@article{32664,
  author       = {{Steigerwald, Jörn}},
  journal      = {{Wolfenbütteler Renaissance- Mitteilungen 34/1, 2012/2013}},
  pages        = {{ 45--63}},
  title        = {{{Äffische Nachahmung: Pietro Aretinos „Sei giornate“}}},
  year         = {{2013}},
}

@article{32642,
  author       = {{Steigerwald, Jörn and Roussillon, Marine}},
  journal      = {{Papers on French Seventeenth Century Literature Literatur XL, 79}},
  pages        = {{337--361}},
  title        = {{{De la comédie érudite à la comédie de salon: Les appropriations de l'Arioste par Molière („L'école des maris“, „L'école des femmes“, „La critique de l'école des femmes“). In: La dispute entre l'Arioste et le Tasse : Les appropriations de deux esthétiques antagonistes au XVIIe siècle en France}}},
  year         = {{2013}},
}

@article{32640,
  author       = {{Steigerwald, Jörn}},
  journal      = {{ Littératures classiques 81, 2013, Le temps des Querelles, sous la direction de Jeanne-Marie Hostiou / Alain Viala }},
  pages        = {{173--183}},
  title        = {{{La querelle des „Suppositi“ de l’Arioste}}},
  year         = {{2013}},
}

@book{33540,
  editor       = {{Rezat, Sara}},
  publisher    = {{Oldenbourg}},
  title        = {{{Selbstbeurteilung. Fördermagazin Sekundarstufe Deutsch. Heft 4/2013}}},
  year         = {{2013}},
}

@article{33631,
  author       = {{Rezat, Sara}},
  journal      = {{Fördermagazin Sekundarstufe 4/2013}},
  pages        = {{5--8}},
  title        = {{{„Ich kann mich doch nicht selbst beurteilen…“ – Wege zur Selbstbeurteilung im Deutschunterricht. Basisbeitrag}}},
  year         = {{2013}},
}

@inbook{33777,
  author       = {{Zierau, Cornelia and Kofer, Martina}},
  booktitle    = {{Chancen der Vielfalt nutzen lernen. Modellprojekt. (= http://www.kommunale-integrationszentren-nrw.de/sites/default/files/public/system/downloads/chancen_der_vielfalt_buch_internetversion_0.pdf)}},
  pages        = {{100--112}},
  title        = {{{„Dann heiße ich doch lieber Pflaume!“. Mehrsprachige Literatur im Sprachförderunterricht}}},
  year         = {{2013}},
}

@inbook{33930,
  author       = {{Famula, Marta}},
  booktitle    = {{Kafka interkulturell. Forschungen der Deutschen Kafka-Gesellschaft}},
  editor       = {{Neumeyer, Harald and Steffens, Wilko}},
  pages        = {{363–372}},
  publisher    = {{Königshausen & Neumann}},
  title        = {{{„F. ist in einem Labyrint [sic!], er wird wohl kaum mehr herauskommen.“ – Mythologische und alttestamentarische Metaphern des Scheiterns in den Texten Franz Kafkas, Friedrich Dürrenmatts und Jorge Luis Borgesʼ}}},
  volume       = {{1 und 2}},
  year         = {{2013}},
}

@inbook{33927,
  author       = {{Famula, Marta}},
  booktitle    = {{Corpora und Canones. Schlesien und andere Räume in Sprache, Literatur und Wissenschaft}},
  editor       = {{Katarzyna Lasatowicz, Maria and Rudolph, Andrea}},
  pages        = {{303–316}},
  publisher    = {{trafo}},
  title        = {{{Narrative Grenzgänger – Identitätskonstruktionen in zeitgenössischer Adoleszenz-Prosa. Annette Pehnts Insel 34 und Harald Grills gehen lernen}}},
  year         = {{2013}},
}

@inbook{33929,
  author       = {{Famula, Marta}},
  booktitle    = {{Auto(r)fiktion. Literarische Verfahren der Selbstkonstruktion}},
  editor       = {{Wagner-Egelhaaf, Martina}},
  pages        = {{183–206}},
  publisher    = {{Aisthesis}},
  title        = {{{Erlebtes, Erkanntes und Fingiertes. Dürrenmatts ästhetisches Konzept der Epistemologie in seinem autobiographischen Projekt Stoffe I-IX}}},
  year         = {{2013}},
}

@book{18530,
  editor       = {{Tophinke, Doris}},
  publisher    = {{(Praxis Deutsch 238)}},
  title        = {{{Kleine Wörter}}},
  volume       = {{238}},
  year         = {{2013}},
}

@article{18211,
  author       = {{Topalovic, Elvira and Tophinke, Doris and Uhl, Benjamin}},
  journal      = {{Praxis Deutsch }},
  pages        = {{22--31}},
  title        = {{{Kleine Wörter - große Wirkung. Text schreiben mit "und", "trotzdem" und "weil"}}},
  volume       = {{238}},
  year         = {{2013}},
}

@article{18210,
  author       = {{Tophinke, Doris}},
  journal      = {{Praxis Deutsch }},
  pages        = {{4--14}},
  title        = {{{Kleine Wörter (Basisartikel)}}},
  volume       = {{238}},
  year         = {{2013}},
}

