Nicole Marx

Nicole Marx
University of Cologne | UOC · Institute of German Language and Literature II

PhD, 2005: German Linguistics and SLA

About

46
Publications
12,410
Reads
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348
Citations
Citations since 2017
30 Research Items
195 Citations
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Introduction
My main research areas include multilingualism from a psycholinguistic (including tertiary language learning) or pedagogical perspective (such as intercomprehension amongst etymologically related languages). As well, I work in the area of second language acquisition amongst heritage language speakers, at the moment focusing especially on writing. My main body of research (and publication) involves German. My full list of publications can be found under: www.nicole-marx.de
Additional affiliations
October 2012 - present
Universität Bremen
Position
  • Professor
April 2009 - September 2012
Universität Paderborn
Position
  • W2-Professorin
October 2006 - March 2009
University of Münster
Position
  • Senior Researcher

Publications

Publications (46)
Article
In recent years, research interest in both multilingual learners and, more specifically, in immigrant populations has increased. This is also true for students who are d/Deaf and hard of hearing (d/Dhh) and have families who do not speak or sign the languages of the wider community at home (d/Dhh multilingual learners; DML), and may be recent immig...
Article
Zusammenfassung Inklusive Lerngruppen, wie taube und schwerhörige Schülerinnen und Schüler mit einem zusätzlichen Förderbedarf im Bereich DaZ, wurden bislang im Rahmen der Fremdsprachendidaktik kaum betrachtet. Der Beitrag versucht eine Zusammenfassung von Informationen über sprachliche Erwerbsverläufe, Lehrkraftausbildung und eingesetzte Unterrich...
Preprint
Full-text available
Die Wahl der Integrationsräte auf Kommunalebene ist für Nicht-EU-Ausländer*innen faktisch die einzige Möglichkeit elektoraler politischer Interessenartikulation. Gleichzeitig sind die politischen Gestaltungsmöglichkeiten von Integrationsräten begrenzt und die Wahlbeteiligung bei Integrationsratswahlen ist typischerweise deutlich geringer als die Wa...
Article
Full-text available
Zusammenfassung Vom herkunftssprachlichen Unterricht wird häufig nicht nur erwartet, dass er herkunfts- und plurilinguale Kompetenzen fördert, sondern auch, dass er der Förderung von Deutschkompetenzen dient. Für den Großteil der Schüler*innen, die zu Hause kein oder nicht nur Deutsch sprechen, erscheint diese Annahme problematisch. Denn sie sind i...
Article
Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant s...
Technical Report
Full-text available
https://doi.org/10.2314/KXP:1734614803
Presentation
Full-text available
Diese Materialien dienen der Förderung der Textüberarbeitungskompetenz im Deutsch-, Herkunfts- und Fremdsprachenunterricht der Sekundarstufe I – am Beispiel des Beschreibens von SuperheldInnen und SuperschurkInnen!
Article
Full-text available
This article reviews a purposive sample of 16 doctoral dissertations in second language (L2) education, completed between 2014 and 2018 and published in German, in Germany. Among the 103 relevant dissertations found from this period, a total of 12 thematic strands were identified, of which five were chosen as being particularly common and thus warr...
Article
Full-text available
Zusammenfassung Auch wenn das Beherrschen altersangemessener bildungssprachlicher Lexik einen wesentlichen Faktor schulischen Erfolgs darstellt, werden entsprechende Kompetenzen in deutschen Schulen bislang kaum ausreichend vermittelt. Entsprechend wurde im Rahmen der hier vorgestellten Studie basierend auf der Robust Vocabulary Instruction (RVI, B...
Chapter
In diesem Beitrag wird ein BiSS-Entwicklungsprojekt vorgestellt, in dem untersucht wird, wie das mündliche bildungssprachliche Handeln in den Sachfächern der Sekundarstufe I gefördert werden kann. Dazu wurde eine didaktische Intervention in den Fächern Biologie und Geschichte in der achten Jahrgangsstufe eines Gymnasiums und einer Gesamtschule durc...
Article
Zusammenfassung In vielen Bundesländern besuchen neu zugewanderte Schüler/innen einen einjährigen Vorkurs und werden sukzessive in den Regelunterricht integriert. Der im Folgenden vorgestellte Curriculumsentwurf zeigt, wie dies bei einer Schülerklientel mit sehr heterogenen Voraussetzungen und starker Fluktuation sprachlich und inhaltlich ausdiffer...
Article
Research on multilingual writing faces three main difficulties. First, multilingual writers communicate in at least two languages, including the language of schooling – which may or may not be the L1 –, as well as at least one other foreign, second, or heritage language. The development of writing skills in these contexts takes place under widely d...
Technical Report
Full-text available
Das Projekt „Transfer des Bildungswortschatzes von der Schriftlichkeit in die Mündlichkeit in den Sachfächern der Sekundarstufe I" („TraBi“) ist ein Entwicklungsprojekt der Initiative „Bildung durch Sprache und Schrift“ (BiSS). Es soll einen theoretisch fundierten, innovativen Beitrag zu kaum untersuchten, aber aussichtsreichen didaktischen Maßnahm...
Article
Full-text available
