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The Practical Handbook for Research Data Management is a revised edition of the handbook by Büttner, Hobohm, and Müller on the topic of research data management. It covers various aspects of data management and describes important milestones for the development of research data management at the national level, including the conception of a National Research Data Infrastructure. The book also includes contributions on legal aspects, the data market, and data culture. It provides an overview of training opportunities in the field of research data management and introduces the new Master's program "Digital Data Management," developed by the University of Applied Sciences Potsdam and Humboldt University Berlin. The program spans four semesters and covers topics such as data management, data storage and curation, data transfer and utilization, as well as publication and citation of digital research data. The handbook offers a comprehensive overview of research data management and emphasizes the successful progress of integrating research data management into the national and European information infrastructure. [Extracted from the article]

The book "German as a European Language" by Gisela Zifonun promises to introduce characteristic features of the German language. It consists of eight chapters that address various aspects of German and compare them to other languages such as English, French, Polish, and Hungarian. The book attempts to convey grammar in an illustrative and concrete manner, but often lacks explanations and backgrounds for the comparisons. It is aimed at language enthusiasts, but requires linguistic expertise and does not have a clear target audience. The book concludes by stating that German fulfills nine characteristic features of the Standard Average European and therefore belongs to the European language family. However, overall, the book does not fulfill the purpose of learning something new or refreshing existing knowledge. [Extracted from the article]

The publication by Grażyna Zenderowska-Korpus titled "Phrasemes in Text Types" examines the communicative-pragmatic potential of phrasemes in various text types. The author emphasizes the importance of teaching phrasemes in foreign language instruction and presents various examples from text types such as letters to the editor, horoscopes, and advertisements. The second part of the book deals with the role of phraseology in foreign language didactics and presents possibilities and limitations of phraseodidactics. The publication is aimed at German as a Foreign Language teachers, Germanists, and language mediators who are interested in phraseodidactic and culture-specific questions. [Extracted from the article]

The book "Early Language Policy in the 21st Century. An International Perspective" by Zein, Subhan, and Coady, Maria R. deals with the framework conditions for foreign language teaching in primary education. A total of 14 chapters are dedicated to foreign language teaching in English, Spanish, Arabic, and Chinese on all continents. The focus is on the situation of German language teaching in Great Britain, which is described as sobering. German ranks third among foreign language learners there, while Chinese as a foreign language is gaining momentum. The book shows that foreign languages are a political football and do not align with the needs of teachers or learners. [Extracted from the article]

The anthology "New Perspectives on Willingness to Communicate in a Second Language" by Zarrinabadi and Pawlak addresses the issue of willingness to speak in a foreign language. The volume presents 12 scholarly articles that deal with various aspects of willingness to speak. The authors examine, among other things, the influence of cultural and personal factors, the role of the teacher, and the significance of a flipped classroom approach. The contributions show that willingness to speak depends on various factors and that there are no simple solutions. The volume offers a well-founded examination of the topic and can be recommended to both experts and beginners in this field. [Extracted from the article]

The anthology "ar|gu|men|tie|ren. A central speech act in subject and language teaching" by Stephan Schicker and Sabine Schmölzer-Eibinger examines the development, modeling, and promotion of argumentation competence in teaching. The focus is on the importance of argumentation for interdisciplinary teaching and democratic participation. The volume contains theoretical contributions, literature reviews, and individual studies that present current research results. The structure of the book includes three parts: arguing in language teaching, arguing in subject teaching, and arguing in second language. The contributions address various aspects of argumentation, such as oral argumentation, argumentative text types, and the use of question words in argumentative conversations. The present volume deals with the topic of argumentative competence in various teaching contexts. Subject-specific models of argumentation competence are presented, and the differences in knowledge goals, tasks, and positioning procedures in the subjects of German, history, and biology are analyzed. A textbook analysis shows that closed tasks hinder independent comparison, while open and metacognitive tasks promote argumentation skills. A study on intertextuality in argumentative texts shows that students often inadequately use intertextual references. The fourth chapter deals with argumentation in German as a second language (DaZ) teaching, examining the written language competence of newly arrived students. An intervention study shows positive and negative transfer effects from Russian to German in promoting written argumentation skills. The volume provides insights into the research field as well as practical suggestions for promoting language and argumentation competence. [Extracted from the article]

