The past 10 years of German history give evidence of a paradigm shift in Germany’s national narrative. The early years of the decade were marked by widespread denial at the elite level that Germany was a country of immigration and adherence to an assimilationist model of integration but progressed to the creation of a National Integration Plan by Christian Union Chancellor Angela Merkel and the liberalization of public opinion. Germany’s recent history shows dramatic discursive and policy changes. This article documents the changes in elite discursive scripts, showing the gradual acceptance and rejection of discourses about integration and their implications for national identity. It concludes that, though the changes are not universally liberal, the decade as a whole constitutes a remarkable liberalization of both elite discourse and public opinion.
This article analyses policy change in German and British nationality policy between 2000 and 2010. It presents some initial findings from doctoral research, focusing mainly on the elite discursive shifts that have accompanied the changes. The decade in question has seen dramatic changes as both countries have renegotiated their identities. While Germany has shifted from an ethno-cultural discourse to a paradigm of what one might call constitutional patriotism and conscious effort to increase naturalisation rates, the UK has become more restrictive, and discourse is aimed at lowering the number of new British citizens. A comparison of the trends in both countries concludes that, though some of the changes are similar, the evidence does not point towards policy convergence but rather toward a crossing of paths.
As children move through the various stages of their education, acquiring appropriate vocabulary helps them to join in classroom life. Good language and communication skills are also important in helping them to think and reason. Think about how you encourage all children to talk about their mathematical activities while they take part in them, as well as afterwards. Responding to a child's attempts to describe what they do and what they notice, helps promote confidence in speaking. Over-correcting will make children less willing to respond and try out new words and phrases.
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