Sprache im 20. Jahrhundert. Gegenwartssprache
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Zu diesem Heft
(1986)
Eine neue Zeitschrift?
(1985)
Der Lange Eugen schläft
(1985)
Zum Beispiel : Liebe
(1985)
Polyglotte EG
(1985)
Jubel über Bum Bum Becker
(1985)
Einleitung
(1986)
Versuchte Nähe : über die Sensibilität der Methoden und die Schwierigkeiten der Interpretation
(1985)
Einleitung
(2008)
Europe is a continent of many languages. We all know that, but normally when we think about this fact, we focus on national languages, the type of language that shapes our political and our linguistic geography. But as natural as it may seem today, the idea of a language closely being interrelated with one's identity does not have a very long tradition. In fact it is only since the late 18th century that we think there is some type of intimate connection between the language spoken and the identity of a person as belonging to a nation. And even if the stabilization of European nation states was closely connected with this type of reasoning, European language communities differ considerably in their way of dealing with natural variation within their national language. For some of them, it is only the standardized national language that is relevant in this respect; for others, a certain amount of variation is a central part of their linguistic identity.
Sprachverfall?
(1985)
This article is concerned with the use of speech variation in a classroom in south-west Germany. It shows how a teacher uses dialect-standard variation as a resource for carrying out different tasks. An analysis of the variational practices of the teacher reveals two different code-alternating procedures with different functional scopes. On the one hand, the teacher uses code-shifting along a continuum of standard forms, especially to draw attention to relevant aspects of the instructional activities, and to guide participation in the unfolding discourse. On the other hand, she uses the context-cueing function of code-switching between standard and dialect, especially to locally manage the key of interaction (interaction modalities). It is shown that, for the teacher analysed, switching to dialect is a methodological resource which matches the intricate pedagogical tasks involved in the evaluation moves which follow pupils' 'troublesome' answers.
K.B. Boeckmann, K.M. Brunner, M. Eggen, Zweisprachigkeit und Identität, Klagenfurt, Drava, 1988.
(1990)
The paper (1) starts from the general understanding of children’s development gained by interdisciplinary endeavours during the last decades, (2) characterises the functional-pragmatic conception of language and language acquisition as opposed to conceptions of language as an isolated system and of language acquisition as an independent module of development, (3) describes forms of language acquisition and language mediation.
Rechtschreibreform
(1996)