The study by Wang, Jiayi examines the lexical interferences between German and Chinese in Chinese German language teaching. The focus is on verbs and verb constructions. The author discusses the role of the native language in learning and using vocabulary and advocates for a contrastive approach to vocabulary acquisition. The book provides an overview of the research status in China on contrastive studies of the German-Chinese language pair and offers suggestions for vocabulary exercises. It emphasizes the complexity of lexical learning and the necessity of appropriate vocabulary instruction in foreign language teaching. [Extracted from the article]

The anthology "German Studies and German as a Foreign Language in Multilingual Contexts" contains seven contributions that deal with the topic of multilingualism from a language didactic, intercultural, and system-oriented perspective. One essay examines how plurilingual societies deal with communicative challenges, while another analyzes the situation of the German language in Morocco. An empirical study investigates the influence of French on the acquisition of German among Moroccan German studies students. Another contribution deals with the gual-intercultural and contrastive perspective foreign language teaching based on a textbook. The conference proceedings address various aspects of multilingualism from a linguistic, foreign language and literature didactic, intercultural, and language policy perspective. The authors emphasize the importance of literariness in foreign language teaching and suggest paying more attention to multilingualism and interculturality. Concepts for promoting literary-aesthetic learning in German as a Foreign Language/German as a Second Language studies are also presented. The conference proceedings provide important impulses for the discussion on multilingualism in the context of German studies and German as a Foreign Language/German as a Second Language studies. [Extracted from the article]

The book "Deutsch im Maschinenbau" by Maria Steinmetz and Heiner Dintera is a textbook aimed at non-native German-speaking students of mechanical engineering at technical universities and colleges. It is intended to help learners acquire technical language structures and enable them to act effectively in the field of mechanical engineering. The book consists of seven chapters that contain relevant technical language structures and elements for various communication situations. It also includes exercises and tasks to promote the receptive and productive skills of the learners. The textbook allows mechanical engineering students to communicate in authentic language use contexts and contributes to the development of technical language teaching materials. [Extracted from the article]

The dissertation by Stefan Rahn examines oral examination conversations with German and international students at German universities. The study analyzes the linguistic structures in the examination interactions and investigates thematic and action structures, types of knowledge, and processes of knowledge processing, as well as the communicative realization of linguistic action. The results show that there are different variations of thematic-propositional structure and that conceptual knowledge plays an important role. The work thus provides a relevant contribution to the discussion on the study ability and academic success of international students. [Extracted from the article]

The publication "Language and Academic Success among Education Foreigners" analyzes the influence of language proficiency on the academic success of international students in German-language bachelor's or state examination programs. The SpraStu project, funded by the Federal Ministry of Education and Research, was conducted from 2017 to 2020 at the universities of Leipzig and Würzburg. The results show that language proficiency at the beginning of studies has an impact on academic success and generally improves during the course of study. However, it is noted that some students have difficulties with writing and that the validity of language tests for university admission varies. The publication calls for better support for the target group in learning German during their studies and emphasizes the importance of targeted language support from the beginning. [Extracted from the article]

The book "Ugly Words" by Joachim Scharloth deals with the ideological discourse of the New Right and their use of hate speech. The author analyzes the abusive vocabulary of the New Right, which is mainly found on mainstream platforms of the AfD (Alternative for Germany). Societal issues and political fields that are discussed by the New Right in the media are addressed. The book provides insight into the processes of abusive word formation and the instrumentalization of language by the New Right. It invites readers to approach language in a reflective manner and is aimed at a broad audience, especially advanced learners of the German language and students in the field of linguistics. However, it is pointed out that discriminatory speech is not only used by the New Right, but also by other parts of German society. It is emphasized that the recognition of cultural differences is an important part of democratic discourse. [Extracted from the article]

