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This study aims at exploring gender differences in text-type-specific reading competences via readers' gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed that individuals who read for entertainment would have higher reading competence in fictional literary texts compared with non-fictional informational texts, and vice versa for individuals who read to gain information. The analysis was based on a sample of 830 adults between 19 and 71 years (M = 31.04; SD = 12.53) from a pilot study of the "German National Educational Panel Study" ("NEPS"). A structural equation model confirmed that women and men show different reading preferences during leisure time. The preference to read for entertainment was predictive for reading competence in literary texts; however, the preference to read for information had positive effects on reading competence in both informational and literary texts.

"Number the Stars" by Lois Lowry is a popular historical novel for adolescent readers about the Nazi occupation of Copenhagen, Denmark during World War II and the efforts of Danish resisters who successfully rescued 98% of that nation's Jewish population. While this 1998 book is considered to be a fictional account, most of the events in the story are historically accurate and based on authentic sources, people, and events. As historical fiction becomes increasingly popular regarding the integration of social studies and language arts, it is important for teachers to assume the responsibility of leading students to information that is historically accurate and valid. The purpose of this article is to demonstrate how teachers and students can use nonfiction resources to not only validate the texts that they are reading, but also develop critical thought processes and strengthen comprehension. (Contains 15 notes.)

Read-alouds boost listening and reading comprehension skills and bring subjects to life in a way that textbooks cannot. This article presents three literature-based social studies units, which offer some fresh choices to invigorate lessons. For each unit, a recently published novel is highlighted as a read-aloud or group reading selection and paired with two supplementary picture books or nonfiction titles. These additional titles will provide context as well as pictures or photos to introduce, and offer other points of view for contrast and comparison. While at first glance the three topics--immigration for elementary grades, Japanese internment for middle school, and Nazi Germany for high school--may seem disparate, all three featured works share themes of prejudice, family, and friendship. Not surprisingly, the gravity and intensity of the themes increases with the audience's age.

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 "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]

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present publication is the dissertation of Zhang Ningjie, which deals with the development of the images of Germany by Chinese students studying German in China. Zhang examines how Chinese students studying German stereotype and evaluate Germans. For her study, she created a questionnaire in which 407 students participated. In addition, she conducted interviews with 16 selected students. The results show that the image of Germany in China is generally very positive and that stereotypes consist of social and private aspects. The publication makes a valuable contribution to stereotype research and is particularly relevant for teachers in the field of German as a foreign or second language. [Extracted from the article]

The present publication by Caroline Struchholz, titled "Refugees in the German Higher Education System: A Grounded Theory Study on the Educational Experience of Students with a Refugee Background," addresses the educational experience of refugee students in Germany. The author emphasizes the underrepresentation of this target group in research and focuses on a comprehensive examination of the refugee process. The study is based on the Grounded Theory methodology and deals with the participation in and experience of education by refugees. The publication provides a well-founded connection between theory and empirical data and identifies the challenges and obstacles that refugees face in the German education system. The work represents an important contribution to raising awareness of the situation of refugees in the higher education system. [Extracted from the article]

The book "China Competence in Germany and Germany Competence in China" offers various perspectives on the topic of "China competence". However, there are points of criticism as the expectations for multidisciplinary or transdisciplinary approaches are not met and the term "China competence" is not sufficiently clarified. Many contributions consist of previously published articles, which limits the gain of knowledge. Nevertheless, various approaches and positions by Chinese authors from different fields are illuminated. It is discussed how China competence can be defined and whether it should be understood strategically or in terms of understanding. [Extracted from the article]

The article summarizes the book "English in the German-Speaking World" by Raymond Hickey. The book discusses the history and influence of the English language in Germany and other German-speaking countries. It contains 19 contributions divided into four parts: The status of English, the transfer of English, areas and characteristics of English, and the perspective beyond Germany. The authors discuss topics such as the status of English as a lingua franca, the influence of English on the German education system, and the role of English in the European Union. The book provides a comprehensive representation of the influence and significance of the English language in the German-speaking region. [Extracted from the article]

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The book "Gesammelt - zerstreut - bewahrt? Klosterbibliotheken im deutschsprachigen Südwesten" by Armin Schlechter deals with the history of monastery libraries in the southwestern German-speaking region. The effects of secularization on these libraries are examined, particularly in comparison to Bavaria. The book contains contributions on various aspects of monastery libraries, including their significance as places of tradition, case studies from the region, and the preservation of the book collections of the St. Gallen Abbey Library. It is emphasized that despite the loss of many libraries during secularization, there are still many sources on the history of southwestern German libraries, which are often scattered and difficult to find. [Extracted from the article]

The book "The Stolberg-Wernigerode Library" by Philipp Prince of Stolberg-Wernigerode describes the history of a noble book collection, its dismantling, and its reopening. The author reclaimed the book holdings of his family's former private library and was able to reopen the library to the public in the summer of 2019. The library once comprised approximately 10,000 volumes and grew to 30,000 volumes by the death of Christian Ernst zu Stolberg-Wernigerode in 1771. During the Weimar Republic, the library suffered significant losses and was dismantled in the GDR. With the "Compensation and Equalization Act" of 1994, some books were restituted, while others are still present in institutions in the eastern federal states. The book documents the efforts of reconstruction and restitution of the collections, but it contains many details and no index. It also raises critical questions about the preservation and accessibility of the library in Hirzenhain. [Extracted from the article]

The book "German as a Second Language in School" by Stefan Jeuk is now available in its fifth revised edition. The author has particularly revised chapters 1, 2, and 5, incorporating new research findings. The book is primarily aimed at educators and teachers who should be sensitized and strengthened in their competence to better teach multilingual children and adolescents. Jeuk addresses various topics in his book, such as the importance of the subject German as a second language in Germany, theories of language acquisition, language assessment and performance evaluation, as well as didactic models and methods for language instruction. The book provides important information and solutions to the challenges in the field of German as a second language in school. [Extracted from the article]