Lingnau B. Psychologie. In: Björn R, Claudia M, eds. Kernbegriffe der Sprachdidaktik Deutsch. Ein... more Lingnau B. Psychologie. In: Björn R, Claudia M, eds. Kernbegriffe der Sprachdidaktik Deutsch. Ein Handbuch. Handbücher für den Unterricht: Thema Sprache. Vol 1. Hohengehren: Schneider; 2013: 305-308
Lingnau B. "Da sind gar kein grün" : dyadische Kommunikation sprachentwicklungsgestörte... more Lingnau B. "Da sind gar kein grün" : dyadische Kommunikation sprachentwicklungsgestörter Kinder. Bielefeld (Germany): Bielefeld University; 2008.Within the framework of my dissertation project I analyzed the formal linguistic as well as the socio-pragmatic skills of preschool children in different play situations. The aim of my research was to find out the abilities and deficits of specific language impaired (SLI) children in child-to-child communication and especially in role-play compared with their age-matched peers. Most of the children with SLI have limited socio-pragmatic skills (Bishop, 2000; Craig, 1993; Fujiki et al., 2001; Liiva & Cleve, 2005; Marton et al., 2005). In summary, they exhibit difficulties in social pragmatics including negotiation, conflict resolution, and interaction with peers. Nevertheless, there is little consideration of communicative skills in the diagnosis and therapy of German speaking SLI children. Yet, child-to-child interaction is very im...
In the rapidly changing digital era, changes in learning through e-learning are required. Micro-l... more In the rapidly changing digital era, changes in learning through e-learning are required. Micro-learning contents were analyzed as a method that can replace the e-learning contents in existing regular courses implemented with large amounts of learning and large contents. In the present study, a method for easy and quick production of contents was presented for effective microlearning services. The results of the study indicated that the micro-learning content development method presented in the present study is valid in terms of the efficiency of content development. The content development method presented in the present study is considered to bring about new changes to the existing e-learning content development methods utilizing flash, HTML5, H5P, etc.
In dem Beitrag geht es um die Entwicklung und Vorstellung des Fordermaterial SchmitS zum Lese- un... more In dem Beitrag geht es um die Entwicklung und Vorstellung des Fordermaterial SchmitS zum Lese- und Rechtschreiberwerb, das im Rahmen der Wissenschaftlichen Masnahme 20 der Projektes BiProfessional (gefordert vom BMBF im Rahmen der Qualitatsoffensive Lehrerbildung). Die Entwicklung eigener Materialen war erforderlich, da derzeit sehr wenige sprachwissenschaftlich und sprachdidaktisch fundierte Materialien fur die Vermittlung der Schriftsprache zur Verfugung stehen. Das deutsche Schriftsystem ist aber sehr systematisch aufgebaut und es existieren auch diverse fachdidaktische Ansatze die, Ideen fur eine Didaktik breitstellen, welche diesem Aufbau gerecht werden. Daher werden der theoretische und fachdidaktische Hintergrund sowie der Aufbau des Materials beschrieben und mit einem kurzen Erfahrungsbericht zu dessen Einsatz abgerundet.
Background Overexpression of Bmi-1 has been observed in a variety of cancers, and it has been sug... more Background Overexpression of Bmi-1 has been observed in a variety of cancers, and it has been suggested to be an independent prognostic marker for the patients. The objective of this study was to determine the level of Bmi-1 expression or its autoantibodies in human esophageal squamous cell carcinoma (ESCC) and to correlate it with clinicopathologic data. Methods We first examined Bmi-1 expression in ESCC cell lines and tumor samples by RT-PCR and Western blot analysis. We then analyzed Bmi-1 protein expression in 171 clinicopathologically characterized ESCC cases by immunohistochemistry. In addition, we detected its autoantibodies in sera of patients with ESCC by ELISA. Results We found that Bmi-1 expression was higher in the immortalized cells, cancer cell lines and most cancer tissue than in non-tumorous control tissue at both mRNA and protein level. In addition, Bmi-1 expression was observed in 64.3% (110 of 171) archive ESCC specimen by immunohistochemistry analysis, and the lo...