The book "Wissenschaftliches Arbeiten an deutschen Universitäten" by Schäfer and Heinrich has been published in its second edition and is specifically aimed at foreign students in the humanities and social sciences. It provides practical assistance with exercises and fills a gap in the literature on academic work, as it is explicitly targeted at foreign students. The book covers various aspects of academic work, such as note-taking, presenting, and writing a written academic paper. It also includes exercises and examples to help students. Although the book has some shortcomings, it can be recommended as long as there is no better work available for the target audience. [Extracted from the article]

The book "Writing in Contexts" by Sandra Reitbrecht presents selected contributions from a conference in Vienna in 2019. The first part of the book deals with the modeling of writing contexts, while the second part addresses the exploration of writing contexts. The authors discuss various theoretical approaches and models for investigating writing processes. It is emphasized that context plays an important role in the modeling and exploration of writing processes. The third part of the book, which deals with the design of writing contexts, is not covered in this review. The text addresses various methodological problems in the field of writing and language analysis. It is pointed out that in writing didactics, the promotion of discourse-related competencies is often lacking, especially in foreign languages. It is also discussed whether cognitive processes can be investigated through thinking aloud. Furthermore, the significance of the language act of comparison in written exams is analyzed, and it is noted that transparency and clear criteria are often lacking. Finally, the necessity of appropriately addressing variation and precision in the school context is emphasized in order to prepare for academic writing at the university level. [Extracted from the article]

The book "Antisemitism in Language" by Ronen Steinke deals with the significance of word choice in relation to antisemitism. The author examines the negative connotations of the word "Jew" and the discriminatory use of terms associated with Judaism. Steinke also considers the use of Yiddish in the German language and the ambivalent meaning of some Yiddish expressions. He emphasizes the necessity of sensitive language and warns against problematic rebranding. The book also includes comments from various personalities on the topic of antisemitism and provides suggestions for further discussions and research. [Extracted from the article]

The present work by Qiu Kuanyong examines the discursive construction of terrorism in German and Chinese media. The newspapers Die Welt and Süddeutsche Zeitung in Germany, as well as the People's Daily in China, are analyzed. The results show that the perception of terrorism in German media has changed after the attacks of September 11, 2001, and terrorism is defined as a communication strategy. In Chinese media, terrorism is discussed as a threat to stability, and the fight against terrorism by the US and Europe is portrayed as self-serving. The work provides insight into the differences between the two countries and allows for a deeper understanding of the Chinese terrorism discourse. [Extracted from the article]

The book "Language Games: Specialized Language Business DaF" by Brigitta Joebstl-Berger is an experiential report about a DaF module in the field of Business German, which the author developed and conducted at the University of Milan. The book is aimed at teachers working in the field of specialized language business and includes both face-to-face and online lessons. It describes the didactic framework, the theoretical embedding of the concept, and the implementation of the module in its various phases. The book provides concrete insights into teaching design in the field of Business German and is based on a constructivist didactics. [Extracted from the article]

The book "How Goethe Became Japanese" by Stefan Keppler-Tasaki examines the cultural appropriation of Goethe in Japan. The study shows that Goethe plays a significant role in Japan's cultural self-understanding. The book covers various topics such as the reception of Goethe in Japanese German studies, his influences on the discourse of suicide and popular culture, as well as his connection to Buddhism. Other German-speaking authors such as Gottfried Benn and Thomas Mann are also discussed. The book provides insight into German-Japanese relations and the reception of Goethe in Japan. [Extracted from the article]

The dissertation "The performance of phrasal verbs in text" by Susanne Kabatnik examines the textual performance of phrasal verbs (FVG) in German. The author analyzes the functions of FVG in the text and investigates whether substituting FVG with base verbs leads to a change in the sentence. The results show that FVG can convey specific information that cannot be expressed by base verbs. The publication provides interesting insights into the textual performance of FVG and demonstrates that their use is indispensable in many situations. However, errors were made in selecting the Polish equivalents, which leads to incorrect findings in the work. [Extracted from the article]

