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See detailThe effect of training morphosyntactic markers in German and in French on multilingual fifth-graders' spelling.
Bilici, Natalia UL; Ugen, Sonja UL; Weth, Constanze UL

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 ▲]

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

Presentation (2016, November)

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See detailOnline Assessment SYStem OASYS
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 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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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 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 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 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 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 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 detailLes Épreuves Standardisées: Élément-clé du pilotage du système éducatif luxembourgeois
Dierendonck, Christophe UL; Kafaï, Amina; Fischbach, Antoine UL et al

in Éducation & Formations (2015), 86-87

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See detailThe relation between language and arithmetic in bilinguals: insights from different stages of language acquisition
Van Rinsveld, Amandine UL; Brunner, Martin UL; Landerl, Karin et al

in Frontiers in Psychology (2015), 6

Solving arithmetic problems is a cognitive task that heavily relies on language processing. One might thus wonder whether this language-reliance leads to qualitative differences (e.g., greater ... [more ▼]

Solving arithmetic problems is a cognitive task that heavily relies on language processing. One might thus wonder whether this language-reliance leads to qualitative differences (e.g., greater difficulties, error types, etc.) in arithmetic for bilingual individuals who frequently have to solve arithmetic problems in more than one language. The present study investigated how proficiency in two languages interacts with arithmetic problem solving throughout language acquisition in adolescents and young adults. Additionally, we examined whether the number word structure that is specific to a given language plays a role in number processing over and above bilingual proficiency. We addressed these issues in a German–French educational bilingual setting, where there is a progressive transition from German to French as teaching language. Importantly, German and French number naming structures differ clearly, as two-digit number names follow a unit-ten order in German, but a ten-unit order in French. We implemented a transversal developmental design in which bilingual pupils from grades 7, 8, 10, 11, and young adults were asked to solve simple and complex additions in both languages. The results confirmed that language proficiency is crucial especially for complex addition computation. Simple additions in contrast can be retrieved equally well in both languages after extended language practice. Additional analyses revealed that over and above language proficiency, language-specific number word structures (e.g., unit-ten vs. ten-unit) also induced significant modulations of bilinguals' arithmetic performances. Taken together, these findings support the view of a strong relation between language and arithmetic in bilinguals. [less ▲]

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See detailÉpreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013
Martin, Romain UL; Ugen, Sonja UL; Fischbach, Antoine UL

Book published by University of Luxembourg, LUCET (2015)

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See detailUnterschiede zwischen Schullaufbahnen
Fischbach, Antoine UL; Lorphelin, Dalia UL; Keller, Ulrich UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

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See detailAllgemeine Befunde zum luxemburgischen Schulwesen
Hornung, Caroline; Hoffmann, Danielle UL; Lorphelin, Dalia UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

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See detailHerausforderungen und Perspektiven: Erfolgreich mit Heterogenität umgehen
Martin, Romain UL; Ugen, Sonja UL; Fischbach, Antoine UL

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

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See detailÉpreuves Standardisées : Objectifs et méthodologie
Ugen, Sonja UL; Fischbach, Antoine UL; Reichert, Monique UL et al

in Martin, Romain; Ugen, Sonja; Fischbach, Antoine (Eds.) Épreuves Standardisées: Bildungsmonitoring für Luxemburg. Nationaler Bericht 2011 bis 2013 (2015)

Detailed reference viewed: 26 (2 UL)