References of "Engel de Abreu, Pascale 50001753"
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See detailThe Luxembourg COVID-Kids questionnaire
Kirsch, Claudine UL; Engel de Abreu, Pascale UL; Neumann, Sascha UL

E-print/Working paper (2020)

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See detailEffects of an Early Literacy Intervention for Linguistically Diverse Children: A Quasi-Experimental Study
Engel de Abreu, Pascale UL; Fricke, Silke; Wealer, Cyril UL

in Frontiers in Psychology (2020), 11

Phonological awareness and letter-sound knowledge underpin children’s early literacy acquisition. Promoting these foundational skills in kindergarten should therefore lead to a better response to formal ... [more ▼]

Phonological awareness and letter-sound knowledge underpin children’s early literacy acquisition. Promoting these foundational skills in kindergarten should therefore lead to a better response to formal literacy instruction once started. The present study evaluated a 12-week early literacy intervention for linguistically diverse children who are learning to read in German. The study was set in Luxembourg where kindergarten education is in Luxembourgish and children learn to read in German in Grade 1 of primary school. One hundred and eighty-nine children (mean age = 5;8 years) were assigned to an early literacy intervention in Luxembourgish or to a business as usual control group. Trained teachers delivered the intervention to entire classes, four times a week, during the last year of kindergarten. The early literacy program included direct instruction in phonological awareness and letter-knowledge, while promoting print and book awareness and literacy engagement. Children were assessed pre-intervention, immediately post-intervention and at a 9 months delayed follow-up using measures in Luxembourgish and in German. At the end of the intervention, children in the intervention group performed significantly better than the control group on phonological awareness and letter-knowledge measures in Luxembourgish and the gains in phonological awareness were maintained at 9 months follow-up. The effects generalized to measures of phonological awareness, word-level reading comprehension and spelling in German (effect sizes d > 0.25), but not to German single word/pseudoword reading, at delayed follow-up. Intervention programs designed to support foundational literacy skills can be successfully implemented by regular teachers in a play-based kindergarten context. The findings suggest that early literacy intervention before school entry can produce educationally meaningful effects in linguistically diverse learners. [less ▲]

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See detailDeveloping literacy in linguistically diverse children
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2019, May)

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See detailDeveloping literacy in a multilingual setting
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2018, September 15)

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See detailLearning to read in a foreign language - A longitudinal study of children from immigrant families
Ertel Silva, Cintia UL; Loff, Ariana; Engel de Abreu, Pascale UL

Scientific Conference (2017, September 01)

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See detailA pre-literacy intervention study in a multilingual setting
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Scientific Conference (2017, August)

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See detailBoosting Early Language as a Foundation for Literacy – Essential but neither Simple nor Easy
Fricke, Silke; Engel de Abreu, Pascale UL

E-print/Working paper (2016)

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See detailThe Developing Child: Learning and Learning Difficulties in a Multilingual Context
Fricke, Silke; Luk, Gigi; Vale, Ana Paula et al

in The Developing Child: Learning and Learning Difficulties in a Multilingual Context (2016)

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See detailLESEN LERNEN IN EINER FREMDSPRACHE Prädiktoren des Lesens bei Kindern mit Migrationshintergrund
Ertel Silva, Cintia UL; Loff, Ariana; Engel de Abreu, Pascale UL

Diverse speeches and writings (2016)

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See detailA pre-literary intervention in a multilingual setting.
Wealer, Cyril UL; Fricke, Silke; Engel de Abreu, Pascale UL

Poster (2015, September)

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See detailA Pobreza e a Mente: Perspectiva da Ciência Cognitiva
Engel de Abreu, Pascale UL; Tourinho, Carlos; Puglisi, Marina et al

Report (2015)

Nós procuramos entender por que a pobreza é um obstáculo para o desenvolvimento e o rendimento escolar das crianças. Munidos deste conhecimento, podemos oferecer evidências robustas que podem ser ... [more ▼]

