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The Art of Foreign Language Teaching : Improvisation and Drama in Teacher Development and Language Learning / / Peter Lutzker
| The Art of Foreign Language Teaching : Improvisation and Drama in Teacher Development and Language Learning / / Peter Lutzker |
| Autore | Lutzker Peter |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Tübingen, : Narr Francke Attempto Verlag, 2022 |
| Descrizione fisica | 1 online resource (569 pages) |
| Disciplina | 792.071 |
| Soggetto topico |
foreign language teaching
foreign language learning didactics digitalization of education education standardization education Teacher Development Language Learning Improvisation Dram Language Teaching as an Art The Arts in Teacher Education Drama in Foreign Language Learning performative approach Waldorf education Focusing Sprachwissenschaft Englisch Edition Linguistik Test Drama Standard Journal Education WHO Tide Stevick Curran Maley Mario control-Obsessed Lutzker Waldorf Alan Teacher Dufeu Humanising digitalization Rinvolucri shelves General thinker test-Oriented humanistic Majo |
| ISBN | 3-8233-9501-7 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Acknowledgements -- Introduction to the 2nd Edition -- i Relevant Developments in Foreign Language Teacher Education and Language Learning -- ii Performative-Artistic Approaches within Traditional Frameworks -- Introduction to the 1st Edition -- Part I: Teaching as an Art -- 1 Concepts of Teaching -- 1.1 The Models of Science and Business -- 1.2 The Model of Teaching as an Art -- 1.2.1 The Origins of Teaching as an Art: The Sophists -- 1.2.2 Socrates -- 1.2.3 Plato -- 1.2.4 European Humanism and the Art of Teaching -- 1.2.5 Schiller: Aesthetic Education -- 1.2.6 Developments in the 19th and 20th Century -- 1.2.7 The Teacher as Artist - Die Kunsterziehungsbewegung -- 1.2.8 The Teacher as Artist - Waldorf Education -- 1.2.9 Reform Movements - Overview -- 1.2.10 The Teacher as Artist: Later Developments in Germany -- 1.3 Anglo-American Traditions - William James -- 1.3.1 Art and Education - John Dewey -- 1.3.2 The Teacher as Researcher - Lawrence Stenhouse -- 1.3.3 The Concept of Teaching as a Performing Art -- 1.3.4 Teaching as a Performing Art - Dillon and Travers -- 1.3.5 L. Rubin - Artistry in Teaching -- 1.3.6 Relevance for Teacher Training -- 1.3.7 Seymour Sarason - Teaching as a Performing Art -- 1.3.8 Teaching as Improvisational Performance - R. K. Sawyer -- 1.4 Conclusions -- 2 In-Service Language Teacher Development: Goals and Concepts -- 2.1 In-Service Courses for Language Teachers - Rationale and Forms -- 2.2 Expectations and Realities -- 2.3 Goals of Language Teacher Development -- 2.4 Affecting Teacher Change in In-Service Courses -- 2.5 In-Service Development and Burnout -- 2.6 Conclusions -- 3 Steiner Schools' In-Service Training for English Teachers: The English Week -- 3.1 The Concept of the English Week.
3.2 Forms and Principles of the Drama Workshops -- 3.3 Literature in Performance: A Drama Workshop at the English Week -- 4 An Empirical Study of Clowning Courses with Vivian Gladwell - Research Design -- 4.1 The Choice of the Clowning Courses -- 4.2 Research Goals -- 4.3 Description of the Courses: Observation and Participation -- 4.4 Interviews -- 4.5 Research Inquiry and Data Triangulation -- 4.6 Research Inquiry - 'Thick Description' -- 4.7 Internal Validity -- 4.8 External Validity: The Representative Nature of the Data -- 4.9 The Initial Hypothesis -- 5 Discovering the Clown Within: Background to Clowning Courses with Vivian Gladwell -- 5.1 Background: Vivian Gladwell and Bataclown -- 5.2 Bataclown and Carl Rogers -- 5.3 Clowning in the Social Professions -- 5.4 Clowning and Deep Ecology -- 6 Clowning Workshops for Language Teachers with Vivian Gladwell -- 6.1 The General Structure of the Workshops -- 6.2 The Warm-Ups -- 6.2.1 The Opening Warm-Ups -- 6.2.2 Breath -- 6.2.3 Massage -- 6.2.4 The Warm-Ups as an Inner and Group Process -- 6.3 Games and Play -- 6.3.1 Games of Imitation and Mirroring -- 6.3.2 Games of Playful Confusion -- 6.3.3 Games of Listening and Perceiving -- 6.3.4 Word Games: Creating Stories -- 6.3.5 The End of the Second Phase -- 6.4 The First Improvisations -- 6.4.1 An Introductory Exercise: Entering the Stage and Encountering an Object -- 6.4.2 The Solo-Improvisation -- 6.4.3 Feedback Sessions after the Improvisations -- 6.4.4 Partner Improvisations -- 6.4.5 Exercises in Groups of Three or More -- 6.5 The End of the Workshops -- 7 Responses to the Research Inquiry -- 7.1 Feedback Responses: Breakdown According to Course -- 7.1.1 Breakdown of Responses According to Gender -- 7.1.2 Breakdown of Responses According to Country -- 7.1.3 Summary. 