Englischabi Zusammenfassung

Alternativer Bildtext:

article General facts: World becomes smaller due to globalization, it has become easier to spend some time in a foreign country for educational reasons New types of jobs have been created • Increasingly important to be able to manage your own career in this changing world of work . Studying and working in a globalized world Bezug zu Globalization und Zukunftsperspektiven junger Erwachsener opportunities for school-leavers: Gap year apprenticeship (abroad) • dual studies (abroad) • university studies (abroad) • volunteerism (contribute to a community without receiving any payment) • voluntourism (combination of volunteering and tourism) • Au-Pair • internship (abroad) • work and travel . . Benefits personal insight into other cultures (broaden horizon) improving one's foreign language skills experiencing different educational systems contributing to one's personal development (independence, self-confidence,...) making new friends improving one's career opportunities gaining new skills through new experience/ challenges flexible working arrangements, increased variety in our lives for employers: employees who have studied abroad are said to possess key job skills such as cultural empathy, excellent foreign language skills, self-organization, flexibility, adaptability, Risks / problems being an attraction due to their ethnicity and looks advances in information technology (possible language barriers for a company's employees in different countries to work, e.g. on the same project and to exchange information more easily open-mindedness not finding a place to live due to prejudices racism and discrimination finding a job is harder due to outsourcing hard for shy people (no friends, home sickness) expensive; no equal chances for everyone after doing a gap year, you aren one year "behind" lose friends at home people who cannot speak English or did not spend time abroad have difficulties employability skills: • communication problem solving technology • team work . . self-management honesty • enthusiasm adaptability English as a lingua franca: about 400 million people speak English as their mother tongue • around 350 million to 1 billion people as a second language • common language between people whose mother tongues are different to communicate across different cultures and nationalities . • one source was the former British colonies people in colonies developed different varieties of English (accent) influenced by the local mother tongues . English has an official status in about 80 countries English has become a key qualification for many jobs • in the EU English as a foreign language is required within education • assumed by some linguists that globalization will lead to English replacing other European languages Pros probably further growing significance due to the US and its economical dominance • native speaker - Muttersprachler linguistic imperialism - Sprachimperialismus • official language - Amtssprache communication all over the world became more important due to globalization (business, politics, trade, entertainment,...) • openness to new ideas languages and cultures have always changed -> cannot be stopped; in a globalized world we have to be open-minded and accept these changes; they can also be seen as positive influences, new words don't replace native words, but offer more choices • interpersonal skills • time management English has become THE key skill if you want to work in global business or research • Intercultural being able to communicate it more important than grammatical correctness competence (unprejudiced, open-minded aasily to get to know new people and other cultures English is easier to learn as e.g. Chinese Cons more and more English words in other languages smaller languages will become extinct; language determines culture and identity, so the extinction or change of a language als means the loss of individual culture and identity cultural imperialism goes along with dominance of language and culture, possibly political imperialism many people think they can speak English correctly, but misuse many words and speak grammatically incorrect -> misunderstandings, bad impact on the English language most old people do not understand English people think it is no longer necessary to learn other foreign languages mobile working / home office: + more flexibility, independence, less absences, work-life-balance (mental health), more efficient, no way to work, less traveling (benefits for environment, easier to manage with children - easier distraction, no physical separation of work and private life, technical equipment, social distance, communication is harder, if international: time shift, not possible for all jobs automation at workplace: + machines need no break, increased safety, cheaper, relieves humans, higher production rate, jobs get lost, technical problems, no social work, more emissions, expensive investments Vocabulary: Bewerbung - application Anpassungsfähig - adaptable Anpassungsfähigkeit - adaptability Berufsausbildung, Lehre - apprenticeship Ehrenamtliche Tätigkeit - community service Schulpflicht - compulsory education/schooling Lebenslauf - CV (curriculum vitae), resume Austauschschüler - exchange student Freiwilliges Jahr/Auszeit - gap year Flexibilität flexibility Stellenanzeige - job advertisement Stellenangebot - job offer Bewerbungsgespräch - job interview Schlüsselqualifikationen _ key qualifications Mindestlohn - minimum wage Aufgeschlossenheit - open-mindedness Praktikum - internship Stipendium - scholarship Schüleraustausch - school exchange Soziales Engagement - social commitment Soziale Kompetenzen - social skills Auslandsstudium - study abroad Sich (für eine Stelle) bewerben - to apply (for a job) Seinen Horizont erweitern - to broaden one's horizon Karriere machen - to climb the social ladder Etwas an eine Wohltätigkeitsorganisation spenden - to donate/give smt to charity Erfahrung sammeln - to gain / gather / acquire experience Einen Blick in fremde Kulturen erhalten - to get an insight into foreign cultures Aus eigener Erfahrung sprechen - to speak from one's own experience Freiwilliger -volunteer Britische Abiturprüfung (BE) - A-levels Etwa: Abitur (AE) - high school diploma Studiengebühren - tuition fees Master-Abschluss - master's degree Vorlesungen - lectures Prüfung - exam Verwaltung, Organisation - administration Eine Prüfung ablegen - to sit/take an exam Sich auf eine Prüfung vorbereiten - to prepare/ revise/study for an exam das Seminar, die Seminare - seminar einen Abschluss machen - to graduate sich an einer Universität/für einen Kurs einschreiben - to enrol (BE), to enroll (AE) at a university / for a course studieren, als Hauptfach studieren - to major in Hauptfach, Studiengang (AE) - major Bachelor-Abschluss - bachelor's degree der Notendurchschnitt (AE) - grade point average (GPA) (AE) Abschluss-graduation Note, Zensur (BE / AE) - mark (BE), grade (AE) sich beteiligen, teilnehmen an - to participate in Jura studieren - to study law zweiter Versuch - second attempt ein Jahr aussetzen - to take a gap year langjährige Erfahrungen - many years of experience akademische Errungenschaft, Studienleistung durchfallen, eine Prüfung nicht bestehen - to fail academic achievement / do badly in / flunk (AE) an exam - ein Auslandsjahr/ -Semester machen - to spend a year / a semester / some time abroad (Studenten)Darlehen, Kredit - student loan an einem Programm teilnehmen (BE / AE) - join a programme/program eine Prüfung wiederholen - to retake / resit an exam ein Stipendium für ... erhalten - to be awarded a