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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; Fayol, Michel UL et al

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 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 detailMehrsprachigkeit und Varietätenvielfalt an Luxemburgs Schulen
Weth, Constanze UL

Article for general public (2016)

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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 detailBilinguisme et bilittéracie
Weth, Constanze UL

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 ▲]

Detailed reference viewed: 46 (2 UL)
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See detailOccitan: 'classical' and 'Mistralian' spelling
Weth, Constanze UL; Bunčić, Daniel

in Bunčić, Daniel (Ed.) Biscriptality a sociolinguistic typology (2016)

Detailed reference viewed: 36 (0 UL)
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See detailSprachliche und piktoriale Informationen in Schriftsystemen, Skripten und Typografie
Weth, Constanze UL; Heyl, Thomas

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

Detailed reference viewed: 15 (0 UL)
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See detailSpontanschreibung
Weth, Constanze UL

in Kilian, Jörg; Rymarczyk, Jutta (Eds.) Language Learning: First Language, Second Language, Foreign Language (2016)

Detailed reference viewed: 19 (4 UL)
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See detailPhonogramm
Weth, Constanze UL

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

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See detailMorphogramm
Weth, Constanze UL

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

Detailed reference viewed: 14 (2 UL)
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See detailVisual Literacy
Weth, Constanze UL; Gretsch, Petra

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

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See detailOrthographic competence among multilingual school children: writing Moroccan Arabic in France
Weth, Constanze UL

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

Detailed reference viewed: 74 (4 UL)
See detailMehrsprachigkeit in Luxemburgischen Primarschulen
Weth, Constanze UL

Report (2015)

Detailed reference viewed: 109 (16 UL)
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See detailSchrifterwerb in Frankreich
Weth, Constanze UL

in Röber, Christa; Olfert, Helena (Eds.) Schriftsprach- und Orthographieerwerb: Erstlesen, Erstschreiben (2015)

Detailed reference viewed: 64 (2 UL)
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See detailLe provençal / L'occitan
Weth, Constanze UL

in Klump, André; Kramer, Johannes; Willems, Aline (Eds.) Manuel des langues romanes (2014)

L’article donne un aperçu du statut, de l’élaboration et des usages de l’occitan au cours de l’histoire et dans les différents domaines sociaux. Il commence par une brève qualification de l’occitan. Puis ... [more ▼]

L’article donne un aperçu du statut, de l’élaboration et des usages de l’occitan au cours de l’histoire et dans les différents domaines sociaux. Il commence par une brève qualification de l’occitan. Puis il traite de l’élaboration et de la codification de ce dernier. Cet aspect recouvre l’expansion de l’occitan au début du dernier millénaire, l’infiltration du français et les efforts faits pour parvenir à une élaboration et une standardisation de l’occitan dès la fin du XIXe siècle. La partie suivante résume les différentes époques littéraires depuis l’an 1000. La prochaine section traite de l’occitan à l’école. Elle montre le rôle joué par l’école française dans le déclin de l’occitan, mais révèle néanmoins ses acquis depuis le XXe siècle. Par la suite, on fait état des usages de l’occitan au XXIe siècle. Le dernier paragraphe est dédié à la sociolinguistique occitane du XXe siècle. Celle-ci a ouvert un vaste champ de recherche sur l’occitan et a abouti à une reprise de conscience non négligeable à propos de la langue et de la culture occitanes. [less ▲]

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See detail<la Schüppe> ou les ressources orthopgraphiques pour écrire le français en tant que langue étrangère
Weth, Constanze UL

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

This article focuses on the orthographic resources displayed by two German pupils learning French as a Foreign Language (FLE). It aims to highlight their orthographic competences, which are often left ... [more ▼]

This article focuses on the orthographic resources displayed by two German pupils learning French as a Foreign Language (FLE). It aims to highlight their orthographic competences, which are often left unrecognised because departures from norm are stigmatised as faults. The children have not yet mastered the orthographic and grammatical system of the foreign language. The article examines nevertheless their writings in order to better understand their ways of representing phonemes and words in writing. [less ▲]

Detailed reference viewed: 88 (4 UL)
See detailOrthographie- und Schriftspracherwerb in mehreren Sprachen – ein Forschungsüberblick.
Weth, Constanze UL; Noack, Christina

in Grießhaber, Wilhelm; Kalkavan, Zeynep (Eds.) Orthographie- und Schrifterwerb bei mehrsprachigen Kindern. (2012)

Detailed reference viewed: 233 (12 UL)
See detailDer Nutzen von Orthographie im Französisch-Anfangsunterricht.
Weth, Constanze UL

in Französisch Heute (2011), 3

Detailed reference viewed: 68 (6 UL)