Within the framework of my dissertation project I analyzed the formal linguistic as well as the s... more Within the framework of my dissertation project I analyzed the formal linguistic as well as the socio-pragmatic skills of preschool children in different play situations. The aim of my research was to find out the abilities and deficits of specific language impaired (SLI) children in child-to-child communication and especially in role-play compared with their age-matched peers. Most of the children with SLI have limited socio-pragmatic skills (Bishop, 2000; Craig, 1993; Fujiki et al., 2001; Liiva & Cleve, 2005; Marton et al., 2005). In summary, they exhibit difficulties in social pragmatics including negotiation, conflict resolution, and interaction with peers. Nevertheless, there is little consideration of communicative skills in the diagnosis and therapy of German speaking SLI children. Yet, child-to-child interaction is very important for the development of communicative and social skills (Andresen, 2002). This assumption relies on Vygotsky's thesis that in role play preschoo...
ABSTRACT In our paper, we take a constructivist approach to early forms of ‘academic language’, b... more ABSTRACT In our paper, we take a constructivist approach to early forms of ‘academic language’, based on a conversation analytic framework. Adopting an interactional linguistic framework that is based on ethnomethodological and conversation analytic theoretical thinking, we aim to describe the social and linguistic norms that emerge in so-called ‘morning circles’, a highly ritualised interactional routine that transfers part of the interactional responsibility to the children and at the same time teaches the prerequisites for specific communicative practices. As morning circles are turned into language teaching lessons on a regular basis, we describe the linguistic features that emerge as learning objects, and some of the learning practices in which they are embedded. We will argue that language learning practices are situated practices, connecting the use of linguistic forms with ideologies of linguistic and social appropriateness. Our analysis is based on video recordings of three sessions in a first grade class in a primary school in a medium sized town in Germany, which have been transcribed and qualitatively analysed.
Lingnau B. Psychologie. In: Björn R, Claudia M, eds. Kernbegriffe der Sprachdidaktik Deutsch. Ein... more Lingnau B. Psychologie. In: Björn R, Claudia M, eds. Kernbegriffe der Sprachdidaktik Deutsch. Ein Handbuch. Handbücher für den Unterricht: Thema Sprache. Vol 1. Hohengehren: Schneider; 2013: 305-308
Lingnau B. "Da sind gar kein grün" : dyadische Kommunikation sprachentwicklungsgestörte... more Lingnau B. "Da sind gar kein grün" : dyadische Kommunikation sprachentwicklungsgestörter Kinder. Bielefeld (Germany): Bielefeld University; 2008.Within the framework of my dissertation project I analyzed the formal linguistic as well as the socio-pragmatic skills of preschool children in different play situations. The aim of my research was to find out the abilities and deficits of specific language impaired (SLI) children in child-to-child communication and especially in role-play compared with their age-matched peers. Most of the children with SLI have limited socio-pragmatic skills (Bishop, 2000; Craig, 1993; Fujiki et al., 2001; Liiva & Cleve, 2005; Marton et al., 2005). In summary, they exhibit difficulties in social pragmatics including negotiation, conflict resolution, and interaction with peers. Nevertheless, there is little consideration of communicative skills in the diagnosis and therapy of German speaking SLI children. Yet, child-to-child interaction is very im...
In the rapidly changing digital era, changes in learning through e-learning are required. Micro-l... more In the rapidly changing digital era, changes in learning through e-learning are required. Micro-learning contents were analyzed as a method that can replace the e-learning contents in existing regular courses implemented with large amounts of learning and large contents. In the present study, a method for easy and quick production of contents was presented for effective microlearning services. The results of the study indicated that the micro-learning content development method presented in the present study is valid in terms of the efficiency of content development. The content development method presented in the present study is considered to bring about new changes to the existing e-learning content development methods utilizing flash, HTML5, H5P, etc.
