Preservice Teachers\u27 Use of Frustration to Enhance Communication

Pre-service teaching, a required component of accredited teacher education programs across the United States, provides the opportunity for pre-service teachers to not only teach in their specific fields, but also to work with specific populations of students, such as English Language Learners (ELLs). Rarely, however, do pre-service teachers from the U.S. have the opportunity to teach ELLs in contexts where languages other than English and cultures other than American are dominant. This presentation reports how pre-service teachers teaching ELLs in just such situations dealt with frustrations common to pre-service teachers and also frustrations due to situational contexts. Through self-reporting, these pre-service teachers describe how they used these frustrations to inform their conceptual knowledge, to make changes in their own English while teaching English to others, and to improve their teaching skills

A Comparative Analysis of Martin Luther\u27s Works

In this study we sought to analyze the inclusion of themes from Martin Luther\u27s 95 Theses (1517) in his later writings and the possible development of such themes. We sought to analyze selected works by Luther in order to answer the following question: Of the themes of the 95 Theses, which remain unchanged, which change, and which disappear in his later writings? After translating and analyzing the 95 Theses as a group, we discussed and agreed upon six themes: purgatory, the pope and the clergy, canonical law, indulgences, the gospel and salvation, and repentance. We then individually compared these themes to selected works of Luther’s writings (or his hymns in general). Due to the different natures and purposes of each work, we found varying results. Ultimately, we concluded that the 95 Theses neither summarizes nor predicts Luther’s theology. Luther in fact continues to develop his theology over time and tailors his content for the particular audiences for which he writes

Identifying Elements of \u3cem\u3eKinder- und Jugendliteratur\u3c/em\u3e

Kinder- und Jugendliteratur, children’s literature written for the purpose of teaching or entertaining young people, has been present in German literature since the Middle Ages. This genre has changed as German literature progressed, reflecting the developments of each era, including such periods as the Romantic, the Biedermeier, Realism, Modernism and Postmodernism. As such, we examined individual works of German Kinder- und Jugendliteratur for the purpose of identifying distinctive features which situate them within children’s literature as well as in the respective historical genre. The works examined were Nußknacker und Mausekönig (1816) by E. T. A. Hoffmann, Emil und die Detektive (1929) by Erich Kästner, Försters Pucki (1935) by Madge Trott, Jan und das Wildpferd (1957) by Heinrich Denneborg, Die Wolke (1987) by Gudrun Pausewang, and Tintenherz (2003) by Cornelia Funke. We present our findings in the form of a Wimmelbuch, a typical form of German Kinder- und Jugendliteratur made popular during the Biedermeier period of the mid-1800s

The Textbook as Discourse: Sociocultural Dimensions of American Schoolbooks

The central assumption of The Textbook as Discourse is this: interpreted in the flow of history, textbooks can provide important insights into the nature and meaning of a culture and the social and political discourses in which it is engaged. This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses—the content and context—that represent what is included in textbooks. The term discourse provides the conceptual framework for the book, drawing on the work of the French social theorist Michel Foucault. The volume includes classic articles and book chapters as well as three original chapters written by the editors. To enhance its usefulness as a course text, each chapter includes an Overview, Key Concepts, and Questions for Reflection.https://digitalcommons.cedarville.edu/faculty_books/1127/thumbnail.jp