@book{35916,
  author       = {{Wallmeier, Nadine}},
  pages        = {{306}},
  publisher    = {{Böhlau}},
  title        = {{{Sprachliche Muster in der mittelniederdeutschen Rechtssprache. Zum Sachsenspiegel und zu Stadtrechtsaufzeichnungen des 13. bis 16. Jahrhunderts}}},
  volume       = {{55}},
  year         = {{2013}},
}

@inbook{46435,
  author       = {{Topalović, Elvira}},
  booktitle    = {{Kernbegriffe der Sprachdidaktik Deutsch. Ein Handbuch}},
  editor       = {{Rothstein, Björn and Müller, Claudia}},
  isbn         = {{3-8340-1265-3; 978-3-8340-1265-4}},
  pages        = {{385--388}},
  publisher    = {{Schneider Verlag Hohengehren}},
  title        = {{{Sprachbewusstheit}}},
  year         = {{2013}},
}

@article{36064,
  author       = {{Lorenz, Cornelia}},
  journal      = {{Akten des XII. Internationalen Germanistenkongresses Warschau 2010 „Vielheit und Einheit der Germanistik weltweit“}},
  pages        = {{361--366}},
  publisher    = {{Grucza, Franciszek u.a.}},
  title        = {{{Übernahme von Regionalismen durch Zugezogene}}},
  year         = {{2013}},
}

@article{36066,
  author       = {{Lorenz, Cornelia}},
  journal      = {{ Quaderni di Palazzo Serra 22}},
  pages        = {{135--143}},
  publisher    = {{Università die Genova}},
  title        = {{{Niederdeutsche Lexeme im Regiolekt – eine empirische Studie unter Einheimischen und Zugezogenen in Ostwestfalen}}},
  year         = {{2013}},
}

@book{37716,
  author       = {{Benz, Nadine}},
  isbn         = {{ 978-3847101550}},
  publisher    = {{Vandenhoeck & Ruprecht}},
  title        = {{{(Erzählte) Zeit des Wartens. Semantiken und Narrative eines temporalen Phänomens.}}},
  volume       = {{4}},
  year         = {{2013}},
}

@book{37717,
  author       = {{Heidgen, Michael}},
  publisher    = {{Vandenhoeck & Ruprecht}},
  title        = {{{Inszenierungen eines Affekts: Scham und ihre Konstruktion in der Literatur der Moderne}}},
  volume       = {{5}},
  year         = {{2013}},
}

@inbook{17206,
  abstract     = {{If they are to learn and interact with humans, robots need to understand actions and make use of language in social interactions. Hirsh-Pasek and Golinkoff (1996) have emphasized the use of language to learn actions when introducing the idea of acoustic packaging in human development. This idea suggests that acoustic information, typically in the form of narration, overlaps with action sequences, thereby providing infants with a bottom-up guide to attend to relevant parts and to find structure within them. The authors developed a computational model of the multimodal interplay of action and language in tutoring situations. This chapter presents the results of applying this model to multimodal parent-infant interaction data. Results are twofold and indicate that (a) infant-directed interaction is more structured than adult-directed interaction in that it contains more packages, and these packages have fewer motion segments; and (b) the synchronous structure within infant-directed packages contains redundant information making it possible to solve the reference problem when tying color adjectives to a moving object.}},
  author       = {{Wrede, Britta and Schillingmann, Lars and Rohlfing, Katharina}},
  booktitle    = {{Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence}},
  editor       = {{Gogate, Lakshmi and Hollich, George}},
  isbn         = {{1466629738}},
  pages        = {{224--240}},
  publisher    = {{IGI Global}},
  title        = {{{Making Use of Multi-Modal Synchrony: A Model of Acoustic Packaging to Tie Words to Actions}}},
  doi          = {{10.4018/978-1-4666-2973-8.ch010}},
  year         = {{2013}},
}

@article{17204,
  abstract     = {{In a longitudinal naturalistic study, we observed German mothers interacting with their infants when they were 3 and 6 months old. Pursuing the idea that infants’ attention is socialized in everyday interactions, we explored whether eye contact is reinforced selectively by behavioral modification in the input provided to infants. Applying a microanalytical approach focusing on the sequential organization of interaction, we explored how the mother draws the infant’s attention to herself and how she tries to maintain attention when the infant is looking at her. Results showed that eye contact is reinforced by specific infant-directed practices: interrogatives and conversational openings, multimodal stimulation, repetition, and imitation. In addition, these practices are contingent on the infant’s own behavior. By comparing the two data points (3 and 6 months), we showed how the education of attention evolves hand-in-hand with the developing capacities of the infant.}},
  author       = {{Nomikou, Iris and Rohlfing, Katharina and Szufnarowska, Joanna}},
  issn         = {{1572-0381}},
  journal      = {{Interaction Studies}},
  keywords     = {{interactional adaptation, multimodal input, social learning, ecology of attention, eye contact}},
  number       = {{2}},
  pages        = {{240--267}},
  publisher    = {{John Benjamins Publishing Company}},
  title        = {{{Educating attention: recruiting, maintaining, and framing eye contact in early natural mother-infant interactions}}},
  doi          = {{10.1075/is.14.2.05nom}},
  volume       = {{14}},
  year         = {{2013}},
}