Exploring the coexistence of Portuguese immigrants and the German host community, this thesis examines the dynamics of migration in Europe since World War II. It delves into the historical context of increased intra-European mobility and the implications for intercultural relations. By analyzing the experiences of Portuguese immigrants in Germany, the study aims to shed light on the interactions, challenges, and contributions of these communities within the broader societal framework.
The case of German-Portuguese students in a dual language program
The distinction between basic interpersonal communication skills (BICS) and cognitive-academic language proficiency (CALP) highlights the challenges students face in educational contexts. CALP requires advanced vocabulary, coherence, and the ability to navigate complex language structures, which are crucial for academic success. Research involving Turkish-German and Russian-German students reveals a significant link between their ability to articulate mathematical problems and their success in solving them, emphasizing the importance of CALP in educational achievement.
The paper explores the historical development and current research surrounding brainstorming, beginning with a clear definition of the concept. It highlights the contributions of American advertiser Alex Osborn, who pioneered brainstorming techniques, and examines the evolution of literature in this area following his initial findings. By providing a comprehensive overview, the work situates brainstorming within the broader context of pedagogic psychology, making it a valuable resource for understanding its significance in educational settings.
This book investigates the role native language plays in the process of acquiring a second language within a bilingual educational model. The research presented is based on a 2-year longitudinal study of students in a bilingual school. Particular attention is paid to the development of academic language proficiency. Performance in both languages was compared between two groups of peers learning in submersion classes in Germany and in Portugal. This comparison allows the assessment of effects of a given bilingual education programme. There is a considerable advantage found for the students who learned in the bilingual environment, both in written and in oral samples. These students developed a more proficient bilingual academic discourse ability; socioeconomic status and cognitive abilities were controlled for. When comparing the results with an external measure for school achievement, the advantage was confirmed. The results also hint at didactic factors which seem to contribute to this performance.
In the last fifty years, Germany has developed into an immigration society. In cities such as Hamburg and Bremen, the percentage of foreign born citizens has reached almost 20% of the population. Politicians, sociologists and educators often speak of the need for integration, yet claim that some immigrants resist integrative processes and therefore need to be compelled to do so with various programs. However, the minorities living in Germany state that no solid integration policy exists, causing an exodus of qualified young immigrants. But what exactly does integration mean? The present work discusses current acculturation attitudes between the German host community and one of its immigrant groups, the Portuguese. Based on an empirical study conducted with both German citizens and Portuguese immigrants living in Hamburg, the following thesis attempts to define the factors that would be conducive to the integration of these immigrants into German society. Factors such as the amount of contact between the two groups, everyday experiences, educational level and language proficiency were taken into account when analyzing possible predictors for acculturation.