The summary explains the TraBi project, which involved an intervention study aiming to transfer academic vocabulary from written to oral language and between subjects in Biology and History.
Article
Die Neuzuwanderung von Kindern und Jugendlichen ohne bzw. mit geringen Deutschkenntnissen im schulpflichtigen Alter stellt deutsche Schulen vor die Herausforderung einer sprachlichen Integration, die eine gleichberechtigte Teilhabe am Regelunterricht zulässt. Um das Aufschließen an den Leistungsstand der Regelschüler(innen) zu ermöglichen, ist auch...
Chapter
Full-text available
Mit einer internationalen Online-Befragung unter 114 DaF/DaZ-Forschenden und Lehrkräften wurden Antworten auf zentrale Fragen zur Verortung, Förderung und Verbreitung von Forschung im Arbeitsfeld Deutsch als Fremd- und Zweitsprache gesucht. Insgesamt herrscht die Meinung vor, dass noch viele Forschungsdesiderate bestehen, um den wachsenden Herausfo...
Article
Individuelle Zusammenhänge zwischen Schreibfähigkeiten in unterschiedlichen Sprachen sind inzwischen gut belegt. Wie aber kann man Schreibfähigkeiten so fördern, dass die Lernenden davon sprachenübergreifend profitieren? Dieser Beitrag zeigt, wie eine sprachliche Förderung des Schreibens in der schulischen Verkehrssprache nicht nur zu besseren Text...
Article
(English Abstract see below) ********* Im gegenwärtigen bildungspolitischen Diskurs wird die Förderung der Bildungssprache als ein prioritäres Ziel verstanden. Die didaktische Umsetzung leidet jedoch an der anhaltenden konzeptionellen Unklarheit des Konstrukts, das einerseits stark von seinen beabsichtigten Funktionen im Bildungssektor geprägt ist,...
Chapter
Das fachliche Erklären gilt als Kern naturwissenschaftlicher Kommunikationskompetenz und wird in den Bildungsstandards als zentrale sprachliche Handlung hervorgehoben. Noch ungeklärt ist jedoch, ob das Erklären eine fächerübergreifende bildungssprachliche Handlung darstellt, oder ob es sich grundlegend zwischen den Fachdisziplinen unterscheidet. Im...
Chapter
Das Kapitel soll den internationalen Forschungsstand zum Schreiben in einer Majoritätensprache / Amtssprache unter Sprechenden anderer Familiensprachen eruieren, wobei ein besonderer Schwerpunkt auf Schreibentwicklung, Schreibprozess und Schreibprodukt und deren Förderung in Deutsch (meist bezeichnet mit DaZ) gelegt wird. Dabei wird nur auf solche...
Article
This paper reviews a purposive sample of 23 doctoral dissertations in second language (L2) education, completed between 2009 and 2013 and published in Germany. From amongst all (approx. 70) relevant dissertations from this period, the following three broad thematic strands can be identified, for which a selection of exemplary dissertations was chos...
Article
In Germany, heritage language classes are often seen as a means of transitional support for the majority language, despite the fact that bilingual students usually show stronger oral and written competencies in German. Possible interventions to support writing development in both languages remain major research desiderata. The present study questio...
Article
Full-text available
In Germany, heritage language classes are often seen as a means of transitional support for the majority language, despite the fact that bilingual students usually show stronger oral and written competencies in German. Possible interventions to support writing development in both languages remain major research desiderata. The present study questio...
Article
Full-text available
In this article, we will present the research question, study design and preliminary results for part of the study "Writing Skills Support in Multilingual Secondary Schools" funded by the German Federal Ministry of Education and Research (BMBF) (grant reference: 01 JM 1304 A/ B). We investigate the effects of different writing arrangements, i. e. d...
Article
Full-text available
To meet increasing needs for multilingual speakers, varied concepts such as Intercomprehension Pedagogy have evolved. Here, speakers of one language concurrently develop reading skills in multiple etymologically related languages. A prerequisite of such projects is information about mutual comprehensibility, including which languages might be easie...
Article
Full-text available
Our overview of current dissertation work at German universities has identified four main strands of research interest within the field of second language acquisition (SLA). The 38 Ph.D. theses reviewed here were all read between 2006 and 2009 and fall into the subject areas of: foreign language (FL) teaching in primary school, Content and Language...
Article
Compared to monolinguals, multilingual learners possess a larger repertoire of phonetic-phonological parameters, have a higher degree of language and meta-linguistic awareness, and have developed increased phonological knowledge. This, combined with the increased cognitive flexibility that accompanies experienced learners, supports their acquisitio...
Article
The examination of identity issues in learning a second language has recently become a focus issue in SLA research and especially in the field of sociocultural linguistics, which seeks to examine not only how languages are learned, but also the context in which learning takes place and the individual involved. This study addresses the question of L...

