Učenje jezika i romski učenici – primjer Slovenije

The paper comprises a theoretical discussion and an empirical investigation of how Roma pupils position, perceive and assess Slovene as a language, and how successfully they learn Slovene as the official language and the language of the environment, as well as foreign languages (German and English) compared to non-Roma students. In the first part of the paper, theoretical considerations on the current (foreign) language learning tendencies, on the official status of both Slovene and Romani in Slovenia, and on the influential didactic (foreign) language-learning concept are presented and substantiated by an extensive quantitative empirical study, which includes a third of all Roma pupils in Slovenia. The study yielded both the expected results and highly interesting additional findings, which will require a thorough analysis by experts and education providers alike, and consequently may lead to certain fundamental changes in (foreign) language learning concepts.Ovaj rad prikazuje teorijsku raspravu i empirijsko istraživanje o tome kako romski učenici rangiraju, shvaćaju i procjenjuju slovenski kao jezik, kako uspješno mogu naučiti slovenski kao službeni jezik i jezik okoline, te kako uspješno mogu naučiti i strane jezike (njemački i engleski) u usporedbi s učenicima koji nisu Romi. U prvome dijelu rada prikazana su teorijska razmišljanja o aktualnim tendencijama u učenju stranoga jezika, o službenome položaju slovenskoga i romskoga jezika u Sloveniji, te o utjecajnom didaktičkom pojmu učenja (stranoga) jezika. Ta razmišljanja potkrijepljena su opsežnim kvantitativnim empirijskim istraživanjem koje je obuhvatilo jednu trećinu svih romskih učenika u Sloveniji. Istraživanje je dovelo do očekivanih rezultata i vrlo zanimljivih dodatnih rezultata koji zahtijevaju detaljnu analizu stručnjaka i svih uključenih u obrazovne aktivnosti, a u konačnici mogu dovesti do određenih temeljnih promjena u pojmovima o učenju (stranoga) jezika

Association of circadian rhythm genes ARNTL/BMAL1 and CLOCK with multiple sclerosis

Prevalence of multiple sclerosis varies with geographic latitude. We hypothesized that this fact might be partially associated with the influence of latitude on circadian rhythm and consequently that genetic variability of key circadian rhythm regulators, ARNTL and CLOCK genes, might contribute to the risk for multiple sclerosis. Our aim was to analyse selected polymorphisms of ARNTL and CLOCK, and their association with multiple sclerosis. A total of 900 Caucasian patients and 1024 healthy controls were compared for genetic signature at 8 SNPs, 4 for each of both genes. We found a statistically significant difference in genotype (ARNTL rs3789327, P = 7.5.10(-5); CLOCK rs6811520 P = 0.02) distributions in patients and controls. The ARNTL rs3789327 CC genotype was associated with higher risk for multiple sclerosis at an OR of 1.67 (95% CI 1.35-2.07, P = 0.0001) and the CLOCK rs6811520 genotype CC at an OR of 1.40 (95% CI 1.13-1.73, P = 0.002). The results of this study suggest that genetic variability in the ARNTL and CLOCK genes might be associated with risk for multiple sclerosis

Aktuelle Lehrwerke für den DaF-Unterricht unter dem Aspekt der Phraseodidaktik. Current Textbooks for Teaching German as a Foreign Language

Scientific and technical findings in recent decades have witnessed an upturn in phraseology research as well as in phraseodidactics. It could therefore be expected that topical school textbooks would already reflect these findings. This contribution analyzes the number and the frequency of idioms as well as their value in the current school textbooks for teaching German as a foreign language at the B2 level. These have been developed by the big, German-speaking publishing companies, Langenscheidt, Hueber and Klett, and are used worldwide for teaching German as a foreign language. The findings are discussed and relevant didactic guidelines formulated for an optimal pedagogical approach to idioms in teaching German as a foreign language.Die wissenschaftlichen und fachlichen Erkenntnisse in den letzten Jahrzehnten bezeugen einen Aufschwung in der Phraseologieforschung sowie Phraseodidaktik. Aufgrund dieser Feststellung könnte man u. a. erwarten, dass die aktuellen Lehrwerke diese Erkenntnisse bereits widerspiegeln. Dieser Beitrag hat das Ziel, das Quantum und die Frequenz von Phrasemen sowie ihren Stellenwert in den für den DaF-Unterricht aktuellen Lehrwerken für das Niveau B2 der großen deutschsprachigen Verlage Langenscheidt, Hueber und Klett, die weltweit für den DaFUnterricht verwendet werden, zu analysieren. Die Ergebnisse werden diskutiert und relevante didaktische Richtlinien für ein didaktisches Optimum an Phrasemen für den DaF-Unterricht formuliert

Online-Wörterbücher als potenzielles Hilfsmittel beim Sprichwortlernen am Beispiel DaF

