Nanine LillaFreie Universität Berlin | FUB · Division of Primary Education
Nanine Lilla
Dr. phil.
About
14
Publications
873
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16
Citations
Citations since 2017
Introduction
Skills and Expertise
Additional affiliations
November 2013 - August 2014
October 2011 - July 2016
Publications
Publications (14)
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...
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...
Projects
Projects (3)
The aims of the collaborative projects are: (1) to obtain assessments from (inter)national scientific experts on the characteristics of extended education in Germany which can be considered sufficient, insufficient or missing for the aim of reducing inequality in education; (2) to understand the main characteristics of pedagogical quality of successful models of extended education in other national contexts. On this basis, (3) explore possibilities for transfer of such characteristics to the German context. The project is based on a co-constructive perspective on research methodology: the team of researchers includes the experts from educational practice from the beginning.
Das Projekt möchte folgende Forschungsfragen beantworten:
1. Welche Merkmale sind charakteristisch für die derzeitige Umsetzung der Ganztagsgrundschule in Deutschland?
2. Welche Merkmale der Ganztagsgrundschule und ihrer außerschulischen Kooperationspartner:innen in Deutschland sind nach dem Urteil (inter-)nationaler Expert:innen zielführend, unzureichend oder fehlend im Hinblick auf den vom Ganztag erhofften Erfolg für die Zielgruppe?
3. Wie schätzen praxisnahe Akteure (Bildungsverwaltung, Schulleitungen und andere Verantwortliche, Lehrkräfte und weiteres pädagogisch tätiges Personal) die aus der Expert:innenbefragung gewonnenen Impulse zur Weiterentwicklung der Lernumwelten der Ganztagsgrundschule und ihrer außerschulischen Kooperationspartner:innen ein?
4. Welche Konzepte, Maßnahmen und Produkte können gemeinsam mit den Praxis- und Transferpartner:innen auf den verschiedenen Ebenen angestoßen werden?
The main objectives of the project are:
1. Description of patterns of acculturation orientation
2. Interplay of acculturation orientation and behavior on academic achievement or well-being
3. The mediation of acculturation orientation on the development of academic achievement or well-being