7.2 The Participants' Responses -- 7.2.1 Expectations -- 7.2.2 Warm-Ups and Games -- 7.2.3 The Element of Play -- 7.2.4 The First Improvisations: Fears and Release -- 7.2.5 "Nothing can go Wrong" -- 7.2.6 The Breakthroughs: "You become more alive…" -- 7.3 Personal Developments and their Consequences -- 7.3.1 Growth and Discovery -- 7.3.2 "Living in the Moment" -- 7.3.3 Empathy and Perception -- 7.3.4 The Embodiment of Language -- 7.3.5 Breaking Routines -- 8 Discussion of the Participants' Responses -- 8.1 Clowning in the Context of In-Service Teacher Development -- 8.2 Evaluating the Initial Hypothesis -- 8.3 Warm-Ups in Artistic Work and Clowning -- 8.3.1 The Intermediary 'Space' of Play -- 8.3.2 Motor Attitude and Behavior: Judgements of the Muscles -- 8.3.3 Proprioception and Communication -- 8.3.4 Consequences for In-Service Development -- 8.3.5 Related Developments in In-Service Language Teacher Training -- 8.4 The Improvisations /Experiencing the 'Empty Space' -- 8.4.1 Genuineness in Clowning and Teaching -- 8.4.2 Genuineness and Teacher Change -- 8.4.3 The Art of Improvisation and the 'Here and Now' -- 8.4.4 Developing Receptivity and Acceptance in Clowning and Teaching -- 8.4.5 Sympathy and Caring in Clowning and Teaching -- 8.4.6 Developing Awareness in the Classroom: Perspectives in Teacher Education -- 8.5 Breaking Routines, Avoiding Burnout and 'Learning to Forget' -- 8.5.1 The Practical Knowledge of Teachers (Erfahrungswissen) and Affecting Teacher Change -- 8.5.2 Affecting Change and Confronting Insecurities -- 8.6 In-Service Development in a Hermeneutic Context -- 8.6.1 Parallels to the Clowning Workshops: The Role of Stillness -- 8.6.2 'Not Knowing' in Clowning and Hermeneutics -- 8.6.3 Contrasts and Distinctions between the Courses. 8.7 Parker Palmer's Courage to Teach Retreats -- 8.7.1 Parallels to the Clowning Workshops: Personal Knowledge and 'Objective' Knowledge -- 8.7.2 Contrasts and Parallels -- 8.8 Maxine Greene and The Lincoln Center Institute -- 8.9 Learning the Art of Clowning and the Art of Teaching -- 8.9.1 Attaining Artistry in the Performing Arts -- 8.9.2 Artistry and Effectiveness in Teaching/Two Views of the World -- 8.10 Clowning, Teaching and the Hermeneutic Circle of Learning -- 9 Conclusions -- 9.1 The Initial Hypothesis -- 9.2 The Meaning of the Clowning Courses for the Participants -- 9.2.1 The Sensory-Affective Dimension of Clowning -- 9.2.2 Play and Regeneration -- 9.2.3 Clowning and Acceptance -- 9.2.4 Attentiveness and Receptivity -- 9.2.5 Personal Growth and Development -- 9.2.6 The Parts and the Whole -- Part II: Dramatic Processes and Foreign LanguageLearning -- 10 Dramatic Processes and Language Teaching -- 10.1 Historical Overview -- 10.2 Related Developments in the 20th Century: Drama in Education -- 10.3 Drama in Modern Foreign Language Teaching -- 10.3.1 Dramatic Techniques: Maley and Duff -- 10.3.2 Towards a Pedagogy of Being: The Work of Bernard Dufeu -- 10.3.3 Im Haus der Sprache wohnen: Ruth Huber's Approach to Theatre in Language Learning -- 10.3.4 Drama in EFL School Classrooms -- 10.4 Research on Drama-Based Approaches to Foreign Language Learning -- 11 Research Methods -- 11.1 Case Studies in Educational Research -- 11.1.1 Case Studies and the Teacher as Researcher -- 11.1.2 Relevant Distinctions between Practitioner Research and this Study -- 11.2 Research Design for the Study of the Class Play/The Conceptual Framework -- 11.3 The Initial Hypothesis -- 11.3.1 Research Questions -- 11.4 Relevant Methodological Considerations. 