Bøger udgivet af Frank und Timme GmbH

Karin Michaëlis (1872¿1950) was one of the most important Danish authors of the early 20th century and achieved enormous international success with her Bibi books about the life and adventures of a free-spirited Danish girl named Bibi. The series was not particularly popular in the author¿s native country, however. This book unravels the intricate reasons behind the strikingly asymmetrical reception of the Bibi series at home and abroad while at the same time deconstructing this home-abroad dichotomy by showing that the Bibi books are an example of transnational children¿s literature. They did not have their ¿home¿ in Denmark in that Karin Michaëlis wrote them specifically for foreign publishers, first and foremost the German Herbert Stuffer. The book further argues that the Danish texts are rewritings rather than originals and explores some of the salient textual features of the Danish and German Bibi books. Finally, it examines the series¿ reception by young Italian readers in Fascist Italy and Karin Michaëlis¿ Italian translator.

The Russian Revolution of October 1917 was an event of global significance. Despite this fact, public attention and even research mostly focused on Russia and the other states that became part of USSR for many decades. The impact of these dramatic events on other parts of the world was neglected or not systematically explored until recently. And in analyzing the events, political history still dominates the field. This volume, which is largely based on papers presented at the third annual conference of the Graduate School for East and Southeast European Studies, adds to this image some valuable perspectives by exploring the culture as well as the political and cultural legacy of the Russian Revolution. Three focal points are taken here: the revolution¿s rhetoric and performance, its religious semantics, and its impact on Asia.

Language managers in their different forms (language planners, terminologists, professional neologists ...) have long tried to intervene in the lexical usage of speakers, with various degrees of success: Some of their lexical items (partly) penetrate language use, others do not. Based on electronic networks of practice of the Esperanto speech community, Mélanie Maradan establishes the foundation for a new method to extract speakers' opinions on lexical items from text corpora. The method is intended as a tool for language managers to detect and explore in context the reasons why speakers might accept or reject lexical items.

Taking the perspective of others is central to translation. But does translation train this uniquely human capacity? This book introduces the concept of Theory of Mind (ToM) to model one of the central features of translation, the meta-representation of others, and presents three innovative studies which investigate the question using brain scans, eye-tracking and key-logging to shed new light on the role of non-linguistic macro-competences on the trans­lation process.

The forms and genres of academic communication have changed considerably over the past decades - from standardised ways of producing texts on/for paper to a (less?) standardised way of communication in Web 2.0. Published papers are now available to a greater number of readers, interaction among colleagues can take place in real time via written, audio or visual formats, and it has become much more comfortable for students as well as for those outside the scientific community to access academic information and to contact its authors. It seems, however, that many aspects of academic communication have not yet changed, and its participants - either in the "old" or in the "new" generation - are ill-equipped to work within the multimedia context. This volume, therefore, takes a look at academic communication in the multimedia environment, in order to throw light on how these processes are linked to new multimedia affordances, while at the same time encapsulating old genre conventions and participant interaction with the medium.

This book reflects the outcome of a long-term involvement in issues of child labour, non-formal education and formal school enrolment. It documents research findings and practical experiences on social, economic and cultural causes of child labour and various pragmatic and theory-guided methods as well as legal instruments to combat child labour. The tenet that quality schooling prevents child labour implies a shift in child labour monitoring from a conventional controlling approach at workplaces to a community based enabling approach at schools. Child labour and school enrolment are not isolated phenomena that can be strategically resolved under controlled conditions in the human lifeworld but are rather positioned, reflected and acted upon in the context of a handed down and existing system. Universal human rights instruments including educational rights offer directives to resolve problematic settings that prevailed over time; however, they require an unequivocal commitment, which is not always the case in the ground reality of pluralistic stakeholders divided by conflicting group interests.

The contributions in this volume set out to understand and map parts of the vast territory of specialized communication that have yet to be charted from a research perspective. Specific aspects from the fields of translation studies, technical communication and accessibility are explored from different perspectives bringing new insights into how we conceptualize the practice of technical writing and translation. The findings of this expedition are of interest to researchers, practitioners and students of specialized communication.

A growing number of deaf and hard-of-hearing students attend regular classrooms where they face specific opportunities and challenges concerning their participation. This book focuses on plurilingual (spoken and sign language) adolescents in partial integration, who are supported by a teaching assistant in the spoken language classrooms. How does the presence of an assistant shape the students¿ participation and the overall classroom interaction? How do the students design their engagement in classroom activities and how do they negotiate their hearing and understanding, which are particularly at risk for them? Managing these tasks calls for the participants¿ interactional competence, which is observed on the basis of their multimodal practices including verbal and non-verbal resources.