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Projects

Projects (12)
Project
Since 2015, the increased migration of school-aged children to Germany has sparked heightened national interest in their language skills. Despite the size of this population (in some states, they comprise over 10 percent of the student population, cf. School Statistics 2019, NRW), they have received little attention in previous studies. The current project investigates language skills of immigrated students in German (the language of schooling) and English (the first foreign language). Additionally, the project investigates how their skills are interrelated across languages. Different methods and data sets are involved: - Secondary data analysis of Germany’s large-scale longitudinal NEPS database on German Reading and German Listening - Primary data is being collected in schools in Northrhein-Westfalia for: - Reading Skills (Reading Comprehension and Reading Speed) - Language Awareness - Cross-linguistic Skills - Vocabulary Knowledge in English and German Together, these projects will provide first insights into the language skills of immigrated students vis-à-vis their non-immigrated peers, and to serve as a basis for further projects. URL: https://www.mercator-institut-sprachfoerderung.de/en/research-development/current-projects/language-skills-of-newly-immigrated-students/
Project
The project (October 2021-September 2024) brings together researchers from Europe and Canada interested in the language learning, teaching of and curriculum development for immigrant DHH children. The project group will develop recommendations for further development on a European scale involving this group of learners and incorporate these into concrete measures for school practice. Project Website: https://IDeALL.uni-koeln.de Summary: Despite being a world-wide concern, there is a dearth of research regarding the linguistic development and education of newly immigrated d/Deaf and hard of hearing (DHH) students. This group – which in Germany is estimated to make up about 30% of learners in Special Education schools for DHH learners – is educated without reliable information about their different written language, spoken language and sign language acquisition trajectories, language profiles, and school success. In addition, there is a significant gap in the training of their teachers, in language teaching pedagogy, and in the development of appropriate instructional materials. The aim of the project is to establish an interdisciplinary (Additional Languages / Multilingualism as well as Pedagogy of DHH Learners) and international discourse and research network to build a basis for research on the learning situation of young immigrant additional language DHH learners. Three main areas are of interest: language development of these learners, teacher education and training, and learning materials. The focus will be on all stages of school education (elementary, primary and secondary school phases). The aim is to create research and instructional structures to address central issues and develop recommendations for the language education of immigrant DHH additional language learners. The project IDeALL aims to strengthen scientific and pedagogical exchange on issues involving language education of newly immigrated DHH students. Of primary importance is the opportunity for established researchers, young scientists, and practitioners to consider important issues for such learners in the European context. The project will be flanked by two three-day events for project members, in which sustainable fields of action in research, in teacher training and in school pedagogy are identified, discussed and specified by three working groups. In addition to further digital exchange over the course of the project, the working groups will meet at least once a year, and will be supported by the local project group. Based on these results, recommendations for further development on a European scale involving this group of learners will be developed at the end of the project, which will be incorporated into concrete measures for school practice through close collaboration with cooperation schools and made accessible over print and digital media to researchers, teacher trainers and practitioners. The project is funded by the German Federal Ministry of Education and Research (FKZ: 01JF2104)
Project
Summary: This project aims at (1) initiating research on d/Deaf and Hard of Hearing (Dhh) immigrant students with various language acquisition experiences in Germany and (2) improving teacher training for future educators of these students. Project Website: https://idsl2.phil-fak.uni-koeln.de/forschung/forschungsprojekte/sprachliche-bildung-neu-zugewanderter-gehoerloser-und-schwerhoeriger-schueler-innen Abstract: Despite being a world-wide concern, there is a dearth of research regarding the linguistic development and education of newly immigrated d/Deaf and hard of hearing (Dhh) students. This is especially true for Germany. New immigrant schoolchildren in Germany are in general educated without robust information about their different learning trajectories, language profiles, instructional interventions, and language acquisition of German; for Dhh learners, this is especially true, and there exists to date no information on the development of their written and spoken language skills in German or in the heritage language(s) nor on their acquisition of German Sign Language (DGS). Thus, there is not only a clear gap in research on a group that is both under-researched and under-supported due to the extenuating circumstances associated with their migration and second language acquisition, but also a clear gap in the training of teachers who teach them and the development of learning materials. The current project sets three objectives. First, an exploratory research project examines language instruction for this group of learners with the goal of ascertaining general information about the classroom situation. Second, teacher training will be strengthened in the Master's program for Special Education students with this specialty ("Förderschwerpunkt Hören und Kommunikation"), including interdisciplinary work both in Special Education and in the mandatory courses on German as an Additional Language (DaZ). Third, an interdisciplinary cooperation will be initiated to further interlink the areas of DaZ and Special Education in teaching and research. Project Contact: IDeALL-info@uni-koeln.de