Dieser Band liefert eine Bestandsaufnahme über die gegenwärtige Situation des mehrsprachigen Sachfachunterrichts. Erziehungswissenschaftler, Didaktiker, Linguisten und Lehrkräfte tragen gleichermaßen zu einer ausgewogenen Sicht auf die Chancen und Möglichkeiten bilingualen Unterrichtens bei. Konzepte wie «bilingualer Sachfachunterricht», «Content and Language Integrated Learning» und «Languages Across the Curriculum» werden in einzelnen Beiträgen vorgestellt und diskutiert. The present collection contains studies on content-and-language-integrated learning (CLIL) and bilingual teaching contexts. It presents different programs in the domain and combines both theoretical and applied perspectives. Views from educational science, linguistics and teaching practice shed new light on the question of CLIL and its benefits for learners' cognitive and linguistic development.

Annotation Imaginative representations of different cultures are one of the major stumbling blocks to understanding, deepening the gap between people as they are passed from one text to another, especially in periods of historical transition. These transfers are sometimes innocent, while at other times they serve political agendas. The sample of images and estimations of others becomes a priority and, frequently for this reason, stereotypical. This is the subject of investigation for the majority of the authors in this collection. This book with articles presented here is an attempt to understand the core of confirmed or standardized social norms. The book contains articles in English and in Russian language.

What competences are needed in future by people working within adult and lifelong learning? What pathways of professionalisation are available to them in Europe and Asia? What are the actual effects of teacher training? What are the specific responsibilities of adult and continuing education teachers and trainers? This book focusses on the professional development of trainers and teachers in adult and lifelong learning and the state of the art of professional development in Asia, Europe, China and India.

This book contributes to the debate of the complex relations between development and adult learning in Europe, both at a local and global level. This integrated analysis provides models for interpreting the reality of macro and micro-development, and also for clues on how to make populations life's better. The book will be useful to researchers in the field of adult education, as well as other social actors (NGOs, social economists, sociologists, and practitioners) concerned with the recent trends in human development and how adult education can help people to deal with it.

What is the relationship between habits and emotions? What is the role of the embodiment of emotions in a cultural habitat? What is the role of the environment for the formation of emotions and subjectivity? One way to address these questions is through discussing an emotional habitus - a set of habits and behavioral attitudes involving the body that are fundamental to emotional communication. But this set of habits is not independent of context; it takes place within a specific emotional habitat in which other bodies play a crucial role. Together, these constitute the foundation of sociocultural communities, psychologies of emotions and cultural practices - and they have much to contribute to the study of emotions both for cognition and aesthetics. Thus, the challenge of addressing these questions cannot be faced by either the sciences or the humanities alone. At the Berlin-based conference: Emotion and Motion, scholars gathered from various disciplines to broaden perspectives on the interdisciplinary field of embodied habits and embodied emotions. This book offers a new view on the related field of habitus and the embodied mind.

The legacy of crimes committed during the Second World War in East Asia is still a stumbling block for reconciliation and trustful cultural relations between South Korea, China and Japan. The presentation of this issue in history school books is in the focus of a heated public and academic debate. This book written by historians and pedagogues from the three countries offers insight into the construction of historical narratives that are often nation-centered and foster exclusive identity patterns. However, the essays also reveal approaches to a more inclusive regional concept of East Asian history that puts the textbook debate into the wider framework of transitional justice.

Proceedings of a conference held in Sept. 2009 in London, England.