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This article gives insight into a German as a foreign language course in a prison in the German speaking part of Switzerland. From the perspective of the teacher, the author reflects on beliefs and assumptions regarding professional issues which are carried into this specific learning setting and challenges these by contrasting them with anecdotal accounts. She advocates the view that rather than try and do away with beliefs teachers should believe in incarcerated person’s capability to learn and achieve.
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Monika Schumacher (2015) studied this question.
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