ICEF at the Higher School of Economics

Scientific Conference (2013)

Das Ich auf dem Bildschirm. Thomas Glavinics Die Arbeit der Nacht (2006) und das Subjekt im Zeitalter audiovisueller Medien.

in van Bebber, Jörg (Ed.) Dawn of an Evil Millennium. Horror und Kultur im neuen Jahrtausend. (2011)

"Ich bin ein Nerd, holt mich hier raus!" Was Hochbegabtenstereotype mit uns machen

Conference given outside the academic context (2019)

„Ich hab gleich Krea.“ Kreative Schule I : So könnte Kreativität als Fach in die Schulen kommen.

in Ramge, Thomas (Ed.) jetzt neu : Wie wir eine kreative(re) Gesellschaft werden (2010)

„Ich habe mich mit meiner Begabung arrangiert“ : Wie integrieren Hochbegabte ihren ambivalenten Minderheitenstatus in ihre Identität?

Scientific Conference (2015)

„ich kann kein französisch“ – oder wie lässt sich der Sprachstand im Früherwerb des Französischen bestimmen?

in Ziegler, Gudrun; Franceschini, Rita (Eds.) Beobachtungen zum Früherwerb Französisch: Ein Arbeitsbuch für Studierende und Lehrkräfte (2006)

„Ich werde eingetaucht / in vás“? Peter Waterhouses 'Prosperos Land' als Dynamisierung von T.S. Eliots 'The Waste Land'

in Interlitteraria (2020), 25(2), 507-621

The assumption of the existence of well discernible national languages is at odds with the dynamic nature of language. It is part of the so-called “monolingual paradigm” and therefore implies inextricably ... [more ▼]

The assumption of the existence of well discernible national languages is at odds with the dynamic nature of language. It is part of the so-called “monolingual paradigm” and therefore implies inextricably linking people to their mother tongue, which is in turn tied to one respective ethnicity, culture and nation. However, languages are not always clearly discernible from one another and do not always appear in fixed, static forms. Instead, language is subject to dynamic changes, which are at the same time subject to political interests and language policies. The poems presented in this article exemplify how modern and contemporary poetry can use the conjuncture of multilingualism and ambiguity to create a sense of language dynamics themselves. Their poetics simultaneously question and make use of the assumption of static multilingualism. They unfold political problems from it and awaken in their readers a desire for proactive reading and (language) change. T. S. Eliot’s The Waste Land already problematizes the coexistence of the European languages as a challenge for understanding, suggesting that languages as well as their speakers might be untranslatably shut-off from each other. However, the poem also creates surprising synergistic effects from its multilingualism and ambiguity. This way, it invites its readers to connect and cross over (language) borders in an adaptive and poetic manner, stressing the importance and capability of poetry and learning for intercultural understanding. Prosperos Land by Peter Waterhouse perpetuates and even surpasses this movement. As the ambivalent bilingual, intertextual and ambiguous title suggests, the poem challenges the possibility of linguistic as well as national demarcation from the start. Moving away from strict language borders and rules, the poem highlights the transformative magic of an almost childish exploration of language itself. [less ▲]

„Ich will mein altes Leben zurück“ – Einblicke in die veränderten Beziehungen, Aktivitäten und das Wohlbefinden luxemburgischer Kinder in der Pandemie

in Diskurs Kindheits- und Jugendforschung (2022)

The Covid-19 pandemic has changed children's lives. This paper presents the changes during the pandemic of children’s well-being, relationships and everyday activities from the perspective of six to ... [more ▼]

The Covid-19 pandemic has changed children's lives. This paper presents the changes during the pandemic of children’s well-being, relationships and everyday activities from the perspective of six to twelve-year-olds in Luxembourg. The data draw on interviews carried out in 2020 and standardised surveys in 2020 and 2021. The results show that all children were affected by the pandemic but experienced it differently. Many children expressed fears and worries right at the beginning of the pandemic and these emotions intensified over time. Their leisure time activities shifted from more outside to more domestic activities during the pandemic which in our view corresponds to an intermediate “domestication of childhood”. The survey in the summer of 2021 confirms that many of these changes remained or intensified. [less ▲]

»Ich will, dass Emile auf jeden Fall ein Handwerk erlernt« – Bildungsideale im Spannungsfeld von ›Arbeit‹, ›Muße‹ und ›Müßiggang‹ um 1800

Report (2017)

Ich wollte le chien sein. Die Rolle des Code-switching beim Sprachenlernen und Unterrichten

in Franceschini, Rita; Ziegler, Gudrun (Eds.) Beobachtungen zum Früherwerb Französisch in der Grundschule (2007)