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36
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Introduction
Current institution
Additional affiliations
August 2023 - January 2024
September 2023 - present
Publications
Publications (36)
Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early recepti...
Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs...
Each summer, students may lose some of the academic abilities they gained over the previous school year. English learners (ELs) may be at particular risk of losing English skills over the summer, but they have been neglected in previous research. This study investigates the development of oral reading fluency (ORF) of ELs compared with native Engli...
With the changing linguistic and cultural composition of language classes in many international school contexts due to migration, investigating and ultimately catering to the linguistic needs of multilingual students has become paramount. However, accounting for linguistic diversity in research is generally done binarily, native versus non-native,...
Globalization and migration continue to shape our societies, including educational contexts such as school classrooms. In response to young learners’ linguistic needs, particularly in the context of foreign language learning in Germany, educational approaches need to be adapted to meet the needs of multilingual students. Current, binary approaches...
Due to globalization and migration, societies are increasingly more linguistically and culturally diverse. This change necessitates a growing awareness and understanding of linguistic and cultural diversity. Beyond awareness, ever-increasing multilingual and multicultural societies bear important implications for educational institutions, teacher t...
Background
Very preterm birth (<32 weeks gestation, VP), immigrant background, and language barriers are all independently associated with a high risk for mental health problems in childhood, but research has neglected the long-term development of immigrant children born VP. We assessed whether behavioural and socio-emotional problems of 5-year-old...
In Early Childhood Education (ECE), play serves as a powerful catalyst for fostering children's overall development, including second language acquisition (SLA). Although existing research has offered insights into various dimensions of SLA within playful learning environments, there remains a need for a more thorough and systematic investigation t...
Aim
We assessed whether behavioural and emotional problems of 5‐ to 6‐year‐old preschool children born very preterm (<32 weeks' gestation) are associated with an immigrant background and linguistic distance of their first language to the host country's official language, German.
Method
This is an observational longitudinal cohort study. Data are f...
Background: In Germany, more than 40% of infants are born to immigrant parents. Increased survival rates of very preterm (below 32 weeks gestation at birth; VP) infants have not resulted in equally improved life chances and quality of life. More information on perinatal variations in outcomes according to social inequalities, migration background,...
Multilingual classrooms are becoming more common around the globe following increased migration and mobility. Multilingual learners have to overcome potential language barriers across the curriculum as the majority language remains the point of reference for learners across subjects. Analytically, multilingualism is often mapped in terms of categor...
Educational research has long been concerned with the question of what specifically characterizes good instructional practice. In this study, generalized dimensions of instructional quality were observed from the perspective of students in English classrooms in Grade Seven and correlated with performance results on individual and classroom levels....
Classrooms around the world are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as a binary variable: native versus non-native. Alternatively, linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education.
The present study investiga...
With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8–9 years) in 2003 and then from Grade 1 (ages 6–7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching t...
Early foreign language instruction has become the norm across Europe. Expected benefits for students include linguistic advantages and ease of learning the second language (L2). However, research rarely supports these assertions. The present study investigated the receptive skills of two cohorts of English as a Foreign Language (EFL) learners in Ye...
With the growing popularity of early foreign language learning (EFLL) programmes in elementary schools, the transition to secondary school constitutes a crucial bridge. Ensuring a smooth transition that builds on students' L2 language proficiency and gradually shifts pedagogical approaches is key for long-term success. The present study examines st...
Recent research has increasingly questioned the bilingual advantage for executive functions (EF). We used structural equation modeling in a large sample of Turkish immigrant and German monolingual children (N = 337; aged 5–15 years) to test associations between bilingualism and EF. Our data showed no significant group differences between Turkish im...
Language learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) inv...
The present study investigates the impact of language learning strategies (LLS) and successful second language acquisition/learning of year 9 grammar school students in regular English as a foreign language classes (EFL) as well as of students enrolled in Content and Language Integrated Learning (CLIL) streams. CLIL poses higher language related af...
