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Langue d'origine et langue de scolarisation: dans quelle mesure les compétences en littéracie sont-elles transférables? : une synthèse = Herkunftssprache und Schulsprache: sind Literalitätskompetenzen übertragbar? : das Wichtigste in Kürze
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Langue d’origine et langue de scolarisation : dans quelle mesure les compétences en littéracie sont-elles transférables ?: Une synthèse
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Les aptitudes langagières: construit et résultats de recherche : une synthèse de la revue de la littérature = Sprachlerneignung: Konstrukt und Forschungsergebnisse : ein kurzer Abriss
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The lexical richness of short French, German and Portuguese texts written by children ...
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Predicting perceptions of the lexical richness of short French, German, and Portuguese texts using text-based indices
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Exploration empirique de la richesse lexicale: la perception humaine
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Exploration empirique de la richesse lexicale: la perception humaine
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In: Linguistik Online; Bd. 100 Nr. 7 (2019): Jubiläumsausgabe/ Anniversary Issue; 65-94 ; Linguistik Online; Vol. 100 No. 7 (2019): Jubiläumsausgabe/ Anniversary Issue; 65-94 ; 1615-3014 (2019)
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Die Entwicklung von produktiven lexikalischen Kompetenzen bei Schüler(innen) mit portugiesischem Migrationshintergrund in der Schweiz
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Littératie en langue d