Since proverbs constitute a natural part of every language and dictionaries are indispensable medial aids in foreign language teaching, the article addresses the question of whether and to what extent proverbs are present in three different types of dictionaries. Furthermore, this study examines whether the observed decreasing frequency of proverbs is reflected in a decreasing presence of proverbs in these dictionaries. With the results of this survey, an important desideratum is filled, since the topicality and relevance of proverbs for students of foreign languages have not yet been systematically studied in the literature. Ultimately, some paremio-didactic guidelines will be briefly outlined that aim at an improved presence of proverbs in dictionaries and should thus favourably affect foreign language teaching.Ausgehend davon, dass Sprichwörter einen natürlichen Teil jeder Sprache darstellen und das Wörterbuch ein unabdingbarer Bestandteil jedes Fremdsprachenunterrichts ist, widmet sich der Beitrag der Frage, ob und in welchem Umfang bestimmte, als frequent ermittelte Sprichwörter in drei exemplarisch ausgewählten elektronischen Wörterbüchern zu finden sind. Darüber hinaus wird untersucht, ob sich mit der festgestellten abnehmenden Frequenz der Sprichwörter auch ihre Präsenz in den untersuchten Wörterbüchern verringert. Mit den exemplarischen Ergebnissen dieser Untersuchung wird ein bedeutendes Desiderat ausgefüllt, denn die Aktualität und Relevanz von Sprichwörtern für Fremdsprachenlerner wurden bisher in der Fachliteratur nicht systematisch untersucht. Abschließend werden ganz kurz einige parömiodidaktische Richtlinien angerissen, die eine bessere Präsenz von Sprichwörtern im Medium Wörterbuch gewährleisten und somit den Fremdsprachenunterricht positiv beeinflussen könnten

Mehrsprachigkeitfrüh fördern � Konzeptionelle Voraussetzungen in den Lehrplänen für das frühe Fremdsprachenlernen in drei Ländern

The concept of functional multilingualism has influenced education systems throughout Europe and revolutionized the concepts of existing curricula. The curricula of Croatia, Poland and Slovenia are analysed as examples, because multilingualism, and, above all, early foreign language learning are significant in these countries. The curricula for early foreign language learning as essential documents play a significant role in the direct realization of concepts. The curricula are analysed and compared in relation to certain selected aspects. Despite the comparability some aspects, certain differences can also be ascertained. The latter represent a challenge to determine a linkage between language acquisition theories, the aims of linguistic education and equal possibilities of language learning, as well as equal treatment of languages, that will be more significant than has so far been established in Europe, owing to different education systems and traditionsDas Konzept der funktionalen Mehrsprachigkeit prägt die Bildungssysteme quer durch Europa und bringt die bestehenden Lehrplankonzepte ins Wanken. Als Beispiele werden die Lehrpläne in Kroatien, Polen und Slowenien analysiert, denn die Mehrsprachigkeit und vor allem das frühe Fremdsprachenlernen haben in diesen Ländern Konjunktur. Die Lehrpläne für das frühe Fremdsprachenlernen als konstitutive Dokumente für die direkte Realisierung der Bildungskonzepte werden auf einige ausgewählte Aspekte hin analysiert und verglichen. Trotz vergleichbarer Dimensionen lassen sich daraus einige Unterschiede ableiten. Diese fordern von der aktuellen Forschung, weitreichendere Verknüpfungen zwischen den Spracherwerbstheorien, Zielen der Sprachbildung und Chancengleichheit von Sprachen und Sprachenlernen herzustellen, als das bisher in Europa aufgrund verschiedener Bildungssysteme und -traditionen der Fall war

HOW DOES FINGOLIMOD (GILENYA®) FIT IN THE TREATMENT ALGORITHM FOR HIGHLY ACTIVE RELAPSING-REMITTING MULTIPLE SCLEROSIS?

Multiple sclerosis (MS) is a neurological disorder characterised by inflammatory demyelination and neurodegeneration in the central nervous system (CNS). Until recently, disease modifying treatment was based on agents requiring parenteral delivery, thus limiting long-term compliance. Basic treatments such as beta-interferon provide only moderate efficacy, and although therapies for second-line treatment and highly active MS are more effective, they are associated with potentially severe side effects. Fingolimod (Gilenya®) is the first oral treatment of MS and has recently been approved as single disease-modifying therapy in highly active relapsing-remitting multiple sclerosis (RRMS) for adult patients with high disease activity despite basic treatment (beta-interferon) and for treatment-naïve patients with rapidly evolving severe RRMS. At a scientific meeting that took place in Vienna on November 18th, 2011, experts from 10 Central and Eastern European countries discussed the clinical benefits and potential risks of fingolimod for MS, suggested how the new therapy fits within the current treatment algorithm and provided expert opinion for the selection and management of patients