The book "Investigative Foreign Language Teaching" by Udo O.H. Jung is criticized in the review. The author covers various topics on 460 pages, but not investigative foreign language teaching as the title suggests. Instead, he presents a variety of materials and information that are interesting but not suitable for investigative learning. The author overwhelms the readers with information instead of encouraging them to conduct independent research and ask questions. The book also includes information about street names and stamps, which are impressive but have little to do with the topic. The reviewer suggests a project that would actually enable investigative learning by comparing Volkswagen advertisements in Germany and Brazil and asking questions about the different features of the cars. Jung's book does not meet the requirements for investigative learning but produces facts that cannot be questioned. The author has a different understanding of investigative teaching and presents information that is meant to impress but leaves little room for student activities. However, the book also contains interesting information about innovative technological systems and covers culturally relevant topics from different countries. [Extracted from the article]

The dissertation by Cynthia Freudenthal, titled "Ecological Discourses in Foreign Language Teaching," discusses the significance of ecological topics in German as a foreign language instruction. The author argues for recognizing ecological topics and environmental competencies as a central teaching mandate and integrating them into the education system. She develops teaching units on the topics of water, waste, and the ecological memorial site Wyhl, and demonstrates positive results in various German as a foreign language courses. The dissertation concludes with the demand to integrate ecological issues more strongly into German as a foreign language instruction and suggests publishing the teaching materials in a textbook. [Extracted from the article]

The anthology "unterricht_kultur_theorie: Cultural Learning in Foreign Language Teaching: Thinking Differently Together" is the result of a conference that took place in Göttingen in July 2019. The editors criticize the previous teaching of regional studies and argue for understanding cultures as being produced by people through linguistic action. The conference aimed to develop a theoretically and empirically grounded cultural didactic teaching model and to facilitate a dialogue between conceptual research, empirical research, and instructional practice. The anthology contains contributions on various topics of cultural learning in foreign language teaching, such as global learning, political engagement, and language mediation. Various aspects of the topic are addressed, including learner discourse participation, everyday racism in English teaching, cultural learning with graphic novels, and the role of teachers in initiating and accompanying cultural learning processes. The anthology offers theoretical considerations, contributions to instructional practice, and empirical research. It emphasizes that cultural learning can be designed differently in various contexts and that the concept of intercultural learning should be reconsidered. [Extracted from the article]

The book "Richtiges Deutsch. Vollständige Grammatik und Rechtschreiblehre" by Heuer, Walter; Flückiger, Max; Gallmann, Peter has been published in its 33rd edition. It offers a comprehensive presentation of German grammar and spelling and has been adapted to new developments in the language. The book also covers specific linguistic peculiarities of Switzerland and is suitable for anyone interested in the German language and its correct usage. It is recommended as a useful tool for German studies students, high school students, copywriters in companies, proofreaders, and German learners. The author and the publisher hope for many more editions of this reference work. [Extracted from the article]

The book "Duden - Linguistic Doubtful Cases" by Mathilde Hennig is a revised and expanded edition of the standard work on the German language. It provides a quick guide for linguistic doubtful cases and is based on the Duden Corpus, which includes approximately 6 billion word forms. The dictionary contains alphabetically ordered articles that provide information on pronunciation, spelling, grammar, lexicon, and stylistics. It also covers topics such as correct comma placement, declension of nouns, and the use of foreign words. The book is user-friendly and suitable for both native speakers and German learners. [Extracted from the article]

The present volume "Languages in Comparison. German - Ladin - Italian. Volume 3: Noun, Adjective, Adverb, Preposition, Conjunction" deals with the Comparative Grammar of German, Ladin, and Italian. It covers the parts of speech noun, adjective, adverb, preposition, and conjunction. The chapter on nouns covers gender, number, and case. The chapter on adjectives covers adjectives in the narrower sense and numeral adjectives. Similarities and differences in the usage and morphology of adjectives are presented. The book is primarily aimed at teachers in the Ladin Alpine valleys, but also at students and teachers of Romance and Germanic studies. [Extracted from the article]

