@inbook{66582,
  author       = {{Daase, Andrea and Darmann-Finck, Ingrid and Fenker, Larissa and Fleiner, Micha and Gallusser, Rebekka and Niederhaus, Constanze and Spiekermeier Gimenes, Sina and Stephanow, Valeska}},
  booktitle    = {{Sprachliche Bildung in der Einwanderungsgesellschaft. }},
  editor       = {{Bredthauer, Stefanie and Dünkel, Nora and Gundermann, Angelika and Sahlender, Moritz and Wörfel, Till}},
  publisher    = {{Waxmann}},
  title        = {{{Sprachliche Teilhabe in der Pflegeausbildung stärken – schulische und pflegerische Praxis als Lerngelegenheit aus interdisziplinärer Sicht.}}},
  year         = {{2027}},
}

@article{66580,
  author       = {{Gallusser, Rebekka and Bringmann, Maria and Niederhaus, Constanze}},
  journal      = {{Sprache im Beruf}},
  number       = {{1}},
  publisher    = {{Franz Steiner Verlag}},
  title        = {{{Sprachliche Diversität in der Pflegeausbildung. Orientierungen von Praxisanleitenden zur Mehrsprachigkeit von Auszubildenden.}}},
  volume       = {{10}},
  year         = {{2027}},
}

@techreport{64148,
  author       = {{Elit, Stefan}},
  publisher    = {{LibreCat University}},
  title        = {{{„Rilke ist zu groß für uns“. Lyrische Parodistik als poetologische Praxis}}},
  doi          = {{10.17619/UNIPB/1-2499}},
  year         = {{2026}},
}

@inbook{57744,
  author       = {{Büttner, Denise}},
  booktitle    = {{Subjektivierungstheoretische Fachunterrichtsforschung – Erziehungswissenschaft und Fachdidaktiken im Gespräch}},
  editor       = {{Kuhlmann, Nele and Rabenstein, Kerstin and Roose, Hanna}},
  publisher    = {{Universitätsverlag Göttingen}},
  title        = {{{Wie Deutschunterricht zum ‚monolingualen Normraum der Fähigen‘ wird - Ein Blick auf sprachbezogene Subjektivierung im Medium der unterrichtlichen Sache}}},
  volume       = {{23}},
  year         = {{2026}},
}

@article{65505,
  author       = {{Rosenkranz, A.  and Kuhles, G. and Falkowska, Z. and Jaecks, P.  and von Lehmden, F.  and Büttner-Kunert, J. and Jonas, Kristina}},
  journal      = {{Sprachtherapie aktuell: Forschung – Wissen – Transfer 13(1). dbs Summer School Klinische Linguistik }},
  number       = {{1}},
  pages        = {{e2026}},
  title        = {{{dbs Summer School Klinische Linguistik 2024. Sprachtherapie bei Kindern und Jugendlichen mit Schädel-Hirn-Trauma}}},
  doi          = {{https://doi.org/10.14620/stadbs260401}},
  volume       = {{13}},
  year         = {{2026}},
}

@inbook{65523,
  author       = {{Elit, Stefan}},
  booktitle    = {{Erzählen zwischen gestern und morgen: Nora Bossong. Paderborn, Wintersemester 2024/25}},
  editor       = {{Elit, Stefan and Eke, Norbert Otto}},
  pages        = {{93--112}},
  publisher    = {{Aisthesis}},
  title        = {{{Welterfahrungsspiele und chronotopische Visiten. Reisethemen in Gedichten von Jan Wagner und Nora Bossong}}},
  year         = {{2026}},
}

@book{61870,
  editor       = {{Eke, Norbert and Elit, Stefan}},
  isbn         = {{978-3-8498-2146-3}},
  publisher    = {{Aisthesis Verlag}},
  title        = {{{Erzählen zwischen gestern und morgen. Nora Bossong, Paderborn Wintersemester 2024/25: 43. Paderborner Gastdozentur für Schriftstellerinnen und Schriftsteller}}},
  volume       = {{3}},
  year         = {{2026}},
}

@inbook{65763,
  author       = {{Ballweg, Sandra}},
  booktitle    = {{Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik}},
  editor       = {{Fäcke, Christiane and Plikat, Jochen}},
  pages        = {{ 149–151}},
  publisher    = {{Narr Francke Attempto}},
  title        = {{{Portfolio im Kontext von Mehrsprachigkeit}}},
  year         = {{2026}},
}

@inbook{65762,
  author       = {{Ballweg, Sandra}},
  booktitle    = {{Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik}},
  editor       = {{Fäcke, Christiane and Plikat, Jochen}},
  pages        = {{289--294}},
  publisher    = {{Narr Francke Attempto}},
  title        = {{{Erst-, Zweit- und Mehrsprachenerwerb}}},
  year         = {{2026}},
}