In dem Beitrag geht es um die Entwicklung und Vorstellung des Fordermaterial SchmitS zum Lese- un... more In dem Beitrag geht es um die Entwicklung und Vorstellung des Fordermaterial SchmitS zum Lese- und Rechtschreiberwerb, das im Rahmen der Wissenschaftlichen Masnahme 20 der Projektes BiProfessional (gefordert vom BMBF im Rahmen der Qualitatsoffensive Lehrerbildung). Die Entwicklung eigener Materialen war erforderlich, da derzeit sehr wenige sprachwissenschaftlich und sprachdidaktisch fundierte Materialien fur die Vermittlung der Schriftsprache zur Verfugung stehen. Das deutsche Schriftsystem ist aber sehr systematisch aufgebaut und es existieren auch diverse fachdidaktische Ansatze die, Ideen fur eine Didaktik breitstellen, welche diesem Aufbau gerecht werden. Daher werden der theoretische und fachdidaktische Hintergrund sowie der Aufbau des Materials beschrieben und mit einem kurzen Erfahrungsbericht zu dessen Einsatz abgerundet.
Background Overexpression of Bmi-1 has been observed in a variety of cancers, and it has been sug... more Background Overexpression of Bmi-1 has been observed in a variety of cancers, and it has been suggested to be an independent prognostic marker for the patients. The objective of this study was to determine the level of Bmi-1 expression or its autoantibodies in human esophageal squamous cell carcinoma (ESCC) and to correlate it with clinicopathologic data. Methods We first examined Bmi-1 expression in ESCC cell lines and tumor samples by RT-PCR and Western blot analysis. We then analyzed Bmi-1 protein expression in 171 clinicopathologically characterized ESCC cases by immunohistochemistry. In addition, we detected its autoantibodies in sera of patients with ESCC by ELISA. Results We found that Bmi-1 expression was higher in the immortalized cells, cancer cell lines and most cancer tissue than in non-tumorous control tissue at both mRNA and protein level. In addition, Bmi-1 expression was observed in 64.3% (110 of 171) archive ESCC specimen by immunohistochemistry analysis, and the lo...
Within the framework of my dissertation project I analyzed the formal linguistic as well as the s... more Within the framework of my dissertation project I analyzed the formal linguistic as well as the socio-pragmatic skills of preschool children in different play situations. The aim of my research was to find out the abilities and deficits of specific language impaired (SLI) children in child-to-child communication and especially in role-play compared with their age-matched peers. Most of the children with SLI have limited socio-pragmatic skills (Bishop, 2000; Craig, 1993; Fujiki et al., 2001; Liiva & Cleve, 2005; Marton et al., 2005). In summary, they exhibit difficulties in social pragmatics including negotiation, conflict resolution, and interaction with peers. Nevertheless, there is little consideration of communicative skills in the diagnosis and therapy of German speaking SLI children. Yet, child-to-child interaction is very important for the development of communicative and social skills (Andresen, 2002). This assumption relies on Vygotsky's thesis that in role play preschoo...
ABSTRACT In our paper, we take a constructivist approach to early forms of ‘academic language’, b... more ABSTRACT In our paper, we take a constructivist approach to early forms of ‘academic language’, based on a conversation analytic framework. Adopting an interactional linguistic framework that is based on ethnomethodological and conversation analytic theoretical thinking, we aim to describe the social and linguistic norms that emerge in so-called ‘morning circles’, a highly ritualised interactional routine that transfers part of the interactional responsibility to the children and at the same time teaches the prerequisites for specific communicative practices. As morning circles are turned into language teaching lessons on a regular basis, we describe the linguistic features that emerge as learning objects, and some of the learning practices in which they are embedded. We will argue that language learning practices are situated practices, connecting the use of linguistic forms with ideologies of linguistic and social appropriateness. Our analysis is based on video recordings of three sessions in a first grade class in a primary school in a medium sized town in Germany, which have been transcribed and qualitatively analysed.
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Papers by Beate Lingnau