11.5 Collecting "Thick" Research Data - Research Inquiries -- 11.5.1 Interviews with Groups of Pupils -- 11.5.2 Parent's Perspectives -- 11.5.3 Teacher's Perspectives -- 11.5.4 Field Notes - Teacher's Log -- 11.5.5 Videos of Rehearsals and Performances -- 11.6 Data Triangulation and Method Triangulation -- 12 The Class Play in the 10th Grade 2004-2005: Framework and Circumstances -- 12.1 Class Plays in the Düsseldorf Steiner School -- 12.2 The Tenth Grade Play in the Year 2004-2005: My Relation to the Class and the Background of the Class -- 12.3 The Planning of the School Year 2004-2005 and the Choice of the Play -- 12.4 Choosing the Roles/Casting -- 12.5 Setting up the Rehearsal Timetable -- 12.6 Added Responsibilities -- 13 The Pupils' Perspectives: A Cross-Sectional Examination of the Research Inquiries -- 13.1 The Pupils' Expectations -- 13.1.1 The Success of the Play -- 13.1.2 Enjoying Work and Avoiding Stress -- 13.1.3 Working Together and Coming Together -- 13.1.4 Pupils' Concerns -- 13.1.5 Personal Development and Goals -- 13.2 Discussion of the Initial Research Inquiry -- 13.3 The First Rehearsal Phase: Second Research Inquiry -- 13.3.1 Learning the Text and Exploring the Role -- 13.3.2 Pupils' Comments on the Rehearsals -- 13.3.3 The Development of Language Capabilities -- 13.3.4 Complaints and The Rehearsal Organization and Schedule -- 13.4 Discussion of the Second Research Inquiry -- 13.5 In the Middle of the Rehearsal Process: Research Inquiry 3 -- 13.5.1 The Difficulties of "Having to Imagine Everything" -- 13.5.2 Advice to the Director -- 13.5.3 Entering into their Roles -- 13.5.4 Rehearsals with Students as Directors -- 13.5.5 The Rehearsal Organization -- 13.5.6 Reflections on Their Own Work -- 13.6 Discussion of the Third Research Inquiry. 13.7 The Final Phases - Fourth Research Inquiry. |
| Record Nr. | UNINA-9911117437203321 |
Lutzker Peter
|
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| Tübingen, : Narr Francke Attempto Verlag, 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The Art of Foreign Language Teaching : Improvisation and Drama in Teacher Development and Language Learning / / Peter Lutzker
| The Art of Foreign Language Teaching : Improvisation and Drama in Teacher Development and Language Learning / / Peter Lutzker |
| Autore | Lutzker Peter |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Tübingen, : Narr Francke Attempto Verlag, 2022 |
| Descrizione fisica | 1 online resource (569 pages) |
| Disciplina | 792.071 |
| Soggetto topico |
foreign language teaching
foreign language learning didactics digitalization of education education standardization education Teacher Development Language Learning Improvisation Dram Language Teaching as an Art The Arts in Teacher Education Drama in Foreign Language Learning performative approach Waldorf education Focusing Sprachwissenschaft Englisch Edition Linguistik Test Drama Standard Journal Education WHO Tide Stevick Curran Maley Mario control-Obsessed Lutzker Waldorf Alan Teacher Dufeu Humanising digitalization Rinvolucri shelves General thinker test-Oriented humanistic Majo |
| ISBN | 3-8233-9501-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Acknowledgements -- Introduction to the 2nd Edition -- i Relevant Developments in Foreign Language Teacher Education and Language Learning -- ii Performative-Artistic Approaches within Traditional Frameworks -- Introduction to the 1st Edition -- Part I: Teaching as an Art -- 1 Concepts of Teaching -- 1.1 The Models of Science and Business -- 1.2 The Model of Teaching as an Art -- 1.2.1 The Origins of Teaching as an Art: The Sophists -- 1.2.2 Socrates -- 1.2.3 Plato -- 1.2.4 European Humanism and the Art of Teaching -- 1.2.5 Schiller: Aesthetic Education -- 1.2.6 Developments in the 19th and 20th Century -- 1.2.7 The Teacher as Artist - Die Kunsterziehungsbewegung -- 1.2.8 The Teacher as Artist - Waldorf Education -- 1.2.9 Reform Movements - Overview -- 1.2.10 The Teacher as Artist: Later Developments in Germany -- 1.3 Anglo-American Traditions - William James -- 1.3.1 Art and Education - John Dewey -- 1.3.2 The Teacher as Researcher - Lawrence Stenhouse -- 1.3.3 The Concept of Teaching as a Performing Art -- 1.3.4 Teaching as a Performing Art - Dillon and Travers -- 1.3.5 L. Rubin - Artistry in Teaching -- 1.3.6 Relevance for Teacher Training -- 1.3.7 Seymour Sarason - Teaching as a Performing Art -- 1.3.8 Teaching as Improvisational Performance - R. K. Sawyer -- 1.4 Conclusions -- 2 In-Service Language Teacher Development: Goals and Concepts -- 2.1 In-Service Courses for Language Teachers - Rationale and Forms -- 2.2 Expectations and Realities -- 2.3 Goals of Language Teacher Development -- 2.4 Affecting Teacher Change in In-Service Courses -- 2.5 In-Service Development and Burnout -- 2.6 Conclusions -- 3 Steiner Schools' In-Service Training for English Teachers: The English Week -- 3.1 The Concept of the English Week.
