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The study explores the extent to which linguistic globalisation and the ever increasing dominance of English shapes the perceptions of linguistic diversity in traditional sociolinguistic milieus. We set out to investigate the attitudes of 142 respondents from Vorarlberg, an Austrian province, towards their home dialects, High German, a local standardised variety, and English. While drawing on a verbal guise test (VGT) and a questionnaire as the main methods of study, we show that local dialects are viewed as badges of local identities, whereas standard German is appreciated for its utilitarian value. Remarkably, English emerges as a language of enormous social prestige with high levels of social attractiveness. English is further seen as a language allowing the inhabitants of Vorarlberg to connect to the larger world and become part of the global dialogue. We argue that rather than eroding the local cultures, English adds to the sociolinguistic fabric of traditionally diglossic societies, rendering their linguistic texture even more complex and enriched, not impoverished.

The authors describe a study aimed at enhancing knowledge about amphibian species. Two classes of 3rd and 4th graders aged 9-11 years participated in the study. In addition, approximately one half of the students participated in an environmental conservation action designated to preserve migrating amphibians. During this action, students encountered living amphibians. Students who participated in the conservation action performed significantly better on achievement tests, and 4th graders performed better than 3rd graders, even when controlling for prior knowledge as a covariate, which also showed a significant influence. Pupils expressed high interest and well-being and low anger, anxiety, and boredom. Boredom and anxiety correlated negatively with residualized achievement scores. Major implications are that learning about biodiversity should (a) focus on a small number of species, (b) start in primary schools, (c) take place outdoors, and (d) be linked with classroom teaching. (Contains 2 figures and 2 tables.)