01830nam2 22003733i 450 VAN024308120231129030430.41N978331948156220220315d2016 |0itac50 baengCH|||| |||||ˆ2: ‰Aluminum Reduction Technologyeditors Geoff Bearne, Marc Dupuis, Gary TarcyChamSpringer2016XXVI, 1111 p.ill.24 cm001VAN01233082001 ˆThe ‰Minerals, Metals & Materials Series210 ChamSpringer2016-001VAN02425632001 Essential Readings in Light Metalseditors Don Donaldson, Benny E. Raahauge210 ChamSpringer215 volumiill.24 cm2CHChamVANL001889620.11Materiali dell'ingegneria22620.1Scienze dei materiali22669Metallurgia - Chimica dei metalli - Materiali metallici22BearnGeoffVANV198748DupuisMarcVANV198749TarcyGaryVANV198750Springer <editore>VANV108073650ITSOL20240614RICA/sebina/repository/catalogazione/documenti/Indice.pdfIndice.pdfhttps://link.springer.com/book/10.1007/978-3-319-48156-2E-book - Accesso al full-text attraverso riconoscimento IP di Ateneo, proxy e/o ShibbolethBIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHEIT-CE0101VAN17NVAN0243081BIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHE17CONS e-book 2220 17BIB2220/267 267 20220315 Aluminum Reduction Technology2789738UNICAMPANIA06555oam 2200613 c 450 991095481480332120260102090118.03-8382-7201-39783838272016(CKB)4100000007376875(MiAaPQ)EBC5782806(ibidem)9783838272016(EXLCZ)99410000000737687520260102d2018 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierMultilingual Construction of Identity German-Turkish Adolescents at School /Isil Erduyan, Gudrun Hentges, Anne Honer, Volker Hinnenkamp, Hans-Wolfgang Platzer1st ed.Hannoveribidem20181 online resource (xvi, 278 pages) illustrationsCINTEUS163-8382-1201-0 Includes bibliographical references.Intro -- Abstract -- Acknowledgements -- Table of Contents -- Preface -- 1 Introduction to the Study -- 1.1 Introduction -- 1.2 Rationale for the Study and Research Questions -- 1.3 A Demographic Profile -- 1.3.1 Turkish Migration to Berlin -- 1.3.2 Turkish Community in Kreuzberg -- 1.3.3 Students with Immigrant Background in the Berlin School System: Population Facts -- 1.4 Plan of the Book -- 2 Situating the Study -- 2.1 Epistemological and Paradigmatic Considerations -- 2.2 Theoretical Framework -- 2.2.1 Wortham's perspective of identity -- 2.2.2 Bakhtinian notion of chronotopes -- 2.3 Linguistic Ethnographic Methodology -- 2.4 Establishing the Terminology: Identity Ascriptions -- 2.5 Situating Multilingualism and Multilingual Speakers -- 3 Review of Literature -- 3.1 Multilingualism and Identity in Contemporary Europe -- 3.2 Immigrant Youth Language Practices -- 3.3 Identity in Multilingual Classroom Research -- 4 Methodological Choices -- 4.1 Locating the Research Site -- 4.1.1 The Tracking System in German Secondary Education -- 4.1.3 Berlin Central High School (BCHS) -- 4.1.4 Turkish, German, and English Instruction at BCHS -- 4.1.5 The Physical Setting -- 4.2 Negotiating Access -- 4.2.1 Gaining Entry -- 4.2.2 Gaining Access -- 4.3 Participants -- 4.3.1 Deniz -- 4.3.2 Yelda -- 4.3.3 Mert -- 4.3.4 Simla -- 4.3.5 Ela -- 4.3.6 Other Actors -- 4.4 Generating the Ethnographic Data -- 4.4.1 Classroom Observations -- 4.4.2 Audio-Recordings of Classroom Interactions -- 4.4.3 Taking Fieldnotes -- 4.4.4 Interviews -- 4.5 Methods of Data Analysis and Interpretation -- 4.5.1 Choosing Analytical Tools -- 4.5.2 Transcribing the Interactional Data -- 4.6 Ethnographic Design Study Concerns -- 4.6.1 Strategies for Validating