3.2 Forms and Principles of the Drama Workshops -- 3.3 Literature in Performance: A Drama Workshop at the English Week -- 4 An Empirical Study of Clowning Courses with Vivian Gladwell - Research Design -- 4.1 The Choice of the Clowning Courses -- 4.2 Research Goals -- 4.3 Description of the Courses: Observation and Participation -- 4.4 Interviews -- 4.5 Research Inquiry and Data Triangulation -- 4.6 Research Inquiry - 'Thick Description' -- 4.7 Internal Validity -- 4.8 External Validity: The Representative Nature of the Data -- 4.9 The Initial Hypothesis -- 5 Discovering the Clown Within: Background to Clowning Courses with Vivian Gladwell -- 5.1 Background: Vivian Gladwell and Bataclown -- 5.2 Bataclown and Carl Rogers -- 5.3 Clowning in the Social Professions -- 5.4 Clowning and Deep Ecology -- 6 Clowning Workshops for Language Teachers with Vivian Gladwell -- 6.1 The General Structure of the Workshops -- 6.2 The Warm-Ups -- 6.2.1 The Opening Warm-Ups -- 6.2.2 Breath -- 6.2.3 Massage -- 6.2.4 The Warm-Ups as an Inner and Group Process -- 6.3 Games and Play -- 6.3.1 Games of Imitation and Mirroring -- 6.3.2 Games of Playful Confusion -- 6.3.3 Games of Listening and Perceiving -- 6.3.4 Word Games: Creating Stories -- 6.3.5 The End of the Second Phase -- 6.4 The First Improvisations -- 6.4.1 An Introductory Exercise: Entering the Stage and Encountering an Object -- 6.4.2 The Solo-Improvisation -- 6.4.3 Feedback Sessions after the Improvisations -- 6.4.4 Partner Improvisations -- 6.4.5 Exercises in Groups of Three or More -- 6.5 The End of the Workshops -- 7 Responses to the Research Inquiry -- 7.1 Feedback Responses: Breakdown According to Course -- 7.1.1 Breakdown of Responses According to Gender -- 7.1.2 Breakdown of Responses According to Country -- 7.1.3 Summary. 7.2 The Participants' Responses -- 7.2.1 Expectations -- 7.2.2 Warm-Ups and Games -- 7.2.3 The Element of Play -- 7.2.4 The First Improvisations: Fears and Release -- 7.2.5 "Nothing can go Wrong" -- 7.2.6 The Breakthroughs: "You become more alive…" -- 7.3 Personal Developments and their Consequences -- 7.3.1 Growth and Discovery -- 7.3.2 "Living in the Moment" -- 7.3.3 Empathy and Perception -- 7.3.4 The Embodiment of Language -- 7.3.5 Breaking Routines -- 8 Discussion of the Participants' Responses -- 8.1 Clowning in the Context of In-Service Teacher Development -- 8.2 Evaluating the Initial Hypothesis -- 8.3 Warm-Ups in Artistic Work and Clowning -- 8.3.1 The Intermediary 'Space' of Play -- 8.3.2 Motor Attitude and Behavior: Judgements of the Muscles -- 8.3.3 Proprioception and Communication -- 8.3.4 Consequences for In-Service Development -- 8.3.5 Related Developments in In-Service Language Teacher Training -- 8.4 The Improvisations /Experiencing the 'Empty Space' -- 8.4.1 Genuineness in Clowning and Teaching -- 8.4.2 Genuineness and Teacher Change -- 8.4.3 The Art of Improvisation and the 'Here and Now' -- 8.4.4 Developing Receptivity and Acceptance in Clowning and Teaching -- 8.4.5 Sympathy and Caring in Clowning and Teaching -- 8.4.6 Developing Awareness in the Classroom: Perspectives in Teacher Education -- 8.5 Breaking Routines, Avoiding Burnout and 'Learning to Forget' -- 8.5.1 The Practical Knowledge of Teachers (Erfahrungswissen) and Affecting Teacher Change -- 8.5.2 Affecting Change and Confronting Insecurities -- 8.6 In-Service Development in a Hermeneutic Context -- 8.6.1 Parallels to the Clowning Workshops: The Role of Stillness -- 8.6.2 'Not Knowing' in Clowning and Hermeneutics -- 8.6.3 Contrasts and Distinctions between the Courses. 