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Teaching English as a second language is widely different depending on what teacher you ask and what methodology they use. The purpose for this study is to look deeper into the visual literacy approach of how primary school teachers choose to incorporate the use of children’s picturebooks in their own teaching practices for L2 acquisition and development. Through semi-structured interviews, the study gathered information with regard to how a visual literacy approach though the use of picturebooks is utilized in practice and in theory among primary school teachers. The results of the study revealed that the majority of the participating teachers are positive towards the use of picturebooks in the ESL classroom but differ in the way they choose to incorporate the visual literacy approach in their teaching. The results showed that the participating teachers are not using children’s picturebooks to the extent that they would like to in theory, due to reasons such as time restraints and inexperience. Finally, the results show that children’s picturebooks has positive implications for L2 development with regards to vocabulary and reading comprehension in the early years. Utilizing literature that pupils are familiar with in L1 further helps to engage in the use of their L2 for overall language development.

This paper investigates the informal environment that pupils ages 3-12 are a part of while they are not in school and how extramural tools aid their vocabulary learning. According to Sundqvist and Wikström (2016) children today are growing up in a world of digital development and advancement and at the same time being a part of it. This study will discuss if pupils are in the mindset of learning when using digital tools within an informal environment or not. Previous research within this field provide key information regarding pupils who were gaming in their free time using the English language daily playing games, interacting and producing the language was key for vocabulary development (Russell, 2016). This paper will investigate different aspects that may have an effect on the students’ vocabulary learning within the classroom. Furthermore, this paper will review and discuss how this way of learning may be transmitted over to the formal environment in the classroom.

This paper investigates the informal environment that pupils ages 3-12 are a part of while they are not in school and how extramural tools aid their vocabulary learning. According to Sundqvist and Wikström (2016) children today are growing up in a world of digital development and advancement and at the same time being a part of it. This study will discuss if pupils are in the mindset of learning when using digital tools within an informal environment or not. Previous research within this field provide key information regarding pupils who were gaming in their free time using the English language daily playing games, interacting and producing the language was key for vocabulary development (Russell, 2016). This paper will investigate different aspects that may have an effect on the students’ vocabulary learning within the classroom. Furthermore, this paper will review and discuss how this way of learning may be transmitted over to the formal environment in the classroom.

Martin Schröder: Warum es uns noch nie so gut ging und wir trotzdem ständig von Krisen reden. Salzburg & München: Benevento 2018. 9783710900587

In Deutschland (und anderswo) wird Alterssicherung vermehrt über Wohlfahrtsmärkte organisiert. Wie dies vonstatten geht, ist allerdings bisher nur unzureichend beleuchtet worden. In diesem Beitrag wird der Bereich sozialer Nah- und Beratungserfahrungen als eine wichtige Determinante des Vorsorgeverhaltens in das Blickfeld gerückt. Zum Ersten werden internationale Befunde zusammengefasst, die das soziale Umfeld (Familie, Betrieb, lebensweltliches Netzwerk, Beratungserfahrungen) mit dem individuellen Vorsorgeverhalten in Beziehung setzen. Zum Zweiten werden eigene Analysen auf der Basis des SAVE 2008 Datensatzes vorgestellt, die ebenfalls den Einfluss von Netzwerk- und Beratungserfahrungen beleuchten. Im Ergebnis zeigt sich, dass es zu einer größeren Heterogenität bei der Absicherung des Lebensabends kommt – und zwar für alle sozialen Schichten., In Germany (and elsewhere), retirement provision is increasingly organized on welfare markets. Yet there is little knowledge about how this is being processed. This article sheds light an experience made in social networks and with financial advisors as an important factor shaping people's behavior regarding private saving for old age. On the one hand, the article reviews international findings that correlate an individual's social environment (family, workplace, non-familial life-world, financial advice) with saving behavior. On the other hand, own findings from secondary analysis based on survey data (SAVE 2008) are presented, again with respect to the influence of social networks and to experience with financial advice. As a result, one can discern growing heterogeneity concerning old age provision - with this affecting all social strata.