The anthology "Inclusion and German as a Second Language as cross-sectional tasks in teacher education" deals with the connection between German as a second language and inclusion in teacher training. Various approaches and approaches are discussed to reduce participation barriers in structures and organizations. The volume contains theoretical and empirical research results as well as case studies from inclusive teaching. Subject-specific and interdisciplinary perspectives on diversity-sensitive didactics are also presented. Criticism of casuistic approaches is also discussed. [Extracted from the article]

The present volume "Learning together with and from each other: Learning neighboring languages and school exchange" documents the results of the German-Dutch school exchange project "Neighbor language & neighbor culture". The project was carried out by the universities of Nijmegen and Duisburg/Essen in cooperation with the European Union. Between 2017 and 2021, approximately 6000 students and 130 teachers from the Rhine-Waal Euregion participated. The volume is divided into three parts, which deal with the learning of neighboring languages, exchange research and the experiences of teachers, as well as materials and learning places for learning neighboring languages. The contributions offer didactic suggestions and critically reflect on their effectiveness. [Extracted from the article]

The present volume "Gender_Diversity_Sexualities in German as a Foreign and Second Language" deals with various perspectives on gender, diversity, and sexualities in the context of German as a foreign and second language (DaF/DaZ). The contributions of the book fill a gap in research as they address this complex of topics in instructional contexts. The volume contains contributions on topics such as gender-reflective German didactics, gender-fair language, gender images in textbooks, and the thematization of sexuality and sexual diversity in DaF/DaZ instruction. The authors provide concrete suggestions and teaching units to improve dealing with gender and diversity in DaF/DaZ instruction. The article deals with various aspects of gender and diversity research in DaF/DaZ instruction. Various teaching models and materials are presented that address topics such as gender stereotypes, sexuality, and diversity. The authors emphasize the importance of these topics for instruction and provide concrete suggestions for practice. The article also refers to the Common European Framework of Reference for Languages (CEFR) and its accompanying volume from 2020, which, however, does not formulate explicit goals regarding gender-fair language teaching or gender reflection. The article hopes that these topics will be given greater consideration in future discussions. [Extracted from the article]

The anthology "Pedagogical-Foreign Language Didactic Locations in Teacher Research" deals with the connection between pedagogy, foreign language didactics, and teacher education, especially in the field of German as a foreign language (DaF). The authors of the ten specialist contributions are based in Poland and shed light on the local specialist discussion. The volume addresses the development of foreign language teaching in Poland in connection with the concept of glottodidactics and emphasizes the importance of teacher education. The contributions cover various focal topics, such as the situation of foreign language teachers in Poland and the discursively critical positioning of teacher research. The anthology showcases the further development of applied linguistics and foreign language didactics in Poland and emphasizes the importance of international and interdisciplinary networking. [Extracted from the article]

The book "Deutschstunde(n)" by Heiko Hausendorf examines the readability of literature using examples, including a detailed description of a desk from Georges Perec's work "Still life/style leaf". Hausendorf shows how one can work with a seemingly cumbersome and reader-unfriendly text from a linguistic perspective. He emphasizes the importance of perception and criticizes the preference for narratives over descriptions in literature. The book also includes author names and work titles listed in chapters 3-6, including Georges Perec, Henrik Ibsen, Peter Handke, Thomas Bernhard, and Goethe. The book "Deutschstunde(n). Linguistic analyses of literary texts" by Hausendorf deals with the connection between German lessons, literature, and linguistics. It consists of a preface, a transitional chapter, and a main part. The author describes his experiences in German lessons and emphasizes the importance of a careful linguistic approach to texts. The book aims to encourage students to read more literature and conduct analyses. It includes examples and instructions for analyzing linguistic phenomena in literary texts. [Extracted from the article]

