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See detailLEARN Newsletter - Éditioun 2017: Multilinguisme
Hoffmann, Danielle UL; Hornung, Caroline UL; Martin, Romain UL et al

Book published by LEARN (2017)

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See detailLes Épreuves Standardisées : Comment sont-elles perçues par les acteurs concernés  ?
Ugen, Sonja UL; Martin, Romain UL; Fischbach, Antoine UL

Book published by University of Luxembourg: LUCET (2017)

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See detailSproochepolitik: Et gëtt keng einfach Léisungen
Ugen, Sonja UL

Speeches/Talks (2016)

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See detailOnline Assessment SYStem OASYS
Ugen, Sonja UL; Fischbach, Antoine UL

Presentation (2016, November)

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See detailLänderbericht Luxemburg
Ugen, Sonja UL; Fischbach, Antoine UL

Presentation (2016, November)

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See detailReflexion über morphosyntaktische Strukturen im Deutschen und Französischen und deren Einfluss auf die Rechtschreibkompetenzen von 5.-Klässlern
Bilici, Natalia UL; Ugen, Sonja UL; Weth, Constanze UL

Scientific Conference (2016, September 20)

Wie verhalt sich ein explizites Grammatik-/Orthographietraining zu der meta- sprachlichen Reflexion der SchUler/innen? Dazu stellt der Vortrag Ergebnisse der Studie MorphoSyn vor. Die lnterventionsstudie ... [more ▼]

Wie verhalt sich ein explizites Grammatik-/Orthographietraining zu der meta- sprachlichen Reflexion der SchUler/innen? Dazu stellt der Vortrag Ergebnisse der Studie MorphoSyn vor. Die lnterventionsstudie ist in der 5. Klasse in Luxemburgi- schen Grundschulen verortet. ln der Studie mit Pre-/Posttest Design (N=280) er- halt die lnterventionsgruppe (N=140) ein Training zur ldentifizierung und Schrei- bung von nominalen Kernen (Deutsch) sowie ein Training zur ldentifizierung und Markierung von Singular-Plural Kongruenz (Franzosisch). Das Training umfasst 6 Einheiten zu je 20 Minuten pro Sprache. Ziel der Studie ist es zu ermitteln, ob sich die Rechtschreibleistungen der SchUler/innen in den trainierten Bereichen wesent- lich verbessern. Eine SchUlergruppe wurde Uber den gesamten Zeitraum der lntervention gefilmt. Videoausschnitte geben Aufschluss darUber, welche metasprachliche Reflexion in den Trainingseinheiten stattfindet und wie sich das Regelverstehen der lnterven- tion manifestiert. [less ▲]

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See detailThe effect of a French intervention on children´s spelling of morphosyntactic agreement.
Bilici, Natalia UL; Ugen, Sonja UL; Weth, Constanze UL

Poster (2016, July)

The purpose of our project MorphoSyn is to gain insights into the morphosyntactic processing involved in spelling in second languages. We conduct our study in the complex language context of Luxembourg ... [more ▼]

The purpose of our project MorphoSyn is to gain insights into the morphosyntactic processing involved in spelling in second languages. We conduct our study in the complex language context of Luxembourg which has two written school languages (German and French) and a large variety languages spoken at children´s home. More specifically, we investigate how an explicit teaching of morphosyntactic structures in written German and French enhance the spelling competence of 5th grade students. During our intervention we focus on two orthographic features: the capitalisation of nouns in German and subject-verb agreement and the agreement within nouns phrases in French. Studies from Germany and France show that the acquisition of these features pass quite difficultly, because they are inaudible and, to grasp them, students need knowledge that goes beyond phoneme-grapheme correspondences. We predicted that our multilingual pupils will encounter the same problems that have been detected for French and German monolingual children. Our recently conducted pilot study confirmed this assumption: many children still omit plural/feminine markers in French and fail to capitalize abstract nouns or nominalisations in German. Our paper will present the outcome of the pre-test administrated to 250 Luxembourgish students (listening comprehension and dictation in German and French). It will show the orthographic skills pupils have acquired during primary school in their school languages German and French and indicate how far they are using morphosyntactic information while spelling. [less ▲]

