Center Austria Fellows Presentation

When: April 23, 2019, 12:30 PM
Where: International Center Seminar Room 112, The University of New Orleans


Vicko Marelić

Austrian Ministry of Science Fellow 2018/19

Woodrow Wilson and the Adriatic Question at the 1919 Paris Peace conference

During the First World War, the Adriatic developed into a highly contested territorial stake that swept up most major European powers as well as the USA. According to the American journal of international law, the Adriatic Question: 'was one of the most seriously vexing questions with which the 1919 Paris peace conference was confronted with and left unsolved'. The Adriatic Question became a struggle not just between rival claims of Italy and the nascent south Slav state but also between old world diplomacy of Otto von Bismarck and the new world diplomacy of Woodrow Wilson. On the centenary of the Paris Peace conference that significantly rearranged the map of Europe, the lecture will re-examine the key issues of one of the most challenging territorial disputes of the time.

Photo: Pixabay/ pexels.com

Photo: Pixabay/ pexels.com

Vicko Marelić is the current Austrian Ministry of Sciences fellow at Centre Austria. He is in the final stages of his PhD in history at the university of Vienna. His research interests include the Austro-Hungarian Empire, the First World War on the Adriatic and the Mediterranean as a transnational area.


Irina Pavlović
Nick Mueller Fellow 2018/19

The Teaching of Pronunciation in Foreign Language Teaching

Irina Pavlović is a graduate student of English and Russian at the University of Innsbruck. Alongside her studies, she has taught foreign languages in adult education and worked on a research project on Slavic and German multilingualism at the Department of Slavonic Studies in Innsbruck. She is currently writing her final thesis on on the contrastive and corrective phonetics and phonology of German, Russian and English and the teaching of pronunciation. The thesis examines how speakers of English and German can be taught to articulate Russian speech sounds, i.e. sounds that are not to be found in the learners’ native-language or dialectal phonetic stock. To this end, it analyzes the link between multilingualism and the facilitation of the learning process.