forschen, recherchieren - to do / conduct scholarship for ... research British Empire: • Largest Empire in the world's history Covered 25% of the world's land surface VWL/BWL studieren to study economics / business Medizin studieren - to study medicine Finanzwesen studieren - to study finance Unterricht besuchen, studieren - to attend / take classes einen Essay / Hausarbeit schreiben - to write an essay / term paper The United Kingdom Tradition and change in politics and society - multicultural society General facts: • Great Britain (island): Scotland, England, Whales • United Kingdom (UK): Scotland, England, Whales, Northern Ireland Motives behind the expansion: spread Christianity, increase wealth, prevent that other European countries becoming too powerful, secure trade routes Colonialism: • good for GB: colonies symbolized power and superiority, industrial growth, wealth, trading posts / slaves • bad for the colonies: exploitation and suppression, dependence,... good for the colonies: better infrastructure and health care systems • most important colonies: America, India, Australia • decolonization: Commonwealth: • founded in 1931 by Australia, Canada, New Zealand, South Africa and Britain 53 nations work together -> all countries are treated equally Intergovernmental Organization Head: British monarch -> Queen Elizabeth (some critics) . end of WW2 -> end of British empire concentration on its domestic problems many colonies gained independence Empire -> Commonwealth • US isn't part of it • not much influence • . political aims: democracy, human rights, equality, freedom, world peace against diseases, drugs and climate change Britishness: • the state or quality of being British or showing typical British characteristics politeness, formal, posh, tend to not show emotions, helpful, fairness, independence, pride, tolerant, unbiased dry humour • tea time, cricket, the guards, fish and chips,... loyalty and respect for royal family • culture: literature (SHAKESPEARE) The British monarchy: • hereditary constitutional monarchy • monarch is neutral in political debates -> limited to constitutional duties and representational functions • the monarch is the head of state in the UK, head of the church in England and the head of commonwealth (NOT head of government) • monarch appoints the prime minister, the ministers, signs bills, has to support voluntary services, visiting people in need, makes state visits overseas and welcomes foreign head of states • current monarch: Queen Elizabeth II the Royal Family is very respected and popular, the British love them • privacy and the royal family is very difficult they didn't choose to be born royal, Lady Dianas tragic deaths, they live from taxes Harry and Meghan left the royal family because of the anachronistic values and lack of privacy (Megxit) Pros atmosphere it is a tradition that people see as part of their national identity, people are comforted by it being the same, creates unity and feeling of belonging not automatically a threat to democracy, monarchy represents public regardless of politics the very hard working Queen is respected by the people, takes care of her folk, does charity work etc. positive image and touristic attraction: source of money and helps to secure trade deals monarchy brings stability and is a symbol of security multicultural -> sets an example Pros (Eurosceptics) the EU is a threat to Britain's independence Britons feel ruled by Brussels and Germany immigration from new EU countries is too high Britain has to pay too much into the EU too much bureaucracy Brexit: • 31st January 2020: Britain has officially left the EU after much deliberation (about 5 years) -> transition phase until 31st December Cons only a representative function; no real political power access to the European market would still be possible by negotiating new trade agreement hereditary monarchy: follower of the throne will take the crown regardless of their suitability, scandals,... -> people should be able to elect their head of state intensify relationships with the US -> BUT US prefer UK to remain a EU member monarchy lives of taxes -> taxes could be used for more important things monarchy sticks to old values and is old-fashioned/ anachronistic high pressure to members of the royal family (cf. Megxit) Cons (Europhiles) EU members are in a better position to overcome difficulties together Britain can maintain certain individual rights free movement within Europe will no longer be possible Britain also receives funding (Finanzierung) and subsidies (Subventionen) increasingly difficult to reach a consent among the there will be disunity in Britain and an isolation from many EU members the continent Britain's influence on the financial markets will suffer, the GDP will drop GB does trade with Europe and needs Europe to compete on a global level Britain may risk losing Scotland and Northern Ireland outsider and little chance of rejoining the EU Multiculturalism: • over 9 million people have moved to GB in the last two centuries (many from former colonies) • new EU countries end of 20th/beginning of 21st century economy, literature, music, food,... are influenced by immigrants • about 37 ethnic groups, more than 300 spoken languages, 1 in 8 people were born in another country largest group of immigrants come from Asia (India), the Caribbean and Europe . • motives for immigration in the UK: - higher living standard, better wages people fled war and terror English is easy to learn multicultural society Berry's Acculturation Model - assimilation = melting pot > -> all cultures melt together to one new, lose of identity,... (POSITIVE: non conflicts, equality, help) integration salad bowl -> all cultures live together despite their differences, immigrants partly adjust but keep elements of their own culture (country and person adapts) (NEGATIVE: if integration fails->crime, cultural conflicts possible, highlights differences->hate Pros living together in harmony: different perspectives (learn from each other) -> respect for different beliefs and identities cultural exchange -> less segregation and racism Maintenance of heritage culture people get more open-minded and tolerant -> peaceful society Brain gain: English as a lingua franca, Globalization greater and skilled work force -> rising economy, new ideas Cultural Adaptation (relationship sought among groups) High High ΜΟΊ Low Separation Marginalization Cons Integration Assimilation variability of product because of ethnic diversity integration -> loss of original tradition, culture, identity, values tension among ethnicities "Britishness" might be lost due to ethnic influence; suddenly Britains will be a minority in their own country no guarantee of integration / failed integration -> radicalization, segregation, suppression,... American myths and realities - freedom and success History: • 1620: The Puritans (English protestants who had broken with the English church) decided to start a new colony in North America where they could maintain their cultural identity they laid the groundwork for many of the central ideas of the American Dream • The Mayflower: ship with which Pilgrims came to America War of Independence (1775-1783) between the UK and American colonies (colonies felt misrepresented, exploited and oppressed) • the Declaration of Independence not only declares the United States' independence from GB, but it is also the basis of American beliefs and ideals . 