Nós procuramos entender por que a pobreza é um obstáculo para o desenvolvimento e o rendimento escolar das crianças. Munidos deste conhecimento, podemos oferecer evidências robustas que podem ser utilizadas pelas autoridades educacionais em nossa sociedade para quebrar este vínculo. Este estudo utiliza dados multidimensionais de 355 brasileiros, alunos do 1° e 2° anos do Ensino Fundamental I, provenientes de diferentes origens e escolas. O objetivo foi verificar como as crianças adquirem as habilidades cognitivas que auxiliam na aprendizagem. Foram utilizados dados obtidos a partir de testes cognitivos, bem como entrevistas e questionários preenchidos por pais, professores e alunos. O estudo sugere que, embora o baixo nível socioeconômico exerça um forte impacto negativo sobre o desenvolvimento cognitivo de uma criança, uma educação de boa qualidade nos primeiros anos de vida pode contornar esse problema. Os resultados encontrados dão suporte à hipótese de que as experiências que as crianças têm no início da vida afetam o desenvolvimento do cérebro. Uma base cognitiva sólida é crucial para o aprendizado e é um fator fundamental para quebrar o ciclo da pobreza, para promover o desenvolvimento econômico e reduzir as desigualdades sociais. Assim, fazemos as seguintes sugestões para futuras pesquisas e elaboração de políticas públicas: - Investimento em Educação Infantil (creches e pré-escolas) pode ser a maneira mais eficaz para reduzir as desigualdades e promover a mobilidade social ascendente. - Capacitação de professores sobre aprendizagem com base nos preceitos da ciência cognitiva para dar-lhes uma maior consciência do porquê de alguns alunos apresentarem comportamento difícil e/ou dificuldades de aprendizagem. - Elaboração de políticas públicas baseadas em evidências científicas. Políticos e profissionais devem trabalhar em conjunto com cientistas no intuito de desenvolver programas com maiores probabilidades de sucesso. [less ▲]

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See detailLanguage promotion and language practices in early educational settings in Luxembourg: Research projects in the fields of non-formal and formal education
Kirsch, Claudine UL; Seele, Claudia UL; Engel de Abreu, Pascale UL

Scientific Conference (2015, March 06)

Die sprachliche Situation Luxemburgs zeichnet sich durch eine besondere Komplexität aus, zu der nicht nur die drei offiziellen Landesprachen – Luxemburgisch, Französisch und Deutsch – sondern auch die ... [more ▼]

Die sprachliche Situation Luxemburgs zeichnet sich durch eine besondere Komplexität aus, zu der nicht nur die drei offiziellen Landesprachen – Luxemburgisch, Französisch und Deutsch – sondern auch die migrationsbedingte Diversität der Bevölkerung sowie die tagtäglichen GrenzpendlerInnen aus den Nachbarländern beitragen. Der frühkindlichen Bildung kommt hierbei eine Schlüsselrolle zu – sowohl in Hinsicht auf die Vorbereitung einer erfolgreichen Bildungsbeteiligung im mehrsprachigen luxemburgischen Schulsystem, als auch bezüglich des sozialen Zusammenhalts einer äußerst heterogenen Gesellschaft. Der Vortrag gibt zunächst einen Überblick über die sprachliche und organisationale Verfasstheit des Luxemburger Bildungs- und Betreuungssystems und präsentiert dann Einblicke in drei verschiedene Forschungsbereiche an der Universität Luxemburg, die sich dem Thema aus unterschiedlichen disziplinären, methodischen und konzeptionellen Perspektiven annähern. Claudine Kirsch gibt Einblicke in zwei Projekte zur Förderung der Mündlichkeit, zum einen anhand der App iTEO mit 4- bis 7-Jährigen in der „école fondamentale“, zum anderen durch Bildliteralität mit 2- bis 6-Jährigen in Kindertageseinrichtungen und Vorschulen (Projekte „iTEO“ und „Multilingual oracies“). Claudia Seele stellt erste Befunde aus ihrer ethnographischen Forschung zur alltäglichen Sprachpraxis in staatlich geförderten Kindertageseinrichtungen für 0- bis 4-Jährige vor. Pascale Engel de Abreu geht schließlich der Frage nach, wie man zentrale sprachliche und kognitive Prozesse bei mehrsprachigen Kindern fördern kann. In diesem Zusammenhang stellt sie die Projekte „Multilinguaalt Léierpotenzial fërderen (POLILUX)“ und „Lauter lëschteg Lauter“ (LITMUL) vor. Abschließend werden einige übergreifende Fragen zur Diskussion aufgeworfen, beispielsweise zum Verhältnis zwischen Forschung, Politik und Praxis, zu den Möglichkeiten und Grenzen eines Transfers wissenschaftlichen Wissens, zur Bedeutung und Ausgestaltung von Aus- und Weiterbildung sowie zur Zusammenarbeit mit Fachkräften und Familien. [less ▲]

