This article reports on the design and the key findings of the euroWiss-Project Linguistic profiling of European Academic Education (Germany/Italy), a project intended to investigate comparatively the linguistic aspects of academic teaching at German and Italian universities. The data and their analyses show that – albeit being based on a unified concept of academia as a collective enterprise ensuring a ratification of new, precarious knowledge – academic teaching in both countries is characterised by very different linguistic methods and strategies of knowledge mediation. These results are crucial for an integral – and plurilingual – concept of a European academic identity beyond reforms that settle for the lowest common denominator with a putative global lingua franca as the icing.

Linguistic practice of knowledge mediation at German and Italian universities

HELLER, Dorothee
2015-01-01

Abstract

This article reports on the design and the key findings of the euroWiss-Project Linguistic profiling of European Academic Education (Germany/Italy), a project intended to investigate comparatively the linguistic aspects of academic teaching at German and Italian universities. The data and their analyses show that – albeit being based on a unified concept of academia as a collective enterprise ensuring a ratification of new, precarious knowledge – academic teaching in both countries is characterised by very different linguistic methods and strategies of knowledge mediation. These results are crucial for an integral – and plurilingual – concept of a European academic identity beyond reforms that settle for the lowest common denominator with a putative global lingua franca as the icing.
essay - saggio
Der Beitrag gibt einen Überblick über das euroWiss-Projekt Linguistische Profilierung einer europäischen Wissenschaftsbildung, ein deutsch-italienisches Verbundprojekt, das anhand von Erhebungen zu Lehrveranstaltungen sprachlichen Merkmalen der wissensvermittelnden Hochschulkommunikation nachgeht mit dem Ziel, einen Beitrag zur Komparatistik universitärer Lehre und Lehr-Lern-Diskurse in Deutschland und Italien zu leisten. Empirische Analysen zeigen nicht unerhebliche Unterschiede in den sprachlichen Verfahren und Strategien der wissensvermittelnden Hochschulkommunikation in beiden Ländern. Diese betreffen in besonderer Weise die Darstellung, Vernetzung und die Rolle diskursiver Erarbeitung von Wissen. Die Ergebnisse geben eine Diskussionsgrundlage zur Frage, welchen Wert die Diversität wissenschaftlicher Lehre im europäischen Hochschulraum beanspruchen dar
Thielmann, Winfried; Redder, Angelika; Heller, Dorothee
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10446/53519
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