1776 by Thomas Jefferson equal worth and opportunities, pursuit of happiness, security, liberty, no tyranny American Dream: • it promotes the ideal that everyone can be successful in America if they work hard enough and that the country offers equal opportunities and social mobility to everyone (materialistic) • individual meaning for everyone • from rags to riches - rise from poverty to wealth one can achieve everything long as they work hard enough America: place of unlimited opportunities (pull factor for immigration) - e.g.Barack Obama, Selena Gomez, Leonardo DiCaprio,... • central ideas (democratic): everyone should have the right to live free from oppression everyone is equal and has equal rights individualism: self-reliance and responsibility for one's own fate by working hard, everyone can achieve his / her goals • roots in the Declaration of Independence Events and persons that shaped the American Dream: • Uncle Sam and the American Dream representative for the government of the United States in addition to the Statue of Liberty, he is the most famous fictive Person who represents the American Dream he stands for the American way of life, not only in America but also in Europe many American people can identify with Uncle Sam • The Great Recession and the American Dream reasons for the Great Recession: financial market deregulated, 2000/2001: US-bank prints more money to prevent financial crises & interests dropped, many poor people tried to buy a house with a credit -->"American Dream", 2007: interests rose, people couldn't pay their rates & tried to sell their houses ->property market crashed, banks crashed course of action: subvention, government payed the debts of the banks, government promised the people that they get their money back consequences: many people lost their job, economy: -5%, average wage: -15%, rate of unemployment rose, "bankrun" - the Great Recession destroyed the American Dream - the freedom of the financial market was a problem although freedom ist part of the American Dream • The Civil Rights Movement and the American Dream 1954-1968: non-violent mass protest movement against racial segregation - aim: equality for African Americans especially in the southern states connection to the American Dream: they want the American Dream to be for everyone, not only white supremacists, aim of civil rights movement: equality for African Americans; aim of American Dream: equality for everybody • 9/11 and the American Dream - 11th September 2001: terror attack - four planes were hijacked by Islamistic terror organization ,,Al-Quaida" two of them crashed into the WTC-twin towers; one into the Pentagon; last one has been taken over by the passengers Osama bin Laden was the Head of the organization: he was chased by the US- Government and president Bush -connection to American Dream: WTC towers were the symbol of capitalistic system -> attack was also an attack on the American pride: success of the capitalistic economy - everyone is free - 9/11 steals freedom to live fight of US-Government against international terror symbolizes unity of the country • Barack Obama and the American Dream - he lived the (biggest) American Dream -> he became president despite of his skin color and he wasn't born in a rich family - he got scholarships and could study at first class universities because of that -> he worked hard for his achievement - he was the president for "all Americans" and he fought for the rights of all Americans (Obamacare) - his own history is connected to the history of the USA -> his father immigrated - he got an Nobel peace price for his commitment • Donald Trump and the American Dream - his American Dream is the economic order of capitalism -> no focus on freedom of religion and less racism, wanted to abolish Obama Care abolished the right that transgenders are allowed to chose which toilet they want to use, wanted to limit the journalistic freedom, Trump's wall -> fight against illegal immigration - no possibility to achieve the American Dream Immigration: • first wave: 1841 to 1890 -> mostly European immigrants • second wave: 1891 to 1920 -> mostly Jews and Slavs (also European) • third wave: 1920 to 1960 -> Mexico, Central and South America, Asia (immigration was tightly controlled) • symbols of freedom for new immigrants Ellis Island: symbol of the start of a new life and hope (last station of their long journey), medical checks and examination of their documents, sometimes detained on the island or sent back - Statue of Liberty: symbol of freedom, torch represents the light of freedom which shines for all, symbol of independence, French gift to 100th anniversary of independence • melting pot (18th and 19th century) or salad bowl (more current point of view) . The struggle of equality: American Civil War: • 1861-1865 • war between the Northern and Southern states; fundamental issue of slavery • slavery: mostly in South -> anti-slavery movement in the North -> abolition of slavery (but still no equal rights for African Americans) Ku Klux Klan: organization which was very active in the South • responsible for the deaths of many black people Segregation: • Jim Crow laws (first passed in 1888) were created to keep people segregated in public places • made it harder to vote for black people • black people continued to have the worst jobs and education Second World War: • war against racist ideas -> many white people realized how racist their own country is • black soldiers saw countries where black people had the same rights as white people -> they also wanted that Civil Rights Movement: https://youtu.be/URxwe6LPvkM • 1950s and 1960s: African Americans began to fight for equal rights themselves 1957: Little Rock Nine -> segregation in school got illegal • Rosa Parks Montgomery Bus Boycott (arresting of Rosa Parks (1955) lead to a boycott of the Montgomery bus system -> lead by MLK) • Martin Luther King - peaceful protests (sit-ins and boycotts, not obeying "bad" laws) Nobel Peace Price 1964 March on Washington 1963 (peaceful protest with many speeches ("I have a dream") that was attacked by the police in a brutal way -> Bloody Sunday) • Malcom X, Black Panthers, Black Muslims they thought peaceful resistance would not lead to changes -> use of violence • 1964-1968: important laws giving people legal equality (on paper) Civil Rights Act (outlawed segregation) Voting Rights Act (outlawed practices that had prevented many black people from voting) Fair Housing Act (banned discrimination in housing) Black Lives Matter Movement: • campaign was started in 2013, after George Floyds death in 2020 much attention • draw attention to racial discrimination by the police, eradicate white supremacy and counteract violence • there are still so many unarmed young black boys who are killed by the police (twice as likely as white) > Trayvon Martin, Oscar Grant, George Floyd (especially popular bc it was filmed), Khalil in "The Hate U Give",... Driving Miss Daisy: old jewish lady that hires a black chauffeur, at first prejudiced, but later very good friends segregation is illustrated (segregated toilets.,,,) The Hate U Give: • young girl has to watch how her black friend Khalil is shot by the police just because he didn't want her to leave the car • It is illustrated that the police isn't someone reliable who helps in dangerous situation, but someone black families are afraid of • Racial microaggressions American Dream vs. American Nightmare: • American Dream: idealized idea corresponds to reality •American Nightmare: while trying to reach the American Dream, the dream turns into a nightmare, life can even get worse (no possibility to realize the American Dream, it's only a myth) dream /reality From rags to riches -> several success stories Barack Obama -> embodied a from rags to rich story, president