8.7 Parker Palmer's Courage to Teach Retreats -- 8.7.1 Parallels to the Clowning Workshops: Personal Knowledge and 'Objective' Knowledge -- 8.7.2 Contrasts and Parallels -- 8.8 Maxine Greene and The Lincoln Center Institute -- 8.9 Learning the Art of Clowning and the Art of Teaching -- 8.9.1 Attaining Artistry in the Performing Arts -- 8.9.2 Artistry and Effectiveness in Teaching/Two Views of the World -- 8.10 Clowning, Teaching and the Hermeneutic Circle of Learning -- 9 Conclusions -- 9.1 The Initial Hypothesis -- 9.2 The Meaning of the Clowning Courses for the Participants -- 9.2.1 The Sensory-Affective Dimension of Clowning -- 9.2.2 Play and Regeneration -- 9.2.3 Clowning and Acceptance -- 9.2.4 Attentiveness and Receptivity -- 9.2.5 Personal Growth and Development -- 9.2.6 The Parts and the Whole -- Part II: Dramatic Processes and Foreign LanguageLearning -- 10 Dramatic Processes and Language Teaching -- 10.1 Historical Overview -- 10.2 Related Developments in the 20th Century: Drama in Education -- 10.3 Drama in Modern Foreign Language Teaching -- 10.3.1 Dramatic Techniques: Maley and Duff -- 10.3.2 Towards a Pedagogy of Being: The Work of Bernard Dufeu -- 10.3.3 Im Haus der Sprache wohnen: Ruth Huber's Approach to Theatre in Language Learning -- 10.3.4 Drama in EFL School Classrooms -- 10.4 Research on Drama-Based Approaches to Foreign Language Learning -- 11 Research Methods -- 11.1 Case Studies in Educational Research -- 11.1.1 Case Studies and the Teacher as Researcher -- 11.1.2 Relevant Distinctions between Practitioner Research and this Study -- 11.2 Research Design for the Study of the Class Play/The Conceptual Framework -- 11.3 The Initial Hypothesis -- 11.3.1 Research Questions -- 11.4 Relevant Methodological Considerations. 11.5 Collecting "Thick" Research Data - Research Inquiries -- 11.5.1 Interviews with Groups of Pupils -- 11.5.2 Parent's Perspectives -- 11.5.3 Teacher's Perspectives -- 11.5.4 Field Notes - Teacher's Log -- 11.5.5 Videos of Rehearsals and Performances -- 11.6 Data Triangulation and Method Triangulation -- 12 The Class Play in the 10th Grade 2004-2005: Framework and Circumstances -- 12.1 Class Plays in the Düsseldorf Steiner School -- 12.2 The Tenth Grade Play in the Year 2004-2005: My Relation to the Class and the Background of the Class -- 12.3 The Planning of the School Year 2004-2005 and the Choice of the Play -- 12.4 Choosing the Roles/Casting -- 12.5 Setting up the Rehearsal Timetable -- 12.6 Added Responsibilities -- 13 The Pupils' Perspectives: A Cross-Sectional Examination of the Research Inquiries -- 13.1 The Pupils' Expectations -- 13.1.1 The Success of the Play -- 13.1.2 Enjoying Work and Avoiding Stress -- 13.1.3 Working Together and Coming Together -- 13.1.4 Pupils' Concerns -- 13.1.5 Personal Development and Goals -- 13.2 Discussion of the Initial Research Inquiry -- 13.3 The First Rehearsal Phase: Second Research Inquiry -- 13.3.1 Learning the Text and Exploring the Role -- 13.3.2 Pupils' Comments on the Rehearsals -- 13.3.3 The Development of Language Capabilities -- 13.3.4 Complaints and The Rehearsal Organization and Schedule -- 13.4 Discussion of the Second Research Inquiry -- 13.5 In the Middle of the Rehearsal Process: Research Inquiry 3 -- 13.5.1 The Difficulties of "Having to Imagine Everything" -- 13.5.2 Advice to the Director -- 13.5.3 Entering into their Roles -- 13.5.4 Rehearsals with Students as Directors -- 13.5.5 The Rehearsal Organization -- 13.5.6 Reflections on Their Own Work -- 13.6 Discussion of the Third Research Inquiry. 13.7 The Final Phases - Fourth Research Inquiry. |