@techreport{65789,
  author       = {{Rohlfing, Katharina J. and Steinhardt, Isabel and Scharlau, Ingrid and Schaper, Niclas and Holtfreter, Susan and Biere, Lea and Grimminger, Angela and Schmidt, Rebecca and Festner, Dagmar Franziska and Schmidt, Rebekka and Buhl, Heike M. and Mindt, Ilka and Karsten, Andrea Ramona and Neiske, Iris and Luft, Sebastian}},
  title        = {{{(Nicht)Nutzung von KI-Werkzeugen in der Lehre: ein Reflexionspapier}}},
  doi          = {{10.17619/UNIPB/1-2576}},
  year         = {{2026}},
}

@inbook{66619,
  abstract     = {{Due to their devastating consequences, so-called century floods attract significant public attention and are therefore covered in nationwide media. In journalistic reporting, numerous conceptual metaphors are used to conceptualise such extreme weather events. This linguistic study investigates how the century flood that occurred in southern Germany in late May and early June 2024 was metaphorically conceptualised in nationwide online journalism by identifying patterns of metaphorical conceptualisation. The analysis draws on the foundations of Conceptual Metaphor Theory as proposed by Lakoff and Johnson (1980), refined through the graded distinction of schematicity levels in conceptual structure proposed in Kövecses (2017, 2020, 2022) Extended Conceptual Metaphor Theory. Accordingly, metaphors are understood as schematically distinguishable mappings of conceptual aspects from source to target areas, through which particular actions are constituted. Adopting a mixed-methods approach that integrates manual with (semi-)automatic analytical procedures, the study reveals that the century flood is predominantly conceptualised through the highly schematic metaphor ZEIT IST SUBSTANZ (›time is substance‹), the less schematic metaphor NATURKATASTROPHEN SIND PERSONEN (›natural disasters are persons‹), and a set of least schematic, elaborating metaphors, namely HOCHWASSER IST GEGNER (›flood is an opponent‹), HOCHWASSER IST ZERSTÖRER (›flood is a destroyer‹) and HOCHWASSER IST MÖRDER (›flood is a murderer‹). From an ecolinguistic perspective, the study critically reflects on how these metaphorical conceptualisations obscure human co-responsibility for the intensity of extreme flood events.}},
  author       = {{Dübbert, Alexander}},
  booktitle    = {{Ökologische Diskurse heute. Inter- und transdisziplinäre Forschung zu globalen Herausforderungen und planetaren Grenzen}},
  editor       = {{Christ, Katharina and Janich, Nina and Lüdicke, Corinna and Simon, Niklas}},
  isbn         = {{978-3-8394-5910-2}},
  keywords     = {{Berichterstattung, Jahrhunderthochwasser, Kognitive Linguistik, konzeptuelle Metapher, Ökolinguistik, Schematizität}},
  pages        = {{171--196}},
  publisher    = {{transcript}},
  title        = {{{Metaphorische Konzeptualisierungen des Jahrhunderthochwassers in Süddeutschland im Spätfrühling 2024. Eine kognitiv-linguistische Analyse der überregionalen, online-journalistischen Berichterstattung}}},
  doi          = {{10.14361/9783839459102-171 }},
  volume       = {{5}},
  year         = {{2026}},
}

@article{66854,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>Investigating the real-time interplay between language and vision has traditionally involved a trade-off between experimental control and interactive setups. To address this challenge, we present a methodological framework that embeds the visual world paradigm (VWP) within a continuous, goal-directed human–robot interaction (HRI) task. By augmenting VWP in an HRI setup to produce standardized yet responsive verbal and non-verbal behaviours, the framework makes it possible to selectively examine comprehension, production, actions and their relation to visual attention in real-time. We demonstrate the utility of the framework through a proof-of-concept manipulating action structure, specifically path and manner, as well as other-initiated repair formats, namely open and restricted requests. The findings show that the setup reliably captures time-locked referential gaze dynamics following comprehension and preceding production processes. They further indicate that differences in action history systematically influence speakers’ pre-verbal cognitive processes and their subsequent linguistic choices. These findings suggest that HRI can provide a useful methodological middle ground to investigate language processes online in a tightly controlled setup without disrupting the interaction. More broadly, the framework offers a test bed for examining whether established psycholinguistic findings extend to HRI setups. At the same time, it provides HRI researchers with an empirical basis for developing adaptive agents informed by online language-vision interaction theories.</jats:p>}},
  author       = {{Singh, Amit and Rohlfing, Katharina J.}},
  issn         = {{0090-6905}},
  journal      = {{Journal of Psycholinguistic Research}},
  number       = {{5}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{A Methodological Framework for Studying Online Language–Vision Interplay in Human–Robot Interaction}}},
  doi          = {{10.1007/s10936-026-10296-z}},
  volume       = {{55}},
  year         = {{2026}},
}

