@inbook{32083, author = {{Niederhaus, Constanze}}, booktitle = {{Methoden – Strukturen – Gestaltung: Lerngelegenheiten und Lernen in der „interkulturellen Lehrerbildung“}}, editor = {{Rangosch-Schneck, Elisabeth}}, pages = {{113--132}}, publisher = {{Schneider Verlag Hohengehren}}, title = {{{Verpasste Lerngelegenheit? Eine qualitative Befragung mehrsprachiger Jugendlicher zur Nutzung von Schulbuchtexten und Konsequenzen für die interkulturelle Lehrerbildung}}}, year = {{2014}}, } @inbook{32084, author = {{Niederhaus, Constanze and Günther, Katrin}}, booktitle = {{Leitfaden individuelle Förderung}}, editor = {{Fiebig, Edda and Günther, Katrin and Laake, Andrea and Niederhaus, Constanze and Schäckermann, Udo and Staufenbiel, Grit and Walter, Anja}}, pages = {{145--186}}, publisher = {{Cornelsen Scriptor}}, title = {{{Sprachförderung}}}, year = {{2014}}, } @inbook{31587, author = {{Günther, Katrin and Niederhaus, Constanze}}, booktitle = {{Individuelle Förderung. Leitfaden für berufliche Schulen}}, editor = {{Fiebig, Edda}}, pages = {{145--186}}, publisher = {{Cornelsen Scriptor}}, title = {{{Sprachförderung}}}, year = {{2014}}, } @article{31592, author = {{Günther, Katrin}}, journal = {{Niederrhein-Magazin, 17}}, pages = {{26--29}}, title = {{{„Denkort Denkmal“: Die Sternwarte Bilk und das Zeitfeld}}}, year = {{2014}}, } @article{28353, abstract = {{This article aims to reconceptualize pronunciation teaching and learning according to the tenets of the 2007 MLA Report and its call for translingual/transcultural competence. The critical discussion of current teaching and research practices shows that the realm of pronunciation has benefitted little from debates on intercultural language learning. In order to link the teaching of pronunciation with learner needs in intercultural encounters, this article develops the concept of pronunciation‐as‐language. The theoretical exploration of this concept is supported by a narrative analysis of study-abroad learners’ accounts, contrasting learners’ perceptions of teaching practices with the complex role pronunciation plays in second language‐mediated interactions. The results underline the importance of pedagogical approaches that encourage the critical reflection on and creative use of pronunciation beyond structural elements and native‐speaker norms.}}, author = {{Müller, Mareike}}, issn = {{0015-718X}}, journal = {{Foreign Language Annals}}, keywords = {{critical language awareness, native‐speaker ideal, pronunciation, study abroad, translingual and transcultural competence}}, number = {{2}}, pages = {{213--229}}, title = {{{Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom}}}, doi = {{10.1111/flan.12024}}, volume = {{46}}, year = {{2013}}, } @inbook{28362, author = {{Müller, Mareike}}, booktitle = {{Traditions and Transitions: Curricula for German Studies}}, editor = {{Plews, John L. and Schmenk, Barbara}}, isbn = {{978-1554584314}}, pages = {{105--124}}, publisher = {{Wilfrid Laurier University Press}}, title = {{{Pronunciation training without the native speaker? Reframing teaching and learning objectives in German as a Foreign Language curricula}}}, year = {{2013}}, } @article{32104, author = {{Kiefer, Björn and Niederhaus, Constanze and Balzani, Daniel and Bobisch, Christian A. and Gerharz, Eva and Kruggel-Emden, Harald and Schwarz, Alexander and Thielbörger, Pierre and Weiss, Gregor N. F.}}, journal = {{Journal Hochschuldidaktik (24, 1-2)}}, pages = {{7--10}}, title = {{{Anreizsysteme – Eine Möglichkeit zur Verbesserung der universitären Lehre?