for "all Americans" country of opportunity Declaration of Independence freedom, protection no limitations, the chance to reach your individual dream is there America as a multicultural place with cultural diversity (salad bowl) -> ch ces for everyone on paper equal rights and opportunities for everyone nightmare / myth working hard is over-emphasized widening gap between the rich and poor unemployment, poverty,... discrimination, racism, inequality for minorities, police violence -> especially African Americans lack of health care high tuition fees -> hard for poorer people to climb the social ladder limitation to immigration -> tightly controlled high crime rate + gun laws (no security) dream mainly consists of ideals (only a few people really achieve it) Manifest Destiny, patriotism, strong national pride -> America is "one and only" General facts: capital Abuja Lagos: largest city and economic center big ethnical and cultural diversity • >250 ethnic groups (Yoruba, Hausa, Igbo) • 51% Muslim and 47% Christian • about 900 000km^2 and 200 million people (7th largest population) • very young people (median age 18 years, 50% under 15) • gross domestic product (GDP) -> 20% agriculture, 23% industry, 57% services rural country (urban population only 50%) . Voices from the African Continent: Focus on Nigeria Bezug zu Postkolonialismus und Globalization . huge economy (oil export -> mainly to India, US, Spain and France) 159 oil fields in the Niger delta (but also pollution) struggles between different groups for control of this lucrative industry -> 1971 OPEC (stabilize and controls oil industry) • 1500s European explorers reached Nigeria -> Atlantic slave trade began independent since 1960 (former colony since 1914) -> but still corruption • many different groups were put together by the Britains to one place called Nigeria • 1967 - 1970 Nigerian Civil War (conflicts between the Muslims in the north and the Christians in the south -> but the conflicts are from ethnical and not religious roots) democracy since 1999 multilingual (1st English) Nollywood (2nd largest film industry -> 50 films a week, over a million jobs) . large walls of Benin (protection against enemies) • not everyone has enough to eat (010-> skip breakfast and dinner; 101-> skip lunch) • Boko Haram: group of Islamic extremists founded in 2002 want to impose Sharia and oppose Western culture and education kidnapping of numerous school girls (exchange against Boko Haram people in prison and marriage) - estimated 9000 members at the moment culturally still influenced by Great Britain emigration to the US because of unhappiness due to the problems reasons: American dream, national language, many Nigerian people in the US first experience with racism (in Nigeria students are not taught about the history of slavery in the US) coming back to Nigeria: "Americanah“ —> not fitting into the Nigerian culture anymore because of Americanized habits and mindsets ("hybridity"; belonging to more than one culture) violent ethnical conflicts difficulties / problems corrupt government gap between the rich and poor (no social mobility) gap between the different ethnic groups oil pollution, foreign companies exploit the resources, dependence, no fishing possible bad infrastructure bad health care system Boko Haram (terror attacks, bombings, kidnapping) exploitation (from foreign countries) Girls and women are exposed to many dangers . . Analyzing Nigerian fiction: • postcolonial literature often reflects the experience of the colonized before, during or after decolonization chances / positive aspects cultural diversity democracy Nollywood (jobs, economy) diverse, beautiful landscape oil industry (jobs, good income source, foreign companies invest in Nigeria's infrastructure) typical traits: identity, cultural dependence, individual freedom, discrimination, racism, homesickness, migration, hybridity General information: • influential playwright and poet (39 plays, 154 sonnets) "The Great Bard" 1564-1616 - The impact of Shakespearean drama on young audiences today • married and 3 children (Susanna, Judith and Hamlet who died with only 11 years old) • sonnets: romantic love, 3 quatrains and one heroic couplet, iambic pentameter plays: tragedies, comedies, histories, romances or combinations topics: love, jealousy, gilt, betrayal, justice, fear, friendship, racism, revenge, behavior in society, death,... • Globe Theatre • Elizabethan Age - owned by the Lord Chamberlains (Shakespeare was also a member) open-air, only male actors, south bank of the river Thames international problems, clash between Catholics and Protestants England as a world power, trade rise - relatively political stability and economic growth hierarchy and system of order very important -> The great chain of being (linked to the universe) - theatre was very famous, playwrights distanced themselves from England's past style of theatre Is Shakespeare still relevant today: • It is discussed if Shakespeares plays should still be part of the obligatory topics in school and if his plays and sonnets are still from big relevance "beautiful" language Pros define British sense of culture > Shakespeare as a part of British identity, tradition and culture still relevant and timeless topics, basic life lessons gain awareness of history in order to improve present big impact on following literature / authors entertainment general knowledge -> appreciate his work Cons challenging, overcome ones comfort zone, expand word-hoard commercial success -> money a huge time has passed, not contemporary-> totally different world view, society changed different language (stressful, only a few experts understand, concentration & calm needed, nobody uses such a language anymore students feel stupid -> uncertainty there are many other authors who present these important topics in a more modern way -> more contemporary and appropriate literature to teach ruins internst in literature no sense to force students to read Shakespeare the plays were written to be performed not to be read overcome prejudices, learn to engage in something knowledge irrelevant / not necessarily required -> no advantages new outdated attitudes, values,... regarding gender roles, religion,... diverse students -> diverse literature • more modern versions: same topics and appreciation for Shakespeare, but a lot easier and more entertaining • only if people want to, no force -> more appreciation, fun and motivation • short insight in school only and interested people can read more in their free time → still relevant aspects, but there is no sense trying to keep Shakespeares plays alive by forcing students to read them Definition utopia: • a vision of a perfect place, world, society (futuristic, cannot really exist/be achieved) • term was coined by Thomas More in 1514 Utopian characteristics: • altruism, honesty, fairness, bravery, tolerance, modesty, independence, individuality, freedom peaceful government, safe environment, access to education/employment, great healthcare utopian protagonist - works to promote the ideals of society. questions the existing social and political systems with the aim to bring positive change believes or feels that the society in which he or she lives is always getting better helps the audience recognize the positive aspects of the utopian world through his or her perspective . . Definition dystopia: • a bad place, world society (imaginary worst-case society) • negative future scenarios with a lot of suffering pessimistic version of the future . Visions of the future - Utopia and Dystopia . . ● greed, jealousy, ignorance, hypocrisy type 1 