Apprendre à écrire des informations orthographiques silencieuses en langue seconde : Effets d'un programme d'entraînement sur les performances et suivis intra- et interindividuel du développement des patterns de production du pluriel

Scientific Conference (2018, August 04)

Introduction: The Tyranny of Writing in Language and Society

in Weth, Constanze; Juffermans, Kasper (Eds.) Tyranny of Writing: Ideologies of the Written Word (2018)

The Effect of Morphosyntactic Training on Multilingual Fifth-Graders' Spelling in French

in Applied Psycholinguistics (2018), 39(6), 1319-1343

The effect of training morphosyntactic markers in German and in French on multilingual fifth-graders' spelling.

Scientific Conference (2017, June 26)

Many studies focussing on spelling in French and German languages show that, even by the end of the primary school, pupils have difficulties to encode morphosyntactic information in their writing ... [more ▼]

Many studies focussing on spelling in French and German languages show that, even by the end of the primary school, pupils have difficulties to encode morphosyntactic information in their writing. Particularly problematic are, for instance, capitalisation of nouns in German (Betzel 2014) or plural markers in French (Fayol et al. 2006), because they are inaudible and require knowledge that goes beyond simple phoneme-grapheme correspondences. Our paper presents how multilingual learners deal with silent morphosyntactic markers in French and German and shows the effects of an intervention training on children's spelling performance. In total our study included 228 multilingual fifth graders (mean age 11 years) with four years instruction in German and two years instruction in French. They were assigned to an intervention (n=137) and to a control group (n=91) based on the results of a spelling test in French and German. This was done by creating performance groups that were, in a second step, attributed to one of the experimental groups taking their performance into account (quasi-randomised procedure). The French test consisted of three word categories of different difficulty (nouns, verbs, adjectives). For adjectives only, position (pre- vs. post-nominal) was also manipulated. The German test focussed on three lexical-semantic characteristics (concrete nouns, abstract nouns, nominalizations) and four syntactical positions (determinant+noun, determinant+adjective+noun, adjective+noun, noun) frequent words and pseudo-words. Additionally, word frequency was manipulated within each language (frequent words vs. pseudowords). These difficulty levels have been based on the literature published on monolingual learners (French: Totereau et al. (2014), German: Funke (2005); Guenther (2007); Betzel (2014)). The children participated in 12 intervention sessions of 20 minutes each (six in German and six in French, the order was counterbalanced). Children of the intervention group were trained to improve their morphosyntactic awareness and thus spelling performance of French plurals and German capitalization. The control group received the same amount of language input than the intervention group, but they were trained on another aspect of language i.e. listening comprehension. Results from the pre-test show that multilingual children acquiring German and French show similar difficulty patterns as German or French monolinguals. The post-test shows that the intervention group improved significantly in both their German and French spelling in comparison to the control group in all word and pseudo-word categories and positions. The intervention group's performance increased especially on pseudo-words, indicating that the training had an effect on children's spelling according to syntactic regularities. The study results are specifically important to better understand the learning processes of morphosyntactic spelling in primary school. The implications on the teaching methods will be discussed. [less ▲]

Mehrsprachigkeit und Varietätenvielfalt an Luxemburgs Schulen

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2016), 365

Assessing spelling skills related to morphosyntax of German-French biliterate pupils in a multilingual educational context

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 ▲]

Bilinguisme et bilittéracie

in Hélot, Christine; Erfurt, Jürgen (Eds.) L'éducation bilingue en France. Politiques linguistiques, modèles et pratiques (2016)

Ce chapitre introduit le terme littéracie et postule que l’enseignement scolaire a tendance à négliger les pratiques bilittéraciques qui ne sont pas structurées comme la littéracie monolingue exigée à ... [more ▼]

Ce chapitre introduit le terme littéracie et postule que l’enseignement scolaire a tendance à négliger les pratiques bilittéraciques qui ne sont pas structurées comme la littéracie monolingue exigée à l’école. Pour avancer cette argumentation, nous présentons d’abord le concept socioculturel des pratiques littéraciques (literacy practices) et le concept de la littéracie fonctionelle (functional literacy). Les pratiques bilittéraciques chez deux groupes de locuteurs servent ensuite d’exemple pour illustrer l’hétérogénéité des pratiques bilittéraciques en France. Elles sont analysées à l’aide de deux modèles, évoquant les registres de langues (Maas, 2008) et le continuum des bilittéracies (Hornberger, 1989 ; 2003). Force est de constater que la bilittéracie n’implique non seulement l’utilisation de plusieurs langues et systèmes d’écriture, mais aussi des différentes conceptions de l’écrit, ainsi que des pratiques variées de lecture et d’écriture. A la fin du chapitre, nous citons des pistes de recherche actuelles qui permettent d’intégrer le répertoire bi-/plurilingue et bilittéracique dans de nouvelles approches péda-gogiques. [less ▲]

Phonogramm

in Neef, Martin; Weingarten, Rüdiger (Eds.) Schriftlinguistik (2016)

Visual Literacy

in Gretsch, Petra; Holzäpfel, Lars (Eds.) Lernen mit Visualisierungen. Erkenntnisse aus der Forschung und deren Implikationen für die Fachdidaktik (2016)

Orthographic competence among multilingual school children: writing Moroccan Arabic in France

in International Journal of Multilingualism (2015), 12(2), 196-209