, Andreas 
    ;
    Burmeister, P. 
    ;
    Couve de Murville, S. 
    ;
    Schick, K. Weitz, M., 
    ;
    Winnefeld, J. 
    ;
    Kurth, S. 
    ;
    Gräning, A. 
      2
  • Publication
    Metadata only
    Fremdsprachenlernen in inklusiven Kontexten (FLINK)
    (Beltz Juventa, 2021) ; ;
    Kersten, Kristin 
    ;
    Bätge, Carolin
    ;
    ;
    Gerstenberg, Frauke
    ;
      5
  • Publication
    Metadata only
      6
  • Publication
    Metadata only
      1
  • Publication
    Metadata only
    Performing Classroom Management
    (Routledge Taylor & Francis Group, 2021)
    McDowell, Joanne 
    ;
    Klattenberg, Revert 
    ;
    Lenz, Friedrich 
    ;
    McDowell, Joanne
      1
  • Publication
    Metadata only
    La ambigua hospitalidad de El otro lado de la esperanza
    (Ediciones Universidad de Salamanca, 2021) ;
    Sánchez, Domingo
    ;
    Manzanas Calvo, Ana
      3
  • Publication
    Metadata only
    Sources of individual differences in L2 development
    (2021)
    Trebits, Anna 
    ;
    Kersten, Kristin 
    ;
      8