@inbook{66856,
  abstract     = {{<jats:title>Abstract</jats:title>
                  <jats:p>Goals are central to human actions: In fact, human actions are organized toward goals. Already early in human development, human perception becomes biased to goal-directed actions. A characteristic of social interaction is that goals can be shared among involved agents. This is a great benefit for designing sXAI as it allows explanation goals to be collaboratively negotiated. Even more, depending on the goal, users could be dynamically but minimalistically supported in their autonomous actions. Future sXAI developments can benefit from this chapter by recognizing how essential goals are and that they constitute an intersection of individual actions and social ecologies.</jats:p>}},
  author       = {{Rohlfing, Katharina J. and Singh, Amit and Groß, André and Wrede, Britta}},
  booktitle    = {{Social Explainable AI}},
  isbn         = {{9789819652891}},
  publisher    = {{Springer Nature Singapore}},
  title        = {{{Explanation Goals}}},
  doi          = {{10.1007/978-981-96-5290-7_6}},
  year         = {{2026}},
}

@article{66855,
  author       = {{Wildt, Eugenia and Singh, Amit and Rohlfing, Katharina J.}},
  issn         = {{0001-6918}},
  journal      = {{Acta Psychologica}},
  publisher    = {{Elsevier BV}},
  title        = {{{Infants' individual sensitivity to saliency shapes early word learning in social interaction}}},
  doi          = {{10.1016/j.actpsy.2026.106977}},
  volume       = {{266}},
  year         = {{2026}},
}

@article{61463,
  abstract     = {{Vernetztes Wissen ist ein zentrales Lernziel des Hochschulstudiums, insbesondere im interdisziplinär angelegten Studienfach Komparatistik. Um den Aufbau vernetzten Wissens bei Bachelorstudierenden der Komparatistik zu unterstützen, ist in diesem Projekt Portfolioarbeit eingesetzt worden, die als Methode selbsttätigen und selbstreflexiven Lernens geeignet erscheint, zur Auseinandersetzung mit Lerninhalten zu motivieren und zur Kompetenzentwicklung der Studierenden beizutragen. Mittels unstrukturierter Beobachtungen der Portfolioarbeit im Seminar sind inhaltliche Effekte und methodische Entwicklungen erfasst worden. Anhand anteilig quantitativer, überwiegend qualitativer Inhaltsanalysen der Portfolios sind konkrete Vernetzungen zwischen Lerninhalten ermittelt worden. Die Explorationsstudie zeigt veränderte Perspektiven und geweckte Interessen bei den Studierenden durch die Portfolioarbeit sowie vielfältige Kontextualisierungen, Vergleiche und Verknüpfungen in den Portfolios auf und bietet hierdurch einen möglichen Ansatzpunkt für strukturelle Empfehlungen für das Studienfach Komparatistik.}},
  author       = {{Hannebohm, Ronja}},
  issn         = {{2199–8825}},
  journal      = {{die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre}},
  keywords     = {{Portfolioarbeit, portfolio work, vernetztes Wissen, knowledge networks, Beobachtung, naturalistic observation, Inhaltsanalyse, content analysis}},
  pages        = {{65–80}},
  publisher    = {{wbv}},
  title        = {{{Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft}}},
  doi          = {{10.3278/HSL2606W}},
  volume       = {{12}},
  year         = {{2026}},
}

@phdthesis{61464,
  abstract     = {{Was bedeutet es, ‚Mensch‘ zu sein im Zeitalter des entschlüsselten Genoms?

Der eugenetische Roman ist als ein literarisches Genre zu begreifen, das biowissenschaftliche, bioethische und biopoetische Dimensionen miteinander verbindet, um ebendiese Frage auszuloten und hierbei Grenzen und Konstanten des Mensch(lich)en auszuhandeln.

Mindestens seit Darwin und Galton sind die Modifizierung des menschlichen Individuums und die Optimierung der menschlichen Spezies diskutiert worden, spätestens seit den 1980er Jahren haben humangenetische und biotechnologische Entwicklungen den Diskurs neu perspektiviert. Literatur trägt zu diesem Diskurs bei, indem sie Erprobungs- und Reflexionsräume schafft: Sie modelliert menschliche Subjekte, die in eugenetische Zukunftsszenarien eingeschrieben sind, und entwickelt spezifische Erzählweisen, die diese Subjekte, ihre Lebensweisen und ihr Lebenswissen narrativ erfahrbar machen.