| Record Nr. | UNINA-9911153928503321 |
| Lutzker Peter | ||
| Tübingen, : Narr Francke Attempto Verlag, 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Bildspuren – Sprachspuren : Postkarten als Quellen zur Mehrsprachigkeit in der späten Habsburger Monarchie / Karin Almasy, Heinrich Pfandl, Eva Tropper
| Bildspuren – Sprachspuren : Postkarten als Quellen zur Mehrsprachigkeit in der späten Habsburger Monarchie / Karin Almasy, Heinrich Pfandl, Eva Tropper |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Bielefeld, : transcript Verlag, 2020 |
| Descrizione fisica | 1 online resource (340 pages) : illustrations (black and white); digital file(s) |
| Disciplina | 900 |
| Collana | Histoire |
| Soggetto topico |
Postkarte
Postcard Mehrsprachigkeit Multilinguism Habsburger Monarchie Habsburg Monarchy Alltagsgeschichte Everyday History Kurznachrichtenträger News Carrier Alltagskommunikation Everyday Communication Fotografie Photography Untersteiermark Microhistory Mikrogeschichte Tourism Eisenbahn Tourismus Marburg Bourgeoisie Bürgertum Middle Class Slowenien In Traditional Costume Tracht Steiermark Krain Galicia Galizien Kärnten Nationalism South Tyrol Nationalismus Südtirol 1. World War 1. Weltkrieg Cultural History Language Kulturgeschichte Sprache Image Bild Linguistics Sprachwissenschaft Visual Studies Bildwissenschaft European History History Europäische Geschichte Geschichtswissenschaft |
| ISBN |
9783839449981
3839449987 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Frontmatter 1 Inhalt 5 Vorwort 7 Postkarten anders lesen 9 Polyglottes Habsburg 23 Linguistic Landscapes auf Postkarten 45 Postkartengeschichte(n) 75 Wie die Nadel im Heuhaufen 101 Drei Städte im Vergleich: Laibach, Lemberg, Czernowitz 137 Beobachtungen zum Slowenischen in handschriftlichen Mitteilungstexten auf Postkarten der Untersteiermark zwischen 1890 und 1918 173 Von Schienen, Schloten und Schulen 195 Vor der Erfindung der Tradition in der Steiermark - Trachtpostkarten ohne "Tracht" 219 Motiv Stadt, Motiv Mensch 237 Multiethnische Mobilisierung in der Habsburgermonarchie am Beispiel der Kriegsbildkarten 1914/15 269 ,Deutsch' oder ,slawisch'? 295 "Gegen die feindliche Fremdherrschaft" 315 Autorinnen und Autoren 337 |
| Altri titoli varianti | Almasy et al. (Hg.), Bildspuren – Sprachspuren Postkarten als Quellen zur Mehrsprachigkeit in der späten Habsburger Monarchie |
| Record Nr. | UNINA-9910418355503321 |
| Bielefeld, : transcript Verlag, 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Bulgarien-jahrbuch 2011 / / herausgegeben von Sigrun Comati ... [et al.]
| Bulgarien-jahrbuch 2011 / / herausgegeben von Sigrun Comati ... [et al.] |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Munich, Germany, : Verlag Otto Sagner, c2012 |
| Descrizione fisica | 1 online resource (215 p.) |
| Disciplina | 914.977043 |
| Altri autori (Persone) | ComatiSigrun |
| Collana | Bulgarien-Jahrbuch |
| Soggetto topico |
FOR024000
2011 Bulgarien Comati Gesemann Helmut Jahrbuch Krauß Linguistik Philologie Politik Raiko Schaller Sigrun Sprachwissenschaft Wolfgang |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910418272403321 |
| Munich, Germany, : Verlag Otto Sagner, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Forschungshandbuch empirische Schreibdidaktik / / Michael Becker-Mrotzek, Joachim Grabowski, Torsten Steinhoff
| Forschungshandbuch empirische Schreibdidaktik / / Michael Becker-Mrotzek, Joachim Grabowski, Torsten Steinhoff |
| Edizione | [1st, New ed.] |
| Pubbl/distr/stampa | Münster, : Waxmann, 2016 |
| Descrizione fisica | 1 online resource (404 p.) |