The book "German as a Second Language - DaZ" by Angela Grimm and Valentina Cristante is a brief introduction to German linguistics and is specifically aimed at students studying to become teachers. It covers second language acquisition, language proficiency assessment, language support, and distinguishes language development disorders from language acquisition. The authors emphasize the importance of multilingualism in society and point out that the German education system has not yet overcome the effects of social inequality. The book provides a solid foundation for teachers and support staff in preschool and primary school settings and refers to current research. [Extracted from the article]

The book "Neurodidaktik aktuell" by Marion Grein, Arne Nagels, and Miriam Riedinger is an introduction to the field of neurodidactics for language teachers in the field of German as a foreign and second language. It explains the connection between neuroscience and foreign language didactics and discusses research methods such as electroencephalography (EEG), eye-tracking, and functional magnetic resonance imaging (fMRI). The book offers theoretical depth but may be undesirable for some readers. It includes chapters on various topics such as multilingualism, learning styles, digital media in the classroom, and neurobiological backgrounds. It also presents empirical evidence for repeated vocabulary learning and other teaching methods. The book is recommended for anyone working in language teaching or knowledge transfer. [Extracted from the article]

The book "Semantics for Teachers" by Christian Efing and Thorsten Roelcke is aimed at aspiring and already working teachers, as well as teachers of German as a foreign language (DaF) or German as a second language (DaZ). It provides an introduction to semantics from a didactic perspective and conveys theory, models, methods, and results of semantics. The book covers various aspects of semantics, including lexicology, lexicography, and dictionaries, as well as vocabulary acquisition in children and second language vocabulary acquisition. It emphasizes the importance of culturally sensitive vocabulary work in DaF and DaZ teaching. The book is more designed for university teaching and less suitable for self-study by teachers. It lacks instructions for implementing the theory into practice and information on the migration-related heterogeneity of students in Germany. [Extracted from the article]

The anthology "Of Pioneers and Pirates" explores the DEFA children's film in its cultural-historical, film-aesthetic, and ideological dimensions. The anthology originated from a conference at the University of Halle in February 2019. The contributions discuss various DEFA children's films based on popular fairy tales or children's books by authors from the German Democratic Republic (GDR). The authors analyze the films and discuss topics such as propaganda, censorship, and societal norms. The book is primarily aimed at dramaturges, directors, and film scholars. [Extracted from the article]

The manual "Word Formation - Principles and Problems" by Elke Donalies deals with the fundamental processes of word formation in German. It provides a comprehensive insight into various aspects and basic concepts of word formation, including affixes, confixes, derivation, composition, and conversion. The manual contains alphabetically sorted chapters with examples, principles, and problems of the respective types of word formation. It also includes colored tables and overviews that facilitate understanding. The manual is a valuable resource for German learners and teachers to quickly and comprehensively familiarize themselves with word formation in German. [Extracted from the article]

The publication "Self-learning with an online language learning program" by Bui, Thanh Hien Thi examines the learning behavior of 24 Vietnamese learners of German as a foreign language at level A1 using the Duolingo program. The study categorizes different types of usage and contributes to the research literature in the field of learning with digital media. The book covers the state of research, the methodology and practice of the investigation, as well as its evaluation. Cultural aspects of Vietnamese learners are also taken into account. The work provides a detailed analysis of the participants' reactions to the language learning program, their learning actions, and their learning behavior in terms of the length and intensity of the learning processes. This work provides a good foundation for those interested in online language learning programs and individual learning paths and strategies. [Extracted from the article]

The book "Performative Approaches to German as a Second Language (DaZ)" by Bryant, Doreen and Zepter, Alexandra L. is divided into two parts. Part 1 provides theoretical approaches and backgrounds for performative learning. Part 2 contains concrete teaching ideas. The book emphasizes the importance of performative learning in German language instruction for children, teenagers, and adults. Various theoretical foundations are addressed, such as speech act theory and cognitive aspects of learning. The book also offers practical teaching suggestions and demonstrates how performative learning can be implemented in foreign language instruction. [Extracted from the article]

