Katharina Ponto

University of Hildesheim · Institut für englische Sprache und Literatur

This paper reports on two studies using the Teacher Input Observation Scheme (TIOS), which operationalizes classroom L2 input. Following Truscott & Sharwood Smith (2019), ‘input’ comprises stimuli from the classroom’s situational and discourse context. The TIOS contains 41 instructional techniques across four scales, ‘Cognitively Stimulating Tasks/...

Human cognition develops in interaction with numerous environmental factors. The social environment is an important context in which development is shaped. Previous studies have shown children’s socioeconomic status (SES) to be an important predictor for various cognitive variables as well as academic achievement. In this paper, we investigate the...

The Teacher Input Observation Scheme (TIOS) (Kersten et al., 2018) operationalizes instructional constructs which have been identified within the cognitive-interactionist framework to foster SLA (Long 2015, Ellis & Shintani 2014). These include rich and varied comprehensible input, authentic and meaningful conversational contexts combined with a fo...

Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with...

This study explores the relationship of early immersion education, socioeconomic background, and cognitive gains of young learners. We examine the possible advantages of early bilingual education and the impact of family socioeconomic status (SES) for the cognitive development of children. Participants (N=39) were students at regular (German) or im...

Das Teacher Input Observation Scheme (TIOS) operationalisiert L2-Unterrichtstechniken in Rahmen des kognitiv-interaktionistischen Ansatzes (Long, 2015). Es besteht aus vier Skalen, die kognitiv anregende Aktivitäten, verbalen Input, nonverbalen Input und die Unterstützung des Outputs der Lernenden umfassen. Jedes Item repräsentiert eine spezifische...

Überarbeiteter und erweiterter Fragebogen zu sprachlichem und familiärem Hintergrund (sozioökonomischer Status, häusliches Umfeld, Eltern-Kind-Interaktion) (SMILE Projekt)

Revised and extended questionnaire on language and family background (socioeconomic status, home environment, parent-child interaction) (SMILE project)

The Teacher Input Observation Scheme (TIOS) operationalizes L2 teaching techniques within a cognitive-interactionist framework (Long 2015). It consists of four scales comprising Cognitively Stimulating Activities, Verbal Input, Non-Verbal Input and the Support of Learners' Output. Each item represents a specific technique defined as the „descript...

SMILE Project Report: Summary of project results

This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienemann 1998; 2005). The aim of the volume is two-fold: It engages with current issues in both theory development and theory application and focuses on theor...

Parental questionnaire on socioeconomic and linguistic background of language learners (SMILE project)