| Soggetto topico |
Sprachwissenschaft
Linguistik Schreibkompetenz Textproduktion Textlinguistik Graphomotorik Schreibdidaktik Textqualitität Forschungsmethoden Schreibwerkzeuge Schreibtraining kooperatives Schreiben Schreibprozess Unterricht Schulpädagogik Sprachdidaktik Pädagogische Psychologie Empirische Bildungsforschung |
| ISBN | 3-8309-8432-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910156307903321 |
| Münster, : Waxmann, 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Grundlagen der sprachlichen Bildung / / Michael Becker-Mrotzek, Ingrid Gogolin, Hans-Joachim Roth, Petra Stanat, Irit Bar-Kochva, Michael Becker-Mrotzek, Nora von Dewitz, Aileen Edele, Timo Ehmke, Johanna Fleckenstein, Christoph Gantefort, Kerstin Göbel, Ingrid Gogolin, Ilonca Hardy, Marcus Hasselhorn, Sofie Henschel, Birgit Heppt, Gisela Kammermeyer, Marianne Krüger-Potratz, Diemut Kucharz, Mona Massumi, Detmar Meurers, Jens Möller, Ingelore Oomen-Welke, Jennifer Paetsch, Susanne Prediger, Angelika Redder, Hans-Joachim Roth, Josef Schrader, Hannes Schröter, Pauline Schröter, Elmar Souvignier, Petra Stanat, Henrike Terhart, Rosemarie Tracy, Yasemin Uçan, Zarah Weiß, Till Woerfel
| Grundlagen der sprachlichen Bildung / / Michael Becker-Mrotzek, Ingrid Gogolin, Hans-Joachim Roth, Petra Stanat, Irit Bar-Kochva, Michael Becker-Mrotzek, Nora von Dewitz, Aileen Edele, Timo Ehmke, Johanna Fleckenstein, Christoph Gantefort, Kerstin Göbel, Ingrid Gogolin, Ilonca Hardy, Marcus Hasselhorn, Sofie Henschel, Birgit Heppt, Gisela Kammermeyer, Marianne Krüger-Potratz, Diemut Kucharz, Mona Massumi, Detmar Meurers, Jens Möller, Ingelore Oomen-Welke, Jennifer Paetsch, Susanne Prediger, Angelika Redder, Hans-Joachim Roth, Josef Schrader, Hannes Schröter, Pauline Schröter, Elmar Souvignier, Petra Stanat, Henrike Terhart, Rosemarie Tracy, Yasemin Uçan, Zarah Weiß, Till Woerfel |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Münster, : Waxmann, 2023 |
| Descrizione fisica | 1 online resource (231 pages) |
| Disciplina | 410 |
| Collana | Sprachliche Bildung |
| Soggetto topico |
Erziehungswissenschaft
Bildung Sprachwissenschaft Mehrsprachigkeit Sprachentwicklung Bildungssprache sprachliche Bildung in Bildungsinstitutionen sprachliches Lernen Deutsch als Fremdsprache Bilingualität sprachbildender Unterricht Forschung und Transfer zu sprachlicher Bildung Sprachbildung Sprachförderung Schulpädagogik Sprachdidaktik sprachliche Kompetenzen Spracherwerb |
| ISBN | 3-8309-9775-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910872250303321 |
| Münster, : Waxmann, 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intention - Bedeutung - Kommunikation : kognitive und handlungstheoretische Grundlagen der Sprachtheorie / Gerhard Preyer ... (Hrsg.)
| Intention - Bedeutung - Kommunikation : kognitive und handlungstheoretische Grundlagen der Sprachtheorie / Gerhard Preyer ... (Hrsg.) |
| Pubbl/distr/stampa | Frankfurt am Main, : Humanities Online, 2001 |
| Descrizione fisica | Online-Datei |
| Altri autori (Persone) | PreyerGerhard <1945-> |
| Soggetto topico |
Handlungstheorie
Kognitive Psychologie Sprachtheorie Kognition - Sprache Sprache - Kognition Sprachwissenschaft |
| ISBN | 978-3-934157-16-3 |
| Classificazione |
CC 7750
CI 1120 MR 5100 MR 5250 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9911070826103321 |
| Frankfurt am Main, : Humanities Online, 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Intention - Bedeutung - Kommunikation : kognitive und handlungstheoretische Grundlagen der Sprachtheorie / Gerhard Preyer ... (Hrsg.)
