Com O Feitiço das Línguas, Carlos Taibo mistura alhos com bugalhos, com elegância e erudição, ao enlear sem dó o género literário da Autobiografia com o ramo da Linguística, num apaixonante relato contado com engenho e grandes doses de humor. Se, como arma a Linguística moderna, a língua não é apenas um simples sistema de regras mas uma instituição sociocultural constitutiva da nossa identidade individual e coletiva, com certeza não há melhor modo de o materializar do que escrevendo um livro como este.

As a result of migration, more than 25% of Romanian L1 speakers live outside of Romania and Moldova. In the meantime, a large number of 2nd generation speakers have also become part of this group. Despite this, there has not been much research into Romanian as a language of migrants. The volume Romanian in the Context of Migration brings together contributions on the Romanian language in Europe and North America in the context of current migration linguistics.

Sprachlehr- und -lernforschung und Fremdsprachendidaktik haben sich interessanterweise, obwohl doch das Lehren und Lernen von Sprachen im Zentrum ihrer Arbeit steht, bis vor kurzem kaum mit der Konzeption, den Gelingensbedingungen und der Qualität ihrer eigenen (Hochschul )Lehre befasst. Vor diesem Hintergrund beschäftigte sich die 44. Frühjahrskonferenz zur Erforschung des Fremdsprachenunterrichts mit Konzepten, Lehrveranstaltungsformaten und Tools der fremd- und zweitsprachendidaktischen Hochschullehre und diskutierte leitende Prinzipien ihrer Gestaltung und Kriterien, anhand derer die Qualität der Lehre in den Fremd- und Zweitsprachendidaktiken bemessen werden kann. In den Blick genommen wurden zudem die Fort- und Weiterbildung von bereits praxiserfahrenen Lehrpersonen bzw. Quer-/Seiteneinsteiger:innen sowie die Gewinnung des wissenschaftlichen Nachwuchses.
Der Band dokumentiert die überarbeiteten Stellungnahmen der Teilnehmer:innen der 44. Frühjahrskonferenz zur Erforschung des Fremdsprachenunterrichts.

Dieser Band stellt verschiedene Lebens- und Lernbereiche rund um Mehrsprachigkeit und Mehrsprachenlernen vor und fokussiert dabei gesellschaftliche Mehrsprachigkeit sowie schulisches und universitäres Mehrsprachenlernen. Er beleuchtet den Komplex der Herkunftssprachen im Verhältnis zur Umgebungs- und Zielfremdsprache Deutsch, diskutiert Gesamtsprachencurricula und reflektiert die Sprachenarbeit mit Geflüchteten. Alle Beiträge sind wissenschaftlich fundiert, richten sich sprachlich an Studierende und veranschaulichen die Sachverhalte durch Beispiele nicht nur aus deutschsprachigen Ländern, um zu verdeutlichen, dass Mehrsprachenlernen ein globales Phänomen mit je ähnlichen oder auch ganz unterschiedlichen Herausforderungen und Vorzügen ist und sich die Auseinandersetzung damit lohnt. Die Aufgaben ermuntern zur Reflexion der eigenen Mehrsprachigkeit bzw. der eigenen Lebens- und Lernsituation im gesellschaftlichen und institutionellen Umfeld.

This book offers a collection of papers tackling aspects in the fields of Applied Linguistics, discourse analysis, teaching and translation. The contributions cover topics of special interest to scholars and researchers in these fields such as language acquisition through the exploration of different L2 learners’ experiences; translation studies including the difficulties of finding suitable equivalences between legal systems; critical discourse analysis applied to the discourse of intimate partner violence against women; post-humanism; stylistic variation in contemporary English. The volume also shows the increasing interdisciplinarity between computer science and linguistics, as evidence of the new path this interaction is leading to. The book is a resource for researchers and general users interested in the computer branch and its contribution to Linguistics.

Actualmente no es fácil desligar el aprendizaje de lenguas de su evaluación y, por consiguiente, de la certificación lingüística. Podría decirse que el trinomio dominio de la lengua-evaluación–certificación lingüística es el modelo más común a la hora de aprender lenguas en el momento actual.
Este trabajo se centra en la investigación sobre certificación lingüística, en general, y en la certificación lingüística para fines profesionales de las lenguas que más se estudian en los campus europeos.

This book contains an original collection of contributions that deal with the use of a methodology based on, driven, or assisted by corpora to analyse language from a gender perspective. Specialist software is also used to answer the research questions addressed in every chapter. The papers selected examine English or Spanish texts and focus on the employment of gender-related words in several types of discourse (e.g., adventure tourism promotion, the Humanities, literature, legal texts, or social media). The authors cover these topics from different approaches to identify new features on how language use portrays the female and the male genders. Overall, this volume shows the power of the so-called Corpus Linguistics to understand the connection between language and gender. Therefore, this is a sample of the intersection of these three elements, forming the pivot of the monograph and offering, at the same time, analysis techniques that can be replicated.

Perceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 stu-dents’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-na-tive speaking teachers, regardless of the language under scrutiny.Keywords: English language teaching, native speakerism, minority language teachingPerceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 stu-dents’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-na-tive speaking teachers, regardless of the language under scrutiny.Keywords: English language teaching, native speakerism, minority language teachingPerceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 stu-dents’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-na-tive speaking teachers, regardless of the language under scrutiny

Perceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 students’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-native speaking teachers, regardless of the language under scrutiny.

Keywords: English language teaching, native speakerism, minority language teaching

Modularer und linearer Aufbau mit Fokus auf allen vier Fertigkeiten
Intensives Strategietraining und induktive Grammatikvermittlung
Aufgaben zur Mediation wie Sprachmittlung und plurikulturelle Kompetenz
Große Aufgabenvielfalt mit Binnendifferenzierung, Flüssigkeitstraining u.v.m.
Extraseiten zu „Kommunikation in Alltag und Beruf“
Landeskundliche Porträts aus Deutschland, Österreich und der Schweiz
Authentische Dokumentarfilme zur Landeskunde
Grammatik-, Redemittel- und Strategieclips
Audios, Videos, Wörterquiz, Lesequiz u.v.m. online verfügbar
Vorbereitung auf die Prüfungen Goethe-/ÖSD-Zertifikat B1 und telc Deutsch B1