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See detailSpecific language impairment in language-minority children from low-income families
Engel de Abreu, Pascale UL; Cruz-Santos, A.; Puglisi, M. L.

in International Journal of Language & Communication Disorders (2014), 49(6), 736-747

Background: Recent evidence suggests that Specific Language Impairment (SLI) might be secondary to general cognitive processing limitations in the domain of executive functioning. Previous research has ... [more ▼]

Background: Recent evidence suggests that Specific Language Impairment (SLI) might be secondary to general cognitive processing limitations in the domain of executive functioning. Previous research has focused almost exclusively on monolingual children with SLI and offers little evidence-based guidance on executive functioning in bilingual children with SLI. Studying bilinguals with SLI is important, especially in the light of increasing evidence that bilingualism can bring advantages in certain domains of executive functioning. Aims: This study seeks to determine whether executive functioning represents an area of difficulty for bilingual language-minority children with SLI and if so, which specific executive processes are affected. Methods and procedures: This cross-cultural research was conducted with bilingual children from Luxembourg and monolingual children from Portugal who all had Portuguese as their first language. The data from 81 eight-year-olds from the following three groups was analyzed: (1) 15 Portuguese-Luxembourgish bilinguals from Luxembourg with an SLI diagnosis; (2) 33 typically developing Portuguese-Luxembourgish bilinguals from Luxembourg; (3) 33 typically developing Portuguese-speaking monolinguals from Portugal. Groups were matched on first language, ethnicity, chronological age and socioeconomic status, and they did not differ in nonverbal intelligence. Children completed a battery of tests tapping: expressive and receptive vocabulary, syntactic comprehension, verbal and visuospatial working memory, selective attention and interference suppression. Results: The bilingual SLI group performed equally well to their typically developing peers on measures of visuospatial working memory but had lower scores than both control groups on tasks of verbal working memory. On measures of selective attention and interference suppression, typically developing children who were bilingual outperformed their monolingual counterparts. For selective attention, performance of the bilingual SLI group did not differ significantly from the controls. For interference suppression the bilingual SLI group performed significantly less well than typically developing bilinguals but not monolinguals. Conclusions and implications: This research provides further support to the position that SLI is not a language-specific disorder. The study indicates that although bilingual children with SLI do not demonstrate the same advantages in selective attention and interference suppression as typically developing bilinguals, they do not lag behind typically developing monolinguals in these domains of executive functioning. This finding raises the possibility that bilingualism might represent a protective factor against some of the cognitive limitations that are associated with SLI in monolinguals. [less ▲]

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See detailMultilingualism and Specific Language Impairment
Engel de Abreu, Pascale UL

Conference given outside the academic context (2014)

Is a multilingual education beneficial for children? What are the optimal conditions under which a child can become perfectly multilingual? When should we be concerned about a multilingual child's ... [more ▼]

Is a multilingual education beneficial for children? What are the optimal conditions under which a child can become perfectly multilingual? When should we be concerned about a multilingual child's language skills? What are the signs of Specific Language Impairment in a child who speaks more than one language? Developmental psychologist and Associate Professor in multilingual cognitive development at the University of Luxembourg Pascale Engel de Abreu will address these questions based on what the research evidence tells us. Practical questions regarding multilingual education will also be discussed. [less ▲]

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