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The Global ETD Search service is a free service for researchers
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Showing 1 to 3 of 3 (0.057 seconds)Spelling suggestions: "subject:"anguage off origin"" "subject:"anguage oof origin""
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Les musulmans hellénophones de Macédoine occidentale : un exemple de conversion massive à l’islam (16e – 19e siècles) dans l’espace balkanique ottoman / The Greek-speaking muslims of western Macedonia : un example of mass conversion to Islam (16th to 19th c.) in the Ottoman Balkan regionTsetlaka, Athanasia-Marina 12 December 2011 (has links)
L’islamisation est une des questions les plus intéressantes de l’histoire ottomane. La longue durée de la domination des Ottomans dans les Balkans a modifié le profil culturel et démographique de la région et l’islamisation a joué un rôle capital. Le changement de foi ne s’accompagnait pas d’un changement de langue, impossible à réaliser et qui n’intéressait pas les sociétés pré modernes comme la société ottomane. Un des groupes les plus connus à avoir été islamisé sur le territoire grec est celui des musulmans hellénophones de Macédoine occidentale, connus sous le surnom ironique de « Vallahades ». Leur langue d’origine grecque et leur maintien de nombreuses croyances chrétiennes et préchrétiennes dans leur comportement religieux les a fait paraître comme des musulmans étranges aux yeux de leurs voisins chrétiens, autant que de ceux des voyageurs et chercheurs qui se sont rendus en Macédoine occidentale au cours des deux derniers siècles de l’empire ottoman. On a ainsi formulé de nombreuses affirmations contradictoires sur leur origine, leur conversion à l’islam, leurs us et coutumes. L’objectif de la présente étude est d’analyser le processus de l’islamisation, en examinant pas à pas à travers les sources de chaque époque les conditions politiques, économiques et sociales qui ont favorisé en tant que motifs fondamentaux le changement de foi ainsi que les facteurs qui ont aidé à l’expansion de l’islam (ordres mystiques et bektachisme). Un autre objectif fondamental est de distinguer la vérité historique de la riche mythologie historique qui s’est inévitablement développée à propos des Vallahades sous l’influence de l’idéologie des États nations à partir du 18e siècle. / Islamization is one of the most interesting issues in Ottoman history. It has played a major role in the change of the cultural and demographic character of the Balkans during the long Ottoman rule of the region. Conversion in religion did not mean change in language as well. The latter was impossible to happen and it did not concern pre-modern societies like the Ottoman one. One of the best known islamized groups in Greece is the case of the Greek-speaking Muslims of western Macedonia, commonly labelled with the pejorative term “Vallahades”. Speaking Greek and maintaining numerous Christian and pre-Christian customs in their religious culture, they seemed like awkward Muslims in the eyes of their Christian neighbours, as well as in the eyes of travellers and researchers visiting the region in the last two centuries of the Ottoman empire. This led a number of contradictory theories regarding their origin, their conversion to Islam, and their culture. The aim of the present thesis is to analyse the process of Islamization and to examine step by step through the sources those political, economic and social circumstances of each period that encouraged the conversion and the general spread of Islam (mainly mystical orders and bektashism). Another important aim is to distinguish the historical truth from the legends regarding the Vallahades that inevitably flourished under the influence of the Nation-states ideology of the eighteenth century.
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Reverse mission? : Einführung in afrikanische Perspektiven und die Rezeption in Deutschland / Reverse mission? : introduction to African perspectives and the reception in GermanyEhmann, Matthias 02 1900 (has links)
Text in German, summaries in German and English / Die Arbeit beschreibt und reflektiert aus missionswissenschaftlicher Perspektive das häufig mit „reverse mission“ bezeichnete Phänomen afrikanischer Mission in Europa. Dafür beschreibt und vergleicht sie drei relevante Perspektiven afrikanischen Ursprungs, um das noch wenig untersuchte Phänomen wissenschaftlich zu fassen. Anschließend wer-den die Ergebnisse missionswissenschaftlich gedeutet und die Rezeption des Phänomens in der deutschsprachigen Theologie und in der deutschen kirchlichen Landschaft unter-sucht. So wird identifiziert, welche Aspekte des internationalen Diskurses in Deutschland besondere Beachtung finden und welche missionstheologischen Positionen dazu vertre-ten werden. Davon ausgehend werden Perspektiven und Desiderate auf dem Weg zu einer multikulturellen Missionsbewegung benannt. / The study describes and reflects a phenomenon of African Missions to Europe, which is often called “reverse mission”, from a missiological perspective. For this purpose it describes and compares three relevant Africanrooted perspectives in order to catch this not jet well researched phenomenon. The results are interpreted missiological and the reception of the phenomenon in German speaking theology and in German churches is researched in order to identify, which aspects of the international discourse are attracting special interest in Germany and which missiological views are advanced. On that basis perspectives and desiderata for the future discourse on the way to a multicultural mission movement are named. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)
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Bambine e ragazzi bilingui nelle classi multietniche di Torino / Il sistema scolastico a confronto con opportunità, complessità e sfide del plurilinguismoRitucci, Raffaella 24 October 2018 (has links)
Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft. / L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico.
Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera.
All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace.
L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale. / The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement.
This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language.
Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education.
MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
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