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See detailAssessing spelling skills related to morphosyntax of German-French biliterate pupils in a multilingual educational context
Ugen, Sonja UL; Bilici, Natalia UL; Fayol, Michel UL et al

Poster (2016, March 12)

How do multilingual learners write spellings related to morphosyntactic information in German (capitalisation of nouns) and French (plural markers of nouns, adjectives and verbs)? Our talk presents the ... [more ▼]

How do multilingual learners write spellings related to morphosyntactic information in German (capitalisation of nouns) and French (plural markers of nouns, adjectives and verbs)? Our talk presents the construction and the items of a spelling test of German and French for multilingual 5th graders in Luxembourg (N=300) as well as the first results of both tests. It is the pre-test of a study that will analyse the processes of morphosyntactic agreement in spelling in the children’s first (German) and second (French) acquired language at school. It will further examine how their performances relate to their language background. The setting in Luxembourg is characterised by three school languages: While Luxembourgish is the language of pre-school, children are alphabetised in German and learn French from second grade on. German and French are second languages for most children. However, children have either a Germanic (Luxembourgish) or a Romance (Portuguese) background. The children performed spellings tests tailored to the specificities of each of the test languages but relying on comparable grammatical processes. The test framework will be presented in detail as well as first results. Based on the literature, we expect differences in performances for proper and abstract nouns as well as nominalisation with best performance for proper nouns. In French, we expect differences in performances according to the plural markers of nouns, adjectives and verbs with best performance for nouns. Additionally, we expect contextual effects of the target words within each language. Results will further be analysed according to the background language of the children. [less ▲]

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See detailDie PISA-Studie 2015
Boehm, Bettina; Krug, Astrid; Mergen, Christiane et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

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See detailBefunde zum Luxemburger Regelschulwesen
Ugen, Sonja UL; Keller, Ulrich UL; Lorphelin, Dalia UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

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See detailRésumé des résultats au Luxembourg
Boehm, Bettina; Ugen, Sonja UL; Fischbach, Antoine UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)

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See detailLes inégalités dans les parcours scolaires au Luxembourg
Martin, Romain UL; Ugen, Sonja UL; Fischbach, Antoine UL

in Caritas (Ed.) Sozialalmanach 2016. Schwerpunkt: Inegalitéiten (2016)

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See detailShort-term and medium-term effects of grade retention in secondary school on academic achievement and psychosocial outcome variables
Klapproth, Florian; Schaltz, Paule UL; Brunner, Martin et al

in Learning & Individual Differences (2016), 50

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See detailZusammenfassung der Ergebnisse in Luxemburg
Boehm, Bettina; Ugen, Sonja UL; Fischbach, Antoine UL et al

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

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See detailBilanz nach zwei vollen Erhebungszyklen
Fischbach, Antoine UL; Ugen, Sonja UL; Martin, Romain UL

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

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See detailUn bilan au terme de deux cycles complets d'évaluation
Fischbach, Antoine UL; Ugen, Sonja UL; Martin, Romain UL

in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)

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See detailSolving arithmetic problems in first and second language: Does the language context matter?
Van Rinsveld, Amandine UL; Schiltz, Christine UL; Brunner, Martin et al

in Learning and instruction (2016)

Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more ... [more ▼]

Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more particularly arithmetic problem solving. We investigated this question in a GermaneFrench bilingual educational setting in Luxembourg. Participants with increasing bilingual proficiency levels were invited to solve additions in both their first and second instruction languages: German and French. Arithmetic problems were presented in two different conditions: preceded by a semantic judgment or without additional language context. In the French session we observed that additions were systematically performed faster in the condition with an additional language context. In contrast no effect of the context was observed in the German session. In conclusion, providing a language context enhanced arithmetic performances in bilinguals' second instruction language. This finding entails implications for designing optimal mathematic learning environments in multilingual educational settings. [less ▲]

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