dark and gloomy, repressive government, small privileged elite, majority of the citizens is suffering type 2 - seemingly perfect society and happy+satisfied citizens, small privileged elite infringes freedom and enforces ignorance Typical features of dystopian societies: • loss of freedom (thought police, surveillance, iris scans, DNA tests,...) • loss of individuality (cloning, overpopulation, no freedom of opinion,...) • loss of true feelings (it is not welcomed to show fear,...) • mass manipulation (propaganda, no books, book banning, no art, entertainment instead of information,...) • total control (constant surveillance, no free press, loss of privacy,...) • loss of safety (fear, insecurity, scared citizens,...) high-level technology, advanced science (often used by the ruling elite for controlling, fear- mongering, power,...) • environmental destruction (pollution, nuclear radiation, mutations,...) • ruling elite (the government has huge power) Typical traits and characteristics of dystopian literature: • war, revolution, rebellion, overpopulation, natural disasters -> dramatic changes to society • poverty (mostly poorer than in contemporary society • ruling class living in luxury • protagonist who questions this society and feels that something's terribly wrong (-> helps show the reader the negative aspects • advanced technology • protagonist develops a romantic (risky, dangerous) relationship Dystopias in todays world: • climate change technology is rapidly replacing people reliance on new technologies social networking sites and cameras at every corner reduce our privacy • huge gap between the rich and poor • dehumanized things through genetic engineering many totalitarian states • war due to the ruling elite in Russia consumption of drugs • corona pandemic BUT - we can still vote liberty in many states Dystopian novels and films: • Brave New World, 1984, Fahrenheit 451, The Hunger Games, The Circle, Snowpiercer, Never let me go, In time, Divergent, Echo Boy,... Analyzing dystopian literature: dystopian elements . emotional impact on the reader, feels pity for the characters, understand what's going on in the society, wants to change something, evokes gloomy and dark atmosphere setting - location & time, atmosphere (weather, season, time of day, surroundings, landscape, symbols), mirroring or contrasting character's emotional state, adjectives, world fields, interior monologue, narrators comments, narrative perspective - atmosphere gets the reader in the mood, increases the tension • narrative perspective / point of view first-person limited / third person unlimited/omniscient / third person limited - connection on an emotional level / more distance, neutral, knowing more background knowledge / more objective, only one perspective The impact of globalization on culture and communication Globalization: • Globalization refers to the worldwide change on an economic, technological and cultural level. It also refers to the growing interaction between cultures and economies. This change is becoming visible in the increasing global mobility of people (including tourists, immigrants, refugees and business travellers), and in the global flows of money and goods between international markets and production sites. • often seen as an unstoppable process and affecting people all over the world • transfer of goods, capital, services, as well as communication, are easier than ever, but not everyone profits from this development . shrinking of the world -> global village (world is connected through work, the economy, communication and international travel, the world has effectively come closer together, distances no longer matter / everything is easy to reach) Globalization & communication: English as a lingua franca -> easier communication (siehe studying and working in a globalized world) • social media and the internet make communication despite of long distance extremely easy Globalization & culture: • travelling, literature, music, migration, diversity, studying abroad, international events, languages, traditions,... . Americanization - influence and integration of the US culture on / into other cultures (media, cuisine,...) (unintentional) spreading of the American culture / the American way of life Wal-Mart effect: small stores are replaced by one big Wal-Mart in smaller communities McWorld: catchphrase to describe the spreading of the American culture (BUT maybe also local culture has more impact on McDonalds) Westernization: influence of the Western culture + convenience, not an alternative, but an addition for other cultures, economic growth wouldn't be so big without America, there wouldn't be so many new technologies - homogenized culture and commercial values could replace traditions and family values (loss of diversity), not supporting local businesses, too much power (politically, economically), opportunities bigger and stronger are winners countries/companies/economy companies have branches all over the world/are international (global players) development of planes, ships, trains,... -> fast transportation cars: flexibility + easy travelling -> convenient easier trade (economic growth)-> buying goods which come from far away, exotic food is available at any time of the year exchange of ideas and products -> broadening one's horizon countries work together (EU) -> need to tackle global issues + better for workers, e.g. bc of the minimum wage travelling (flying is cheaper and easier) -> shrinking of the world human rights, democracy,... are spread more job opportunities to work/study abroad -> take advantage of higher wages, working conditions,... internet: instant communication, availability of information, finding new friends insights in other cultures-> broaden one's horizon, possibly more tolerant society, reduce prejudices, intercultural competence, not replacing but expanding culture new communication (English as a lingua franca) make the collaboration between business partners easier wider access to new cultural products (music, art,..) risks/threads Developing countries, local farmers, the environment are losers local communities suffer high emissions + pollution-> climate change environmental damage-> melting ice, rising sea level, air pollution, deforestation, heat waves, natural disasters,... if everything is available everywhere, things that make certain places unique will be lost people in developing countries suffer from hunger or die of diseases -> widening gap between the rich and poor a crisis which starts in one country will automatically affect other countries too due to increased mobility, diseases can easily spread all around the globe-> pandemic (covid-19) Global players with bad impact on our consumerism some work under cruel working conditions (outsourcing) internet: anonymity and security issues, fake news, cyber bullying, need to be on call 24/7 fear that individual cultures will finally blend into a single global culture (melting pot) and losing all their characteristic features -> cultural homogenization (Americanization) increased racism / discrimination due to colliding cultures Spread of consumer culture Three eras: • 1492-1800: Columbus, countries connected, colonialism, global integration • 1800-2000: companies connected, global economy, telecommunication, (world wide web), movement of goods and information • 2000-now: individuals connect, collaborate globally, cultural globalization, communication, internet + social media Global players: companies that operate globally; huge impact • pushing out local businesses, outsourcing, influence/manipulate people via marketing and advertising . • bad impact on our consumerism (Konsumdenken) -> the idea that increasing the consumption of goods and services purchased in the market is always a desirable goal and that a person's wellbeing and happiness depend fundamentally on obtaining consumer goods and material possessions Fast fashion: • inexpensive clothing produced rapidly by mass-market retailers in response to the latest trends often produced in sweat shops (factory in low-cost countries with low wages and poor working conditions and sometimes child labour) Pros faster production->more goods->more choices available at any time and everywhere cheap (also people with low income can afford) offers jobs to people in developing countries you can follow trends easily a lot of retailers (easy to find) Pros cost savings for the company (minimum wage in developing countries is lower than in industrial countries cheaper for the consumer more goods fast production (fast fashion) Cons Outsourcing: • to relocate the production (abroad / external provider) / hiring a company (in a low-cost country) to do (part of) another company's work more expertise offers jobs to people in developing countries ("better than nothing") poor quality, a lot of waste, not sustainable chemicals used during production can be harmful for workers+ customers focus only on profit in the companies bad working conditions (sweat shops), child labour, exploitation, lower wages,...) consumerism, not valuing your cloth,... small shops have to close because chains are very powerful Cons supports bad and cruel working conditions and child labour in developing countries (no protection law)-> exploitation bought things are not valued so much environmental damage (transportation- >emission) bad quality !?-> only using things a few times (fast fashion) things get lost in translation->misunderstandings loss of control (wages, subcontractor, conditions,..) local communities are not supported Stating your opinion: In my opinion... • In my view... . From my point of view... To my mind... • I think / feel / believe that... . Listing facts, arguments,...: Firstly.../ Secondly... • First of all... Besides... Finally... Above all... . ● . . . ● • Not only... but also... • too • as well • also • Furthermore . Show sequence: . In addition... further . • Afterwards . Firstly, secondly,... Next Show time: • Soon Then By this time . Consequently Simultaneously Giving an example: For example... For instance... Useful phrases and linking words • Such as... Contrasting: On the one hand . On the contrary... on the other hand Considering the fact that... • I am convinced that... • To be in favor of something To strongly support/oppose sth. • To argue for/against sth. ● likewise • Another important/significant point / factor / argument is... • besides • Moreover On top of that apart from • not to mention you have to consider as well • you shouldn't forget • one should also pay attention to keep in mind as well . Subsequently Finally . Later • Before • As soon as Meanwhile • Presently • In this case Specifically • With regard to • In contrast,... • but . . ● . nevertheless however (but) still yet Generalizing: As a rule... . On the whole... ● despite despite of the fact although at the same time Concluding: • All in all,... • In conclusion,... • To sum up,... Taking everything into account,... Emphasis • even especially really • very • stress Comparison similarly in the same way likewise . • both Cause and Effect therefore • one reason for this is... consequently • accordingly thus • SO • that's why • for • in contrast to • in spite of whereas • otherwise • while • Nonetheless Regardless • Even though Generally speaking... • In general... . • I would like to finish by pointing out again that... Weighing up the arguments for and against... • show • underline • make sth. color emphasize highlight equally • as well as • as...as . • since because • as • for this/that reason... • as a consequence... • as a result... • because (of)... Synonyms for author: ● The author.. draws the reader's attention • alludes to • criticizes/blames sb. for/ raises objections/opposes sb. . • claims • bases his argument on • suggests implies deals with . . . supports / sides with / sympathizes with • discusses / examines • comments on points out that puts forward the thesis that . ● Verbs: . to mention • to explain • to admit literary texts: novelist, playwright, poet, writer articles: journalist, reporter, columnist, writer, essayist • to stress • to highlight • to underline • to state • to maintain Avoid- use instead: • bad - negative, weak, mean, hateful,... . . . • say no - reject maybe - perhaps • choose select . good positive, respectful, ... big - huge, great, ... so therefore tough difficult help - assist • tell - inform • get receive . ● important relevant, urgent • many - numerous, countless • expresses • states argues that is in two minds about ... • refers to • mentions / talks about • holds the view that . starts by pointing out that supports the view that.. • examines the question of.. discusses the question (what, if)... addresses the issue of... • raises the question whether ... . • to provide • to suggest • to encourage • to claim • to clarify • to focus on sth. • to illustrate • to imply • sad (people) - depressed, dejected, frustrated • sad (atmosphere) - dark, gloomy, melancholy, hopeless happy - cheerful, pleased, delighted • nice (people) - kind-hearted, pleasant, sympathetic • nice (atmosphere) - harmonious, familiar, relaxed interesting appealing, exciting, remarkable, captivating situation circumstance, case, condition, position Writing a summary: • introductory sentence (TATTE) -> title, author, text type, topic, date, source • refer to the task simple present • no quoting, no opinion linking words + paragraphs • articles: . . summarize paragraph for paragraph (relevant facts) literary texts: describe setting and characters what happens? -> chronological order + relevant facts that are described in the text useful phrases: The text is The text a part a fragment an extract In the first place The text The first part runs from line. (up) to line The second paragraph comprises the lines The third section. In the first part At the beginning of the text First First of all taken from a newspaper entitled written in... by... The text the author the writer begins with starts with Then After that Afterwards Next, In the next paragraph The author of At the end of the text Finally Lastly The author begins by saying. The author starts the text with an announcement. an article a comment an editorial. a report a review of a book. a letter to the editor. a webpage. begins in line... and ends in line... deals with the author. the reader learns the author deals with ends with ... concludes with concludes finishes closes The text concludes in a rather optimistic tone. pessimistic the writer... Methoden is about the presentation of the problem. the text by about London. deals with ... presents stating declaring -.. asserting -- Teil, Auszug Auszug: Anzeige Auszug: Artikel Kommentar Leitartikel Reportage Rezension Leserbrief Webseite entnommen aus mit dem Titel, betitelt geschrieben in... von... geht von Zeile. bis Zeile Verfasser(in) zuerst ... beginnt mit dann, danach im nächsten Abschnitt zum Schluss . endet mit behaupten erklären versichern optimistisch pessimistisch Writing an analysis: introduction: Wiedergabe der Aufgabenstellung . author's intention main part (separate clearly): rhetorical devices choice of words - communicative strategies line of argumentation - tone - register/style setting . Use of language: • tone Author's