Fünf eugenetische Romane der englisch- und deutschsprachigen Gegenwartsliteratur von Margaret Atwoods „The Handmaid’s Tale“ (1985) bis Emma Braslavskys „Leben ist keine Art, mit einem Tier umzugehen“ (2016) werden in der Studie hinsichtlich Subjektmodellierungen und Narrationsweisen im Kontext der Eugenetik untersucht. }},
  author       = {{Hannebohm, Ronja}},
  isbn         = {{978-3-7705-7106-2}},
  keywords     = {{Ethik, Eugenik, Genre, Lebenswissen, Macht, Metamoderne, Narration, Postmoderne, Subjekt, Zukunft}},
  publisher    = {{Brill | Fink}},
  title        = {{{Nach 1984: Biopoethik des eugenetischen Romans}}},
  doi          = {{10.30965/9783846771068}},
  year         = {{2026}},
}

@article{64834,
  abstract     = {{Empirical studies of the past three decades examining children’s written
language acquisition suggest that students are sensitive to the acquisition of structural
patterns even before the explicit teaching of orthographic phenomena. It can
be assumed that structural complexity of the orthographic phenomena could be
important for school acquisition processes. In the longitudinal study „Development of
(Spelling) Writing from Primary to Secondary School“, the acquisition of orthographic
regularities (e. g., <h> spellings, double consonance) was documented for the first
time throughout the entire primary school period. In this article, we focus on word
spellings, which were assessed using picture-word writing at a total of 10 time points
(three assessment points in the 1st and 2nd grades and two assessment points in the
3rd and 4th grades). The subject of the analysis are the language data of children
who participated in all 10 time points (n=77). The data analysis aims to answer the
question of the order in which orthographic regularities are acquired. In accordance
with the above-mentioned assumption, the role of the structural complexity in the
acquisition order will also be examined. To this end, the results will first be examined
descriptively by calculating means and standard deviations. Subsequently, inferential
statistical methods for comparing means (ANOVA and t-test) will be used to test the
significance of the acquisition processes. The results show that children acquire the
orthographic regularities in the following order: <e> spellings in reduction syllables,
syllable-initial <h> in syllabic spellings, morphological spellings in consonantal derivation,
<ie> spellings in main syllables, morphological spellings in vocalic derivation,
and double consonance in syllabic spellings. Furthermore, double consonance and the syllable-initial <h> are correctly realized first in syllabic and then in morphological
spellings. Based on the results, the importance of structural complexity for spelling
acquisition, for example with regard to syllabic and morphological spellings, as well
as the implications of the results for teaching practice are discussed.}},
  author       = {{Drepper, Laura and Topalovic, Elvira}},
  journal      = {{Zeitschrift für germanistische Linguistik (ZGL)}},
  number       = {{2}},
  pages        = {{349--376}},
  title        = {{{Orthographie im Längsschnitt. Zur Rolle schriftstruktureller Komplexität bei Wortschreibungen. }}},
  doi          = {{10.1515/zgl-2026-3002}},
  volume       = {{54}},
  year         = {{2026}},
}

@inbook{56854,
  author       = {{Schuster, Britt-Marie and Bubenhofer, Noah}},
  booktitle    = {{Germanistische Linguistik. Genese, Zustand und Zukunft eines Faches im Spiegel der RGL}},
  editor       = {{Schuster, Britt-Marie and Bubenhofer, Noah and Habermann, Mechthild and Hausendorf, Heiko}},
  pages        = {{1--18}},
  publisher    = {{de Gruyter}},
  title        = {{{Facetten der Germanistischen Linguistik: Bestandsaufnahme und Perspektiven}}},
  year         = {{2025}},
}

@book{56851,
  editor       = {{Schuster, Britt-Marie and Bubenhofer, Noah and Habermann, Mechthild and Hausendorf, Heiko}},
  title        = {{{Germanistische Linguistik. Genese, Zustand und Zukunft eines Faches im Spiegel der RGL}}},
  volume       = {{336}},
  year         = {{2025}},
}

@inbook{56852,
  author       = {{Schuster, Britt-Marie and Georgi, Christopher}},
  booktitle    = {{Germanistische Linguistik. Genese, Zustand und Zukunft eines Faches im Spiegel der RGL}},
  editor       = {{Schuster, Britt-Marie and Bubenhofer, Noah and Habermann, Mechthild and Hausendorf, Heiko}},
  pages        = {{189–220}},
  publisher    = {{de Gruyter}},
  title        = {{{Beispiele geben, Belege anführen und Daten erheben. Diachrone Untersuchung zur Herstellung empirischer Evidenz}}},
  volume       = {{336}},
  year         = {{2025}},
}