| Intention - Bedeutung - Kommunikation : kognitive und handlungstheoretische Grundlagen der Sprachtheorie / Gerhard Preyer ... (Hrsg.) |
| Pubbl/distr/stampa | Frankfurt am Main, : Humanities Online, 2001 |
| Descrizione fisica | Online-Datei |
| Altri autori (Persone) | PreyerGerhard <1945-> |
| Soggetto topico |
Handlungstheorie
Kognitive Psychologie Sprachtheorie Kognition - Sprache Sprache - Kognition Sprachwissenschaft |
| ISBN | 978-3-934157-16-3 |
| Classificazione |
CC 7750
CI 1120 MR 5100 MR 5250 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNISA-996715909303316 |
| Frankfurt am Main, : Humanities Online, 2001 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Jeux de mots et créativité : Langue(s), discours et littérature / / edite par Bettina Full et Michelle Lecolle
| Jeux de mots et créativité : Langue(s), discours et littérature / / edite par Bettina Full et Michelle Lecolle |
| Autore | Lecolle Michelle |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | De Gruyter, 2018 |
| Descrizione fisica | 1 online resource (vi, 287 pages) |
| Disciplina | 400 |
| Collana | The Dynamics of Wordplay |
| Soggetto topico |
Plays on words
Puns and punning Constrained writing Language creativity Linguistics Literature Literaturwissenschaft Semiotics Semiotik Sprachliche Kreativität Sprachwissenschaft LANGUAGE ARTS & DISCIPLINES / Linguistics / General |
| ISBN |
9783110518016
3110518015 9783110519884 3110519887 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Nota di contenuto | Jeux de mots et créativité - Introduction / Full, Bettina / Lecolle, Michelle -- Jeu de mots et forme dans la poésie médiévale - Guillaume IX d'Aquitaine et les Fatrasies d'Arras / Full, Bettina -- Entre créativité et motivation. Les jeux de mots chez Rabelais / Bonhomme, Marc -- Jeu de mots, jeu phonique et anagramme dans la réflexion linguistique de Saussure / Testenoire, Pierre-Yves -- Gangue maternelle et tangage châtié : une littérature de jeunesse au risque ludique de la dyslexie / Jeandillou, Jean-François -- Règles de l'orthographe et contraintes de l'Oulipo : jeux de dupes ? / Loubet-Poëtte, Vanessa -- Créativité et potentialités du jeu de mots. Pratiques et concepts oulipiens / Poier-Bernhard, Astrid -- Méli-mélodit des mots dans le slam. Une étude multilingue / Vorger, Camille -- Traditions discursives et variantes du jeu : la dynamique des blagues en comble dans les langues romanes / Winter-Froemel, Esme -- La créativité verbale dans les devinettes : points de vue cumulatifs, assertions non sérieuses et sous-énonciation / Rabatel, Alain -- La créativité verbale dans l'espace urbain : l'exemple de l'enseigne commerciale / Hammer, Françoise -- Résumés et mots clés en anglais -- Liste des contributeurs/contributrices et éditrices. |
| Record Nr. | UNINA-9910309741003321 |
| Lecolle Michelle | ||
| De Gruyter, 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Jeux de mots et créativité : Langue(s), discours et littérature / / edite par Bettina Full et Michelle Lecolle
| Jeux de mots et créativité : Langue(s), discours et littérature / / edite par Bettina Full et Michelle Lecolle |
| Pubbl/distr/stampa | Berlin ; ; Boston : , : De Gruyter, , [2018] |
| Descrizione fisica | 1 online resource (vi, 287 pages) |
| Disciplina | 400 |
| Collana | The Dynamics of Wordplay |
| Soggetto topico |
Play on words
Puns and punning Constrained writing Language creativity Linguistics Literature Literaturwissenschaft Semiotics Semiotik Sprachliche Kreativität Sprachwissenschaft LANGUAGE ARTS & DISCIPLINES / Linguistics / General |
| Soggetto non controllato |
Constrained writing
Language creativity Linguistics Literature Semiotics |
| ISBN |
3-11-051801-5
3-11-051988-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | fre |
| Nota di contenuto | Jeux de mots et créativité - Introduction / Full, Bettina / Lecolle, Michelle -- Jeu de mots et forme dans la poésie médiévale - Guillaume IX d'Aquitaine et les Fatrasies d'Arras / Full, Bettina -- Entre créativité et motivation. Les jeux de mots chez Rabelais / Bonhomme, Marc -- Jeu de mots, jeu phonique et anagramme dans la réflexion linguistique de Saussure / Testenoire, Pierre-Yves -- Gangue maternelle et tangage châtié : une littérature de jeunesse au risque ludique de la dyslexie / Jeandillou, Jean-François -- Règles de l'orthographe et contraintes de l'Oulipo : jeux de dupes ? / Loubet-Poëtte, Vanessa -- Créativité et potentialités du jeu de mots. Pratiques et concepts oulipiens / Poier-Bernhard, Astrid -- Méli-mélodit des mots dans le slam. Une étude multilingue / Vorger, Camille -- Traditions discursives et variantes du jeu : la dynamique des blagues en comble dans les langues romanes / Winter-Froemel, Esme -- La créativité verbale dans les devinettes : points de vue cumulatifs, assertions non sérieuses et sous-énonciation / Rabatel, Alain -- La créativité verbale dans l'espace urbain : l'exemple de l'enseigne commerciale / Hammer, Françoise -- Résumés et mots clés en anglais -- Liste des contributeurs/contributrices et éditrices. |
| Record Nr. | UNISA-996309073103316 |
| Berlin ; ; Boston : , : De Gruyter, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Soggetto topico
-
Sprachwissenschaft
(28)
- Linguistik (10)
- Linguistics (9)
- Mehrsprachigkeit (7)
- Sprache (7)