intention: to criticize ... • to inform about ... • to persuade the reader / tries to convince the reader that ... - irony humour sarcasm register (Sprachebene) / style formal - informal a serious/friendly/humorous/ironic/polite/rude/critical/optimistic/...tone - complex/simple sentences narrative perspective dystopian elements choice of words • conclusion: sum up your most important findings without repeating all the details and using the same words again simple present, no short forms, no own opinion, no 1.Pers.Sg., adjectives, quote • name -> quote -> explain its effect on the reader formal/informal/colloquial/vulgar/academic/clear/objective/vivid/...language eine stark wertende Wortwahl inkludierende und exkludierende Pronomina eine klare, prägnante Wortwahl eine die eingeschränkten Kommunikationsmöglichkeiten spiegelnde Syntax • ● Choice of words: • superlatives/comparatives —> emphasizes positive (euphemism)/negative connotated words -> emphasizes a certain thing/ opinion • words from a certain world field -> emphasizes a certain thing/opinion personal pronouns ->reader feels included negotiations -> emphasizes strong/emotive adjectives -> emphasizing ● . stylistic devices eine bildhafte Sprache Anaphern, Wiederholungen, Parallelismen Wiederholungen und Aufzählungen . • technical terms -> shows expertise • use of imperatives -> affect opinion more, appealing colloquial language (humoristic, amusing) -> on one level with the reader formal/informal -> seems smart, more credible • useful phrases - to use emotive adjectives/adverbs that ... to appeal to the readers' emotions to express ideas in a more informal or colloquial way in order to... to associate ... with positive/negative words such as ... in order to ... the... connotations of words like ... are meant to make the reader ... - The frequent usage of ... rhetorical / stylistic devices: Anaphora Parallelism Alliteration Device Explanation Wiederholung eines Wortes oder einer Phrase am Anfang aufeinanderfolgender (Teil-)Sätze/Zeilen Beibehaltung einer bestimmten Satzstruktur in aufeinanderfolgenden Sätzen Zwei oder mehr benachbarte Wörter beginnen mit demselben Laut Effect Highlights key aspects and adds emphasis Emphasizes certain idea, shows that the elements are of similar importance Adds emphasis Repetitions enumeration Allusion Rhetorical question Metaphor Simile Personification Irony Antithesis Exaggeration Pun • useful phrases Wiederholung einzelner Wörter Emphasizes, lasting oder Wortphrasen impression Aufzählung; Auflisten mehrerer Highlights key aspects and Aspekte adds emphasis, lasting impression Bezug (Anspielung) auf etwas Bekanntes z.B. geschichtlich oder berühmte Person Rhetorische Frage, auf die keine Antwort erwartet wird Indirekter, bildlicher Vergleich ohne Vergleichswörter Direkter Vergleich mit Vergleichswörtern (e..g.like) "Vermenschlichung"; einem Objekt werden menschliche Attribute zugeordnet Bezeichnung eines Sachverhalts durch sein Gegenteil; häufig als Kritik / Spott Attracts attention, affects imagination Wortspiel mit Doppeldeutigkeit oder Gleichklang verschiedener Wörter Reader feels drawn/included into the argument, makes him think Vivid picture, imagination, enhances, clarifies, illustrates Vivid picture, imagination, specification, enhances, clarifies, illustrates Vivid picture, imagination, enhances, clarifies, illustrates Amusing, shocking, irritating (read twice), humorous remark Gegenüberstellung Underlines the division or a gegensätzlicher Begriffe, meist contrast, simplifying with two im Zusammenspiel mit ähnlichen Satzmustern sides Übertreibung Serious or comic effect, read again, evokes emotions Humorous remark, irritating, amusing The author makes use of/ employs... This word / phrase / expression refers to / underlines / emphasizes / means / stands for.. The [stylistic device] highlights/ underlines/ stresses/ expresses/ stands for... - This is done to stress / put emphasis on / emphasize / draw attention to / highlight... The author wants to involve the readers/listeners by[+ gerund]/convince them of... He/she wants to appeal to (e.g., the readers 'conscience) ... He/she wants to imply that... • Alliteration, contrast, exaggeration, repetition -> uncountable (much, ohne "a") • Metaphor, allusion, symbol, rhetorical question -> countable (many, mit "a") He/she wants to arouse interest / simplify / illustrate... He/she refers to an example He/she makes use of/ employs / uses formal / informal / colloquial expressions/ language Communicative strategies: • argumentative structure quote experts • refer to studies • personal experience appeal to reader's emotions • to express solidarity -> reader feels comforted • criticism . topicality (Aktualität) -> shows importance of the topic • reference to history only showing one side illustrating examples • Direct approach Argumentative structure: • antithetical (comparison, contrast, both sides) or progressive (unity, logical coherence) structure > counterarguments invalidated? • text is divided into ... parts • headline (provocative, interesting) -> evokes interest, provocative • Introduction (shocking, provocative statement) -> interest in the beginning statistics/facts, quoting experts -> more credible, proof including personal experience -> more personal, emotional • make claims instead of evidence based arguments ->opinion predetermined, nobody thinks in a different way ● • humour, irony, ridicule -> easier/funnier to read downgrading opponents -> feels bad to be downgraded, adapt to the author's opinion • facts (informative, argumentative) > more credible and proven or opinion (biased, argumentative) -> more emotional referring to the beginning (circle) -> logical coherence, good to read, longer lasting impression Relations (siehe characterization): • Admiration (Bewunderung) • Alienation (Entfremdung) Friendship • Provide emotional support . Dialogue: Dominant / talk very little • Intimidation (Einschüchterung) Questioning (Hinterfragen) uncertainty (Verunsichern) . Dystopian elements: emotional impact on the reader, feels pity for the characters, understand what's going on in the society, wants to change something, evokes gloomy and dark atmosphere - Setting: location & time, atmosphere (weather, season, time of day, surroundings, landscape, symbols), mirroring or contrasting character's emotional state, adjectives, world fields, interior monologue, narrators comments, narrative perspective atmosphere gets the reader in the mood, increases the tension Narrative perspective / point of view: Speech analysis: Introduction • The speaker, ..., a civil rights leader, makes/gives/delivers the speech • His/Her purpose/aim/objectives is to persuade/convince the audience/to explain the necessity for... first-person limited -> connection on an emotional level, identification, knowing what's going on in their mind, feels like you are included third person unlimited/omniscient -> you know everything, can build your own opinion, more distance, neutral, knowing more background knowledge third person limited -> more objective, only one perspective Writing about the argumentative structure • In the first few lines the speaker informs the audience / argues that / puts forward the idea of... • He/She continues by expanding his/her arguments on/offering further proof of ... • About halfway through the speech he/she appeals to the audience by ... • The scientific evidence cited in lines ... offers a powerful argument on behalf of ... Writing about stylistic devices Throughout his/her speech .... employs a number of stylistic devices to underline / • illustrate / emphasize his/her point of view. . in