Luxemburg im internationalen Vergleich

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

Zusammenfassung der Ergebnisse in Luxemburg

in SCRIPT; LUCET (Eds.) PISA 2015. Nationaler Bericht Luxemburg (2016)

Solving arithmetic problems in first and second language: Does the language context matter?

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 ▲]

Résumé des résultats au Luxembourg

in SCRIPT; LUCET (Eds.) PISA 2015. Rapport national Luxembourg (2016)

Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?

in Cognitive processing (2016), 17(3), 225-41

Differences between languages in terms of number naming systems may lead to performance differences in number processing. The current study focused on differences concerning the order of decades and units ... [more ▼]

Differences between languages in terms of number naming systems may lead to performance differences in number processing. The current study focused on differences concerning the order of decades and units in two-digit number words (i.e., unit-decade order in German but decade-unit order in French) and how they affect number magnitude judgments. Participants performed basic numerical tasks, namely two-digit number magnitude judgments, and we used the compatibility effect (Nuerk et al. in Cognition 82(1):B25-B33, 2001) as a hallmark of language influence on numbers. In the first part we aimed to understand the influence of language on compatibility effects in adults coming from German or French monolingual and German-French bilingual groups (Experiment 1). The second part examined how this language influence develops at different stages of language acquisition in individuals with increasing bilingual proficiency (Experiment 2). Language systematically influenced magnitude judgments such that: (a) The spoken language(s) modulated magnitude judgments presented as Arabic digits, and (b) bilinguals' progressive language mastery impacted magnitude judgments presented as number words. Taken together, the current results suggest that the order of decades and units in verbal numbers may qualitatively influence magnitude judgments in bilinguals and monolinguals, providing new insights into how number processing can be influenced by language(s). [less ▲]

Les Épreuves Standardisées: Élément-clé du pilotage du système éducatif luxembourgeois

in Éducation & Formations (2015), 86-87

Kurz- und mittelfristige Effekte von Klassenwiederholungen in der luxemburgischen Sekundarstufe I auf die leistungsbezogene und psychoemotionale Entwicklung der Schülerinnen und Schüler

Scientific Conference (2015, March)

Herausforderungen und Perspektiven: Erfolgreich mit Heterogenität umgehen

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

Unterschiede zwischen Schullaufbahnen

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

Mise en place d’une démarche qualité pour le dispositif ÉpStan

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