}}}, year = {{2013}}, } @inbook{32109, author = {{Niederhaus, Constanze}}, booktitle = {{Beruf – Bildung – Migration. Beiträge zur Qualifizierung des Beruflichen Bildungspersonals aus der Perspektive Migration}}, editor = {{Rangosch-Schneck, Elisabeth}}, pages = {{73--88}}, publisher = {{Schneider Verlag Hohengehren}}, title = {{{Mehrsprachigkeit und Deutsch als Zweitsprache in der Lehrerbildung für die beruflichen Schulen. Ein Modulkonzept und dessen kritische Reflexion}}}, year = {{2013}}, } @inbook{32110, author = {{Niederhaus, Constanze}}, booktitle = {{Ausbildungsvorbereitung im Deutschunterricht der Sekundarstufe I. Die sprachlich-kommunikativen Facetten von „Ausbildungsfähigkeit“}}, editor = {{Efing, Christian}}, pages = {{257--273}}, publisher = {{Peter Lang}}, title = {{{Zur ausbildungsvorbereitenden Förderung der Lesekompetenz in der Sekundarstufe I}}}, year = {{2013}}, } @article{32107, author = {{Niederhaus, Constanze}}, journal = {{Info DaF (40, 6)}}, pages = {{553--583}}, title = {{{„Die Schüler verstehen es nicht und wenn sie es nicht verstehen, dann nutzt auch die fachliche Richtigkeit nix.“ Zum Einsatz und zur Nutzung von Fachtexten und Fachkundebüchern in mehrsprachigen Lernergruppen der beruflichen Bildung - die Perspektive der Lehrerinnen und Lehrer}}}, year = {{2013}}, } @article{32111, author = {{Niederhaus, Constanze and Schäfer, Andrea}}, journal = {{Hamburger eLearning-Magazin (10)}}, pages = {{36--38}}, title = {{{DaZ macht Schule! Ein Blended-Learning-Szenario für die Lehrerausbildung im Bereich Deutsch als Zweitsprache}}}, year = {{2013}}, } @misc{32134, author = {{Günther, Katrin and Laxczkowiak, Jana and Niederhaus, Constanze and Wittwer, Franziska}}, publisher = {{Cornelsen Verlag}}, title = {{{Sprachförderung im Fachunterricht an beruflichen Schulen}}}, year = {{2013}}, } @misc{31607, author = {{Günther, Katrin and Laxczkowiak, J. and Niederhaus, C. and Wittwer, F.}}, publisher = {{Cornelsen}}, title = {{{Sprachförderung im Fachunterricht an beruflichen Schulen}}}, year = {{2013}}, } @book{31610, author = {{Ballweg, Sandra and Drumm, Sandra and Hufeisen, Britta and Klippel, Johanna and Pilypaityte, Lina}}, publisher = {{Klett-Langenscheidt}}, title = {{{dll – deutsch lehren lernen 2. Wie lernt man die Fremdsprache Deutsch? Fort- und Weiterbildung weltweit}}}, year = {{2013}}, } @inbook{31832, author = {{Ballweg, Sandra}}, booktitle = {{Methoden empirischer Fremdsprachenforschung im Prozess – ein Blick hinter die Kulissen aktueller Forschungsprojekte (MatDaF 88)}}, editor = {{Cerri, Chiara and Jentges, Sabine and Stork, Antje}}, pages = {{21--35}}, publisher = {{Universitätsverlag}}, title = {{{Portfolioarbeit im fremdsprachlichen Schreibunterricht. Annäherung an das Forschungsfeld}}}, year = {{2012}}, } @inbook{31833, author = {{Ballweg, Sandra}}, booktitle = {{Multikompetent – multimedial – multikulturell? Aktuelle Tendenzen in der DaF-Lehrerausbildung}}, editor = {{Adamczak-Krysztofowicz, Sylwia and Stork, Antje}}, pages = {{147--158}}, publisher = {{Lang}}, title = {{{ePortfolios – Mediale Unterstützung in der DaF-/DaZ-Lehrerausbildung}}}, year = {{2012}}, } @article{31834, author = {{Ballweg, Sandra and Schmidtsdorf, Sven and Sommer, Janina}}, journal = {{Deutsch als Zweitsprache 1}}, pages = {{9--25}}, title = {{{DaZ im schulischen Schreib-Lese-Zentrum – Ansätze zur Förderung der schriftsprachlichen Kompetenzen von Schülerinnen und Schülern mit Migrationshintergrund}}}, year = {{2012}}, } @article{32112, author = {{Niederhaus, Constanze}}, journal = {{Praxis Deutsch. Zeitschrift für den Deutschunterricht (233)}}, pages = {{42--47}}, title = {{{Diagramme verstehen und schriftlich beschreiben}}}, year = {{2012}}, } @phdthesis{28357, abstract = {{This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations. My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning. The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation.}}, author = {{Müller, Mareike}}, publisher = {{University of Waterloo}}, title = {{{Learners' identity negotiations and beliefs about pronunciation in study abroad contexts}}}, year = {{2011}}, } @article{31835, author = {{Ballweg, Sandra and Bräuer, Gerd}}, journal = {{Fremdsprache Deutsch 45/2}}, pages = {{3--11}}, title = {{{Portfolioarbeit im Fremdsprachenunterricht – Yes, we can! }}}, year = {{2011}}, }