Nanine Lilla

Freie Universität Berlin | FUB · Division of Primary Education

This research investigates how students from immigrant families whose first language differs from the language of instruction at school view themselves while at school, depending on the way in which they use their first and second language. While some immigrant students are inclined to predominantly use their first language in the home environment...

Acculturation has been shown to be relevant to immigrant students' school adjustment and academic achievement. However, there are methodological constraints to the literature, and only little is known about immigrant students' acculturation patterns as such and their distribution across different demographic groups in Germany. Conceptualizing accul...

This paper explores the language usage of multilingual teachers and how this relates to their cultural beliefs. A key question is whether multilingual primary school teachers’ experiences of language and cultural diversity relate to cultural beliefs different from those of their monolingual colleagues or from multilingual teachers who do not use th...

All-day schools, the most common school form with extended education offerings in Germany, are expected to complement regular hours of school instruction with a wide array of offers and to compensate for origin-related educational gaps by providing specific offerings for disadvantaged students. Complementation and compensation can only be achieved...

Im Fokus dieser Querschnittsstudie steht die individuelle und im Klassenkontext vorherrschende Akkulturationsorientierung und der Zusammenhang mit der erreichten Lesekompetenz von Schülerinnen und Schülern der 9. Klasse. Akkulturationsorientierung wird hierbei im Sinne Berrys (1997) als individuelle Orientierung an der Aufnahme- und Herkunftskultur...

Academic achievement and academic self-concepts are reciprocally related; hence, investigating academic self-concepts should offer a potential approach for gaining a better understanding of immigrant students’ (lack of) school success. Proposing that immigrant students’ acculturation orientations need to be taken into account, in this study, we emp...

Zusammenfassung Diese Studie geht der Frage nach, inwiefern ein Zusammenhang zwischen der Akkulturation von Schülerinnen und Schülern mit Migrationshintergrund und dem in der Sekundarstufe angestrebten Schulabschluss besteht. Auf Grundlage der Daten des Nationalen Bildungspanels (NEPS) wurden unterschiedliche Aspekte von Akkulturation herangezogen...

In the last years, the number of all-day schools has increased in Germany. This development has, among other things, been linked with the aim to enhance the chances of academic success for students who for the time being seem to be disadvantaged, for example foreign language students. Against this background, in this paper, we empirically investiga...

The WERA-IRN conference Extended Education from an International Comparative Point of View held at University of Bamberg, Germany, in 2017 aimed at bringing together different research perspectives, to synthesize the state of research worldwide in this new field of extended education – afterschool and out-of-school time learning –, and to initiate...

We present two studies that investigate self-knowledge of bilinguals with regard to the effect language use has on its accessibility. Self-knowledge is mentally represented in the semantic network. If self-knowledge pertaining to a specific context is active (e.g. myself at school) contents within the network that are close (e.g. myself as a class...

Bilinguale Personen sprechen ihre Sprachen häufig in unterschiedlichen Lebensbereichen (z.B. Familie: Erstsprache; Schule: Zweitsprache). Selbstwissensinhalte, die an einen bestimmten Kontext gebunden sind, sollten entsprechend besonders wahrscheinlich in der Sprache abgespeichert werden, die typischerweise in diesem Kontext gesprochen wird (z.B. s...

Many bilingual immigrant students in Germany face the situation that they have to engage in different languages depending on the respective contexts, such as using L1 at home but L2 in school. Knowledge about the self is acquired in social interactions and we therefore assume that it is linked to the language that is typically spoken within this co...