Carmen Becker – författare

Based on ethnographic research in Belgium, The Netherlands, and Germany, this book presents a novel approach to studying Muslim militant activism. While much existing research focuses on the process of radicalization, these authors introduce a different set of questions that investigate specific modes of activism, and their engagement with dominant discourses and practices in media and state policies. Drawing on social movement theory and Foucault’s work on counter-conduct, this research explores how daʿwa networks came about, and how activists developed themselves in interaction with state and media practices. This perspective highlights a form of activism and resistance in which activists turn against policies and debates centring on Muslims and Islam, while attempting to create and protect an alternative space for themselves in which they can experience Islam according to their own perception of it.The study will contribute to debates about resistance, social movements and militant activism among Muslims in Europe.

Based on ethnographic research in Belgium, The Netherlands, and Germany, this book presents a novel approach to studying Muslim militant activism. While much existing research focuses on the process of radicalization, these authors introduce a different set of questions that investigate specific modes of activism, and their engagement with dominant discourses and practices in media and state policies. Drawing on social movement theory and Foucault’s work on counter-conduct, this research explores how daʿwa networks came about, and how activists developed themselves in interaction with state and media practices. This perspective highlights a form of activism and resistance in which activists turn against policies and debates centring on Muslims and Islam, while attempting to create and protect an alternative space for themselves in which they can experience Islam according to their own perception of it.The study will contribute to debates about resistance, social movements and militant activism among Muslims in Europe.

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.

In the last few years, global education has become a key concept within the TEFL domain, suggesting competences, topics, and methods that enable students to become responsible and knowledgeable participants in a globalized world. With the help of a triangulated blended learning study conducted in five different middle school EFL classes, and an additional small group study, the author investigates the potential of digital games that have an educational purpose, so called serious games, for global education when used in EFL scenarios. The results show a clear contribution of serious games to global education when used with EFL learners, leading to a reference model of digital game-based learning in the EFL classroom.

This book deals with reading authentic English picture books in the primary school EFL classroom in Germany. Questioning whether teachers and researchers underestimate young learners’ competences in English as a foreign language, the author conducted a mixed methods study that investigated Year 4 EFL learners’ reading of six different picture books. While focusing on the learners’ reading comprehension and reading strategies, the study also explored the possible effects of regular reading on foreign language development. The results of the study suggest a greater focus on meaningful reading tasks in the primary school EFL classroom to create a challenging, authentic and individualised learning environment for young learners of English.This study contains additional information as an appendix. You can download it here