References of "Gretsch, Gérard 50001893"
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See detailDer Bachelor in Erziehungswissenschaften an der Universität Luxemburg als akademische und praktische Ausbildung zum Lehrer
Lamy, Christian; Bodson, Marc; Houtmann, Elisabeth et al

in Bolle, Rainer (Ed.) Schulpraktische Studien 2015 zwischen Standards, Alltag und Zukunftsvisionen (2015)

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See detailEcho iTEO. Sprachräume
Kirsch, Claudine UL; Gretsch, Gérard UL

Report (2014)

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See detailEinleitung
Morys, Nancy UL; Kirsch, Claudine UL; Gretsch, Gérard UL

in Morys, Nancy; Kirsch, Claudine; Georges, Ingrid (Eds.) et al Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Vielfalt im Klassenraum (2014)

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See detailForschungsbasierte Lehre im BScE
Kirsch, Claudine UL; Gretsch, Gérard UL

Presentation (2014, January 10)

Pour les écoles. Avec les écoles. Dans les écoles. La conférence abordera le concept de « l’enseignant-chercheur » du Bachelor en Sciences de l’Education (BScE) et donnera un aperçu de quelques projets ... [more ▼]

Pour les écoles. Avec les écoles. Dans les écoles. La conférence abordera le concept de « l’enseignant-chercheur » du Bachelor en Sciences de l’Education (BScE) et donnera un aperçu de quelques projets réalisés dans le cadre des ateliers d’apprentissage (Lehr-Lernwerkstätten) en illustrant la perspective de différents participants (étudiants, parents, enseignants de l’école fondamentale et du BScE). Conférence multilingue en luxembourgeois, allemand et français. Une traduction simultanée en français sera offerte. [less ▲]

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See detailiTEO – ein Tool zur Valorisierung der Mehrsprachigkeit
Kirsch, Claudine UL; Gretsch, Gérard UL

Scientific Conference (2013, June 28)

iTEO ist eine iPad App, die es ermöglicht, Sprache aufzunehmen und Texte (Wörter, Sätze) zu editieren. Wir setzten iTEO in verschiedenen Grundschulklassen in Luxemburg ein, um zu untersuchen, wie Kinder ... [more ▼]

iTEO ist eine iPad App, die es ermöglicht, Sprache aufzunehmen und Texte (Wörter, Sätze) zu editieren. Wir setzten iTEO in verschiedenen Grundschulklassen in Luxemburg ein, um zu untersuchen, wie Kinder und Lehrpersonen das Tool zur Sprachförderung im Unterricht einsetzen. Die Ergebnisse unserer Studien zeigen, dass Kinder, die gemeinsam mit Kameraden Geschichten erzählten, ihre Sprache entwickelten (z.B. Wortschatz, Grammatik, diskursive Kompetenzen), sich metalinguistisches Wissen aneigneten und Lernstrategien erwarben. [less ▲]

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See detailLearning languages through collaborative storytelling with iTEO
Kirsch, Claudine UL; Gretsch, Gérard UL

Scientific Conference (2013, March 07)

Native Luxembourgish children learn German and French in order to access the country’s trilingual curriculum. Ethnic minority children must in addition learn Luxembourgish. Each language will be taught ... [more ▼]

Native Luxembourgish children learn German and French in order to access the country’s trilingual curriculum. Ethnic minority children must in addition learn Luxembourgish. Each language will be taught differently. This complex setting has inhibited research on the learning of multiple languages. Further, there is little consensus on effective language pedagogies in Luxembourg. Storying is a leading activity in language learning (Paley 1991, Dyson 1997). Children’s learning is mediated by tools and other people. Storying is also a valuable tool for the ‘interanimation of languages’ (Bakhtin 1981) in Luxembourg’s school and societal context. In spite of this, there has been little research on storying in Luxembourgish classrooms (Gretsch 1994). Our research project examines how children learn languages through storying with the application iTEO which records and edits oral texts. Pupils can discuss contents and processes in one language and tell stories in another. In particular, we look at the strategies children use to mediate language learning during the collaborative construction of stories. The study has been carried out with nursery and primary school children aged 5, 7 and 10 who tell stories in several languages. The four month long data collection comprised video-recordings of the storytelling events, interviews with children and teachers, and the oral texts themselves. The data analysis focused on the search for recurring themes such as learning strategies, teaching strategies, the children’s oral participation and their skills in communication and collaboration. The findings illustrate, firstly, that the children learned new phrases through performing stories with classmates and that they used a range of mediating strategies to assist each other (e.g. use of mime, gestures and pictures, code-switching, writing.) Second, we found that the use of iTEO encouraged the development of metalinguistic awareness in the older children. [less ▲]

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