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Auflistung Working Papers nach Organisationeinheit "Institute of Language Competence (ILC)"
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Publikation Communicative competence and didactic challenges : a case study of English-medium instruction in third-level education in Switzerland(ZHAW Zürcher Hochschule für Angewandte Wissenschaften, 2016-03) Studer, Patrick; Suter Reich, Virginia; Kelly, Paul; Müller, AndreaLooking in greater detail at the role of lecturers, this publication reports results of a project introducing English as a medium of instruction in a bachelor-level programme in the natural sciences offered by a university of applied sciences in German-speaking Switzerland. The three papers in this publication focus on key aspects arising from the pilot phase, outlining challenges involved when functioning communities of practice are disrupted by the change of the medium of communication as well as communicative processes that are at work in creating a new community of practice on the basis of English as a lingua franca.Publikation Energiediskurse in der Schweiz : anwendungsorientierte Erforschung eines mehrsprachigen Kommunikationsfelds mittels digitaler Daten(ZHAW Zürcher Hochschule für Angewandte Wissenschaften, 2018) Stücheli-Herlach, Peter; Ehrensberger-Dow, Maureen; Dreesen, PhilippÖffentliche Diskurse über Energiepolitik spielen eine entscheidende Rolle, wenn es darum geht, die «Energiestrategie 2050» der Schweizer Regierung erfolgreich umzusetzen. Das interdisziplinäre Forschungsprojekt «Energiediskurse in der Schweiz» untersucht Muster des öffentlichen Sprachgebrauchs zum Thema. Solche Muster bilden die Grundlage für das öffentliche Verständnis der Themen und Kontroversen im demokratischen Dialog und in der vernetzten Innovation. Das vorliegende «Working Paper» präsentiert das dreijährige Projekt in seinen theoretischen und methodischen Grundzügen ebenso wie ausgewählte Ergebnisse des ersten Projektjahrs. Dazu gehören der Aufbau und die Annotation des digitalen Swiss-AL-Textkorpus ebenso wie Vergleiche zwischen dem Sprachgebrauch in den drei Landessprachen Deutsch, Französisch und Italienisch. So kann beispielsweise der Einfluss von Ereignissen wie der Nuklearkatastrophe in Fukushima Daiichi nachgezeichnet werden, in dem die Hinweise auf das Ereignis über die Jahre hinweg gemessen werden. Zudem gibt es erste Hinweise und Belege dafür, dass die verschiedenen Sprachen den öffentlichen Diskurs über Energiefragen auch unterschiedlich gestalten. Bestimmte Wortkombinationen stehen für Konzepte wie «erneuerbare», «Wind-», «Solar-», «Nuklear-» oder «fossile» Energien, wobei diese Konzepte in den verschiedenen Sprachen unterschiedlich gewichtet sind. Argumentationsstrategien beispielsweise in Bezug auf die «erneuerbaren Energien» scheinen sich ebenfalls zu unterscheiden, so dass es angezeigt ist, in der Fortsetzung des Projekts die nationalen und regionalen Diskurse je für sich und detaillierter zu untersuchen. Im Fokus der nächsten Projektphasen werden systematische Analysen zu diskursiven Kontroversen und Koalitionen stehen, um Diskursnetzwerke zwischen relevanten Akteuren zu identifizieren.Publikation Exploring European Writing Cultures : Country Reports on Genres, Writing Practices and Languages Used in European Higher Education(ZHAW Zürcher Hochschule für Angewandte Wissenschaften, 2016-03) Kruse, Otto; Chitez, Madalina; Rodriguez, Brittany; Castelló, Montserrat; Gruber, Helmut; Sofianou-Mullen, Filitsa; Rienecker, Lotte; Stray Jørgenson, Peter; Delcambre, Isabelle; Breuer, Esther; Schindler, Kirsten; Kitis, Eliza; Hatzitheodorou, Anna-Maria; Kontouli, Cleopatra; Mattheoudakis, Marina; Vogt, Irene; Majchrzak, Ola; Salski, Łukasz; Álvares Pereira, Luísa; Graça, Luciana; Marques, Rute; Cardoso, Inês; Borchin, Mirela; Doroholschi, Claudia; Mateos, Mar; Castells, Núria; Iñesta, Anna; Cuevas, Isabel; Solé, Isabel; Illie, Cornelia; Peyer, Elisabeth; Coffin, Caroline; Donohue, Jim; Peake, Kelly; Yakhontova, Tatyana; Kaluzhna, Halyna; Fityo, Tetyana; Mazin, Dmytro; Morenets, Volodymyr; Kruse, Otto; Chitez, Madalina; Rodriguez, Brittany; Castelló, MontserratAt European universities, writing is a traditional way of learning, assessment, and independent study, but it is handled in an implicit, tradition-based way that has only recently been contrasted with and supported by a more explicit writing ped-agogy. Still, little systematic knowledge is available about the pedagogical ap-proaches to writing, writing practices, and genres across Europe and much of it is codified in the national languages without correlation to internationally accept-ed terminology and theories. This book explores the writing cultures of Europe, nation by nation, and reports the idiosyncrasies for each respective country. The reports are based on a 17-item topic list used by the authors to collect data be-fore synthesizing the results. Next to writing practices and genres, a high level of emphasis was placed on the structure of educational systems, the languages in use, and the kind of support provided for student writers. Note: This research project has been conducted within the framework of COST Action IS0703 “European Research Network on Learning to Write Effectively”, funded by the European Union. We are also thankful to Christiane Donahue, Eliza Kitis, Charles Bazerman, Helmut Gruber, and David Russell for their cooperation and support in this project.Publikation Implementing global competences in higher education in Switzerland : conceptual considerations(ZHAW Zürcher Hochschule für Angewandte Wissenschaften, 2024) Studer, Patrick; Bürki, Jacqueline; McGury, SandraAt a time when higher education institutions (HEIs) are shifting their focus from mobility to internationalisation at home and global engagement, this working paper analyses conceptual considerations relevant to the integration of global competences in higher education