lines ... the repeated use of we" is a strong appeal to the audience to ... • A recurring/much used/frequently employed stylistic device is the use of...in order to emphasize... . • The function/aim/purpose of ... is to ... The intention behind this ... is to . • The speaker uses/makes use of/ employs this device in order to... By using a device, the speaker tries/hopes/aims to achieve ... • A device serves/helps ... • The speaker tries to persuade the audience by ... The function / effect of ... • to establish contact with ... . • to emphasise/to stress... • to illustrate /visualise an idea... • to criticize a situation/person/idea/event... • to produce a fine rhythm... • to create humour... • to amuse/entertain the readers... • to evoke funny/revealing associations... • to create a graphic mental image... • to make the passage vivid... • to surprise the audience... Conclusion Concluding one can say that... • All in all, the speaker convincingly argues his/her case on behalf of ... Martin Luther King's speech on .. was a landmark in the struggle for ... • The speaker has not achieved his/her objective because... • His/Her arguments fail to convince the audience because... Despite the extensive use of rhetorical strategies, the speaker does not succeed in ... . When referring to the text: As it is written in I./II. • As one can read in I./II. This is indicated by I. /II. • This can be proven by I./II. • I./II. (...) suggest(s) that... Writing an evaluation: • refer to the task • linking words . • paragraphs simple present • introduction: catching phrase (get your reader curious), explaining/referring (to) the quote, what is the topic • main part: - Discuss: arguments for and against (ending with strongest for your opinion) Comment: arguments for one side are enough, involve more background knowledge sometimes also referring to background knowledge (e.g. history) before or the currency of the quote -> refer to the task !!! • conclusion: summing up, draw a conclusion (weighing up the pros and cons) • useful phrases Many people claim that ... because they... However, this preference for ... may be... - A frequently used gument against ... is... - That may be true, but... Contrary to what most people believe / to public opinion... Above all, it is important to note.../ it must be said... / one cannot ignore that... Letter to the editor (S.536): date, address, salutation • introduction: name the article and its source (I'm writing in response to the article ...), give a brief explanation why you are writing this letter main part: state your opinion, give examples, add arguments • conclusion: summarize your opinion, appeal, demand, farewell, sign the letter . Mediation (S. 532/3): • consider the purpose and intention of the text as well as the addressee • leave out irrelevant information . characteristics of the text type -> letter / email, speech script: talk, public/formal speech, newspaper/internet article (appropriate style and choice of words) • use your own words - no direct translation • don't add own knowledge explain special German expressions $19 How to improve your mediation skills You are very likely to be confronted with situations where people who do not speak German need your help because some information they need is only available in German. Such situations are very similar to those that you find in mediation tasks. Step 1: Understanding the task Before you start working on a mediation task, make sure that you fully understand what is required from you. Mediation does not mean translating the German original word for word. a) What is the type of text you need to produce? In the example below, you can see that the German original is an article, but the text you should produce is an email. This means that you must change the way the information is presented to you in German. In order to do this, you need to remember what is typical of that particular kind of text. In the case of an email, you should first address your partner, introduce your email stating the reason for it, (e.g. by referring to the given situation), write a main part which includes the relevant information from the text and finish your email appropriately. Together with an English and a Polish partner school, your school is working on a Comenius project about immigration to Europe. You are a member of your school's Comenius group and you have found the following article in the German magazine Der Spiegel. Use the information given here to write an email in English informing the other partners about immigration laws and the conclusions drawn by the magazine. b) What information is needed? Read the task carefully to find out what information is needed. Certain passages or elements of the German text are likely to be irrelevant to the task. You should leave this information out in your text. c) Who is the addressee? In a mediation task, another factor that should influence the way you deal with the text is the addressee that is mentioned in the task. Select the aspects that are relevant for the addressee. Explain releva t terms that your addressee would otherwise not understand. If you write a text for teenagers, your text should be less formal and technical than if you were writing about a difficult topic for experts in a particular field, for example. d) What style and register should you use? Choose the style and register that fits the text type you have speech). produce (eg an email, letter, Step 2: Working on the task a) Reading • Highlight all the information relevant to the task (see Step 1b). • Make notes in English. from Remember that you are not supposed to write a word-by-word translation of pass the text. If you decide that the translation of a certain expression is necessary to do the task properly, do not get stuck looking for a literal translation of a German expression. Sometimes it doesn't exist and you can paraphrase the idea you want to express. For example, there may be a German idiomatic expression like "das Zeitliche segnen" which you cannot translate directly. So you need to find either an English idiom that has a similar meaning or go for a more neutral expression, for example "to die". b) Writing the English text • Arrange the information you highlighted and noted down in a logical order that fits the type of text you are expected to write. Structure it in such a way that it is easy to understand for the people who are supposed to read your text. • As stated above, you shouldn't translate the German text word for word. It is important that all the relevant information is presented clearly. Leave out anything that is not related to the task, also leave out any personal comments unless the task invites you to include them. • Be careful with expressions and concepts that are very specific to German and Germany. You may have to include an explanation to someone from abroad. For example, a text may include references to people or institutions that most Germans know, but people from abroad do not know. So you need to add a short explanation: Many Germans watch the news programme "Tagesschau" at 8 o'clock at night on ARD, which is a public TV channel. c) Editing the text • Make sure that you have included all the relevant information required by the task and not used anything that goes beyond it. Check that your text fits the criteria of the type of text that the task has asked you to produce. Don't forget that the style and register of the text must suit the addressees that the text is intended for. If necessary, make some changes. Check your text for grammatical correctness and the right choice of words. style and register.