Findings -- 4.6.2 Ethical Considerations -- 5 Local Construction of Identity in the German Classroom -- 5.1 Introduction.5.2 Setting the Scene: 9th Grade German -- 5.3 Yelda and Deniz -- 5.3.1 "We can never in our lives speak like these" -- 5.3.2 Mocking Oneself -- 5.3.3 Lacking Participation: "Words are missing" -- 5.3.4 Multilingual Word Search -- 5.4 Mert -- 5.4.1 Super German - Normal German - High German -- 5.4.2 Flying Solo -- 5.4.3 Managing the Micropolitics of Group Work -- 5.5 Simla and Ela -- 5.5.1 Ela: "…because our mother tongue is not German" -- 5.5.2 Teacher as Peer -- 5.5.3 Intermediary in Group Work -- 5.5.4 Ela's Displeasure -- 5.6 Chapter Summary -- 6 Local Construction of Identity in the Turkish Classroom -- 6.1 Introduction -- 6.2 Setting the Scene: 9th and 10th Grade Turkish -- 6.3 Yelda -- 6.3.1 The Grammar Expert -- 6.3.2 Turkey-Turkish Colloquial as a Resource Kit -- 6.4 Simla -- 6.4.1 Turkish as a Matter of Challenging Self -- 6.4.2 Experimenting with Ottoman Turkish -- 6.5 Mert -- 6.5.1 Urban Turkey-Turkish Forms -- 6.5.2 Embracing Neoconservativism -- 6.6 Ela -- 6.6.1 Ela's Originality -- 6.6.2 Being Modern -- 6.7 Chapter Summary -- 7 Local Construction of Identity in the English Classroom -- 7.1 Introduction -- 7.2 Setting the Scene: 9th and 10th Grade English -- 7.3 Deniz -- 7.3.1 Enacting Criticality -- 7.3.2 Role-play as a Safe House -- 7.4 Yelda -- 7.4.1 Lost in Listening -- 7.4.2 Constructing Distance -- 7.5 Mert -- 7.5.1 Enacting Masculinity -- 7.5.2 Content with English -- 7.6 Simla -- 7.6.1 Making Reception Work -- 7.6.2 Teasing and Dueling in Group Work -- 7.7 Ela -- 7.7.1 Constructing Intolerance -- 7.7.2 Impatience in Group Work -- 7.8 Chapter Summary -- 8 Discussion and Conclusion -- 8.1 Multilingual Construction of Identity -- 8.2 Timescales and Chronotopes -- 8.3 Limitations to the Study -- 8.4 Directions for Future Research -- Appendix A -- Appendix B1 -- Appendix B2 -- Appendix B3 -- Appendix C -- Appendix D -- Appendix E.Appendix F -- References.Reporting on a linguistic ethnographic study, Işıl Erduyan explores multilingual identity construction of high school students with Turkish descent enrolled in a downtown high school (Gymnasium) in Berlin. She focuses on naturally occurring classroom interactions across German, Turkish, and English classes and attends to the complex relationship between identities and multilingual repertoires through a scalar analytical perspective. Her findings demonstrate how multilingual students’ linguistic repertoires are bound by linguistic performances within and across multiple timescales. The study takes an innovative path by attending to the everyday linguistic practices of a group of multilingual immigrant students with the same national background through linguistic ethnographic lenses in the context of mainstream schooling in Europe, and by focusing on a much-understudied group, namely higher achieving students of immigrant descent enrolled in a German high school.Interdisciplinary series of the Centre for Intercultural and European Studies ;16.MultilingualMehrsprachigkeitIdentityIdentitätIntegrationMultilingualMehrsprachigkeitIdentityIdentitätIntegration407.114355Erduyan IsilDr.aut1836191Hentges GudrunedtHoner AnneedtHinnenkamp VolkeredtPlatzer Hans-WolfgangedtMiAaPQMiAaPQMiAaPQBOOK9910954814803321Multilingual Construction of Identity4414031UNINA