in Switzerland. This working paper is divided into two main sections. First, it introduces graduate attributes relating to global competences as a reference framework for curriculum development. Second, it examines global competences from the perspective of Swiss higher education, with a particular focus on Universities of Applied Sciences. In summary, these two sections outline relevant parameters essential for the development of impactful global competences programmes in higher education. In einer Zeit, in welcher Hochschulen ihren Fokus von der Mobilität auf die Internationalisierung im Inland und das globale Engagement verlagern, stellt dieses Arbeitspapier konzeptionelle Überlegungen vor, die für die Integration globaler Kompetenzen in die Hochschulbildung der Schweiz relevant sind. Dieses Arbeitspapier gliedert sich in zwei zentrale Abschnitte. Zunächst werden Graduate Attributes von Hochschulabsolvierenden, die sich auf globale Kompetenzen beziehen, als Referenzrahmen für die Curriculumsentwicklung vorgestellt. Zweitens werden globale Kompetenzen aus der Perspektive des Schweizer Hochschulwesens, insbesondere der Fachhochschulen, genauer analysiert. Zusammenfassend skizzieren die zwei Teile des Arbeitspapiers relevante Parameter, die für die Entwicklung wirkungsvoller Programme zur Vermittlung globaler Kompetenzen berücksichtigt werden müssen.Publikation Linguistic diversity in cooperative work processes of task-oriented teams(ZHAW Zürcher Hochschule für Angewandte Wissenschaften, 2012) Manchen Spörri, Sylvia; Hohenstein, ChristianeDue to the internationalisation of companies and the immigration into Switzerland, Swiss companies today employ people from different backgrounds and with different mother tongues on all hierarchy levels. Thus, multilingual teams are becoming more common. The lingua franca, or common working language in these teams is often English or German; for many team members these are foreign or second languages. So far, research has paid too little attention to the linguistic challenges multilingual teams face and to the strategies they employ to efficiently master their communicative tasks. Even though several studies within organisational psychology and small group research look at the relationship between cultural diversity and group performance, they limit interculturality to values and ethnicity without or only implicitly taking into account language, thus neglecting its impact. On the other hand, communication in teams is being researched linguistically, but not from the angle of communicative efficiency and teamwork optimisation. Consequently, language diversity and strategies of coping with language diversity in team communication are mostly absent in psychological research and communicative efficiency is only a minor subject in organisational psychology. The main goal is to analyse how communicative efficiency in multilingual company-internal teams is attained. Our research question is whether communicative efficiency depends on the team’s ability to manage its diversity of languages, i.e. to master specific linguistic and communicative challenges in the company appropriately. Since the project is at the intersection of linguistic communication and team performance in organisations, it calls for an approach that combines linguistic methods with methods of organisational psychology and that is based on action theory and functional-pragmatic communication analysis as a common framework, combining qualitative and quantitative approaches. The data from two partner companies serve as case studies which are compared in a contrastive design. The findings of the study will help our partners in practice to foster multilingual teams and to establish a best-practice model that may be adapted for the use with other teams. This contrastive design with two partners in practice each having their own specific linguistically diverse work groups, enables an exemplary approach to linguistically diverse work groups, which are most common in this form in a large number of Swiss companies. As contrastive case studies they therefore help to gain new insights into the research area.Publikation Schreiben an der Universität Konstanz : Eine Befragung von Studierenden und Lehrenden(ZHAW Zürcher Hochschule für Angewandte Wissenschaften, 2015) Kruse, Otto; Meyer, Heike; Everke Buchanan, StefanieIn a joint project of the Writing Centre of the University of Constance and the Language Competence Centre of the Zurich University of Applied Sciences, all students and faculty of the University of Constance were asked to participate in a survey with the European Writing Questionnaire. The EWQ is a multilingual electronic tool to study academic writing practices with a special focus on contrastive analyses of writing cultures. The parallel item construction of the questionnaire allows comparing the data of students and faculty on similar issues. The report briefly outlines the situation of student writers at the University of Constance and then gives an account of the most interesting results of the undergraduate Bachelor degree programs as well as those of the study program Law which awards a Staatsexamen degree. Results show clear differences for many variables between the three disciplinary groups into which the university is divided (Sciences, Humanities, Politics/Law/Economy). Evaluations of students and faculty converge in many ways but show marked differences in the assessment of student language and writing skills. Student data show a high increase in the positive evaluations of their own writing skills during their studies (comparisons between 2nd and 6th semester). The genre descriptions which the faculty members were asked for (all of which are documented) show a clear preference for scientific over reflective and professional genres. Results of the study are discussed in terms of their implications for the writing centre work at the University of Constance.