The anthology "Autobiographical Writing in Educational Contexts" by Behrendt and Kreitz provides a comprehensive overview of the possibilities of autobiographical writing in various educational fields. The volume focuses on the reflection and development of the writing individuals and provides concrete tasks and methods for teaching. Various approaches are presented on how literary works can serve as inspiration for autobiographical writing. The anthology also addresses the application of autobiographical writing in higher education, further education, and therapeutic contexts. It emphasizes that autobiography is relevant not only in German language classes but also in other areas. The anthology offers many ideas and impulses for practical implementation and encourages reflection on one's own autobiography. [Extracted from the article]

The handbook "German as a foreign and second language" provides a comprehensive overview of the current state of research in various subfields of the discipline. It consists of six chapters with a total of 24 contributions from renowned authors. The book covers topics such as linguistics, methodology/didactics, and cultural studies. It concludes with demands for better networking between practice and research. The handbook is a valuable source for teachers and students and should be available in specialized libraries. [Extracted from the article]

The anthology "A Look Backward to Move Forward" presents personal perspectives of scientists who have contributed to research in the field of German as a second language in Germany. The authors reflect on their experiences and findings in biographical sketches and address topics such as language acquisition situations of workers and their children, the Heidelberg project Pidgin-German, bilingualism, and heritage language instruction. It is emphasized that today's interest in the academic success of multilingual children partially overlooks the societal engagement of the scientists of the past. The text describes various projects and approaches to language support for immigrants in Germany and emphasizes the importance of authenticity, oral colloquial language, and visualization in textbooks for German as a second language. The role of mediators between the majority society and immigrants, as well as the significance of interdisciplinary cooperation in language support, are also emphasized. [Extracted from the article]

The reviewed special issue of the journal "Fremdsprache Deutsch" contains ten contributions by renowned researchers on the topic of vocabulary. Various aspects of vocabulary, vocabulary acquisition, and vocabulary work are addressed. One contribution presents the Four Strands model, which emphasizes the connection between vocabulary and grammar. Another contribution deals with the multilingual mental lexicon and vocabulary work within the framework of multilingual didactics. Another contribution emphasizes the importance of extensive reading in vocabulary acquisition. The special issue offers in-depth reading for German as a Foreign Language (DaF) teachers and students. [Extracted from the article]

The article discusses various books on the topic of German as a foreign language for the workplace. The anthology "Der Betrieb als Sprachlernort" by Sander and Efing examines the significance of the workplace as a place for language learning. The monograph "Deutsch für den Beruf. Eine Einführung" by Niederhaus is a standard work in the field of professional and subject-specific German instruction. Another book covers various chapters on reading, writing, speaking, and listening in a professional context, as well as methodological and didactic approaches for language instruction. All of these books contribute to the enrichment of the field of German for the workplace. [Extracted from the article]

This collective review presents four monographs that describe the use of corpus linguistics for teaching English. The monographs provide theoretical foundations, tools, and teaching suggestions for the use of corpus linguistics. They are helpful for students and teachers who are interested in incorporating corpus linguistics into their teaching. The presented monographs deal with corpus linguistic language analysis and provide practical instructions. It is recommended to check the relevance of the practical examples and to use fewer quotations in the texts. [Extracted from the article]

The present text is a collective review of three books on applied linguistics. The first volume is a festschrift for Izabela Prokop on her 70th birthday and contains 24 contributions from various areas of applied linguistics. The second volume deals with contrastive studies on Polish-German topics. The third volume contains contributions on interculturality. The fourth volume deals with language acquisition and language teaching research. The fifth volume deals with specialized languages. The reviewer emphasizes that the first volume is particularly interesting for foreign language didactics, while the other volumes are more specifically focused on the Polish language. [Extracted from the article]

Translation science has gained importance due to technological advances and increasing migration movements. In this context, three books are presented: "Translating and Interpreting German: Comparative Linguistic Perspectives with a Focus on Didactics", "Critical Translation Science: Theory Critique, Ideology Critique, Translation Critique", and "Bridging Bridges in Foreign Language Didactics and Translation Science". The first book contains 13 contributions on didactic aspects of translation science and presents relevant trends and problem areas. The second book is a collection of nine essays by the emeritus professor Kohlmayer, who criticizes various theories. The third book provides an overview of research trends and the contribution of German-speaking culture to foreign German studies and intercultural foreign language didactics. It emphasizes the postmodern, postcolonial, and post-migrant nature of society and its impact on language teaching. [Extracted from the article]

The review discusses the new series "Momente" by Hueber-Verlag for German as a foreign language (DaF) instruction. The textbook is aimed at adults and teenagers aged 16 and older and consists of three volumes (A1, A2, B1) or six half-volumes per level. There are both printed and interactive versions available. The layout is appealing and the lessons are well-structured. There is additional material, grammar overviews, and action pages. The workbook also includes exam preparation and a vocabulary list. However, there are some points of criticism, such as the lack of an overall overview and the scattered exercises. Overall, the textbook offers a diverse selection of exercises. The "Momente" textbook by Hueber-Verlag is a modern and well-thought-out textbook for German as a foreign language. It is competency-oriented and emphasizes collaborative learning and motivation. The textbook is monolingual and requires a teacher, but it is also suitable for autonomous work. There is an interactive version with audios, videos, and interactive exercises that are integrated into the PDF version of the book. However, there are some weaknesses in the implementation of the interactive exercises. In addition to the textbook, there is an intensive trainer with additional exercises. Overall, the textbook is a good choice for German instruction, but it could be more versatile in the use of digital media. [Extracted from the article]

The book "Designing Subject Teaching with Language Sensitivity" by Alexandra Piel provides methodological and didactic assistance for designing subject teaching with language sensitivity. It includes a theoretical section in which the author describes the linguistic situation of students who have migrated to Germany and explains various linguistic registers. The practical part of the book contains 90 flexible techniques, methods, and games for language-sensitive teaching in various subjects and grade levels. The book provides concrete tips for teachers, but it is not subject- or grade-specific and does not contain elaborated worksheets. [Extracted from the article]

The Handbook of Language Criticism, edited by Niehr, Kilian, and Schiewe, provides a comprehensive overview of various aspects of language criticism. The book contains contributions from over 50 experts and covers topics such as the philosophical foundations of language, word criticism, text/style criticism, discourse criticism, criticism of communicative action, and language criticism in linguistic fields. It also discusses current language-critical actions, such as feminist language criticism and word criticism in the context of political correctness. The handbook offers a diverse and detailed representation of language criticism and is a valuable contribution to the scientific exploration of this subject area. [Extracted from the article]

The book "German for Architects and Civil Engineers" by Friedrich and Heidenreich is a language textbook that focuses on the planning and implementation of construction projects. It is primarily aimed at international students of architecture and civil engineering, but can also be recommended for students of other engineering disciplines. The book covers basic construction project topics, building components, statics, and building technology. It also includes exercises and tasks that promote understanding of technical vocabulary and grammar. The book provides concise info boxes, visualizations, and references to further exercises. However, it does not cover all topics of architecture and civil engineering and does not offer an interactive version or a teacher's manual. Nevertheless, it makes an important contribution to understanding the specialized language of German in these areas. [Extracted from the article]

The book "Clearly formulated law: Plain language instead of bureaucratic jargon - Writing legal texts tailored to the target audience" by Martin Dunkl deals with the topic of the comprehensibility of legal language. Dunkl highlights the most important aspects of legal language and provides an introduction to the definition of technical language. He explains why legal texts are complex and how they could be formulated in a more understandable way. The book is aimed at a broad audience dealing with technical language texts from the legal field. It is well-structured and written in an easily understandable manner. [Extracted from the article]