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With recourse to a broader understanding of the concept of translation, the transfer of source texts in one variety into another variety of the same language can also be called translation. This paper focuses on the target language – or rather – the target variety “easy-to-read language”, which is meant to make texts comprehensible for people with communication limitations. Considering its origins in the disability rights movement, the aim is to inform affected persons about their rights and democratic processes, i.e. to translate especially legal texts into the so-called easy-to-read language. Although there is a whole range of rules and guidelines for formulating in easy-to-read language, ”none offers a sufficient approach for translation into easy-to-read language“ (Bredel & Maaß, 2016a, p. 109). Standardization of the variety is also still a long way off. On the one hand, the contribution takes stock of legal regulations in easy-to-read language. On the other hand, four versions of the Federal Participation Law in easy-to-read language are analysed with regard to their external features and the constructions used to explain technical terminology. The analysis shows that legal texts in easy-to-read language are (still) quite limited in number and are also difficult to find. Concerning the second part, the constructions used exhibit a great structural variance, both intra- and intertextually. It is therefore questionable whether the addressees can access the texts independently. Also, it is still necessary to make the rules, the formulations of the rules and the implementations clearer so that the translations fulfil their function.
Zu den Beiträgen des Themenhefts.
Die in dem Themenheft versammelten Beiträge setzen sich unter verschiedenen Fragestellungen, im Rahmen unterschiedlicher methodischer Ansätze und jeweils eigener Datensets mit Öffentlichkeit, Privatheit und Anonymität im kommunikativen Handeln mit mobilen Medien auseinander.
This paper investigates self-initiated uses of mobile phones (such as texting or making a call) in everyday video-recorded conversations among Czech speakers. Using ethnomethodological conversation analysis, it illustrates how participants publicly frame their own device use (for example, by announcements), and how co-present interlocutors respond to it. Previous studies have described how participants manage two concurrent communicative involvements, but have not provided detailed sequential descriptions of how device use can be negotiated and accounted for. This study shows that mobile device use in co-presence is not a priori problematic (or vice versa). Instead, participants frame their technology use in different ways according to various features of the social situation they treat as momentarily relevant. These features include the course of the conversation and how the device use relates to it, the overall participation framework and the opacity of the device use for co-present others.
Directing, negotiating and planning: 'Aus Spiel' ('for play') in children's pretend joint play
(2021)
We are interested in how children organize joint pretend play. In this kind of play, children create an invented world by transforming matters of the real world into matters of a fictional world (e.g., pretending to be a 'giant' or treating a particular spatial area as a 'witch's kitchen'). Since there are no rules and no script, every next step in the game is an improvisation designed here and now. Children engaged in free play have equal rights to determine what should happen next. For that reason, they have to negotiate next steps. We are interested in a particular expression that children often use in joint play: aus Spaß/Spiel ('for fun' or 'for play', similar to 'let's pretend'). Based on a corpus of five hours of video recordings of two pairs of twins (the younger children are between 3 and 5 years old, the older ones are 8 years old), we show that children regularly use aus Spiel while playing as a method for shaping the activity. Inventing new events, children try to get their co-players to accept them and act accordingly. In that context, issues of (dis-)alignment and deontic rights become relevant. Here, we are interested in the interactional work that aus Spiel-('let's pretend')-turns do and how co-players respond.
Der Beitrag widmet sich der Ausgestaltung von Instruktionen und Aufforderungen zum rückwärts Einparken im theoretischen und praktischen Fahrschulunterricht in Abhängigkeit von den Eigenschaften der jeweiligen Unterrichtssituation. Verglichen werden dazu Instruktionssequenzen aus drei Vermittlungstypen: 1. die Instruktion anhand einer software-gestützten Einparksimulation im Theorie-Unterricht, 2. die Instruktion anhand einer Modellautodemonstration im Fahrschulauto, und 3. der direkt angeschlossene erste praktische Übungsvorgang. Eine Untersuchung der grammatischen Ausgestaltung der Instruktionen und der verkörperten Handlungen zeigt eine besondere Funktion der Modellautodemonstration: Dieser Vermittlungstyp vereint Aspekte sowohl der Unterrichtssituation im Fahrschulraum als auch im fahrenden Auto. Die Orientierungspunkte am Modell werden mit denen des 'realen' Autos und seiner Umgebung verbunden. Dabei offenbart sich in den Instruktionen und Aufforderungen ein Kontinuum von Theorie und Praxis, dessen Ausprägungen maßgeblich von der (Ent-)Kopplung bezüglich der Anwendungssituation und der (Nicht-)Mobilität des Autos abhängen. Die Untersuchung zeigt, wie grammatische und multimodale Formen an ihren lokalen und situativen Kontext angepasst und interpretiert werden.
We question the growing consensus in the literature that European Americans behave as a homogenous pan-ethnic coalition of voters. Seemingly below the radar of scholarship on voting groups in American politics, we identify a group of white voters that behaves differently from others: German Americans, the largest ethnic group, regionally concentrated in the ‘Swinging Midwest’. Using county level voting returns, ancestry group information from the American Community Survey (ACS), current survey data and historical census data going back as early as 1910, we provide evidence for a partisan and a non-partisan pathway that motivated German Americans to vote for Trump in 2016: a historically grown association with the Republican Party and an acquired taste for isolationist attitudes that mobilizes non-partisan German Americans to support isolationist candidates. Our findings indicate that European American experiences of migration and integration still echo into the political arena of today.
Das Forschungs- und Lehrkorpus Gesprochenes Deutsch (FOLK) ist mit seinem Design bislang vornehmlich auf Nutzergruppen aus der sprachwissenschaftlichen Forschung ausgerichtet, prinzipiell aber auch hervorragend dafür geeignet, für die Nutzung im handlungsorientierten DaF- (und eventuell auch DaZ-)Unterricht fruchtbar gemacht zu werden. Lehrende und Lernende des Deutschen als Fremd- oder Zweitsprache bilden eine gesellschaftlich zunehmend relevante Zielgruppe und auch einen beträchtlichen Anteil der registrierten NutzerInnen des Korpus. Im vorliegenden Beitrag soll daher anhand eines exemplarischen Annotationsprojekts gezeigt werden, inwiefern die besonderen Ressourcen und Potentiale von FOLK für den DaF-Unterricht und dort speziell für den Aspekt des authentischen, kompetenten sprachlichen Handelns in Interaktion sinnvoll aufbereitet und schrittweise zugänglicher gemacht werden können.
The European language world is characterized by an ideology of monolingualism and national languages. This language-related world view interacts with social debates and definitions about linguistic autonomy, diversity, and variation. For the description of border minorities and their sociolinguistic situation, however, this view reaches its limits. In this article, the conceptual difficulties with a language area that crosses national borders are examined. It deals with the minority in East Lorraine (France) in particular. On the language-historical level, this minority is closely related to the language of its (big) neighbor Germany. At the same time, it looks back on a conflictive history with this country, has never filled a (subordinated) political–administrative unit, and has experienced very little public support. We want to address the questions of how speakers themselves reflect on their linguistic situation and what concepts and argumentative figures they bring up in relation to what (Germanic) variety. To this end, we look at statements from guideline-based interviews. In the paper, we present first observations gained through qualitative content analysis.
This paper explores how attitudes affect the seemingly objective process of counting speakers of varieties using the example of Low German, Germany’s sole regional language. The initial focus is on the basic taxonomy of classifying a variety as a language or a dialect. Three representative surveys then provide data for the analysis: the Germany Survey 2008, the Northern Germany Survey 2016, and the Germany Survey 2017. The results of these surveys indicate that there is no consensus concerning the evaluation of Low German’s status and that attitudes towards Low German are related to, for example, proficiency in the language. These attitudes are shown to matter when counting speakers of Low German and investigating the status it has been accorded.
Das vorliegende Themenheft bündelt theoretische, methodologische und empirische Debatten an der Schnittstelle von Zeichen, Zeichensystem, Zeichenmodalität/-materialität und Medium und möchte sie weiterführen. Die Beiträge befassen sich mit Fragen der begrifflichen und empirischen Grenzziehung zwischen Zeichen und Medien und liefern so Impulse für die Erforschung des Wechselspiels der Gegenstandsbereiche Zeichenhaftigkeit, Medialität und Materialität als Manifestation multimodaler Kommunikation. Ziel des Heftes ist es, die theoretischen und empirischen Diskussionen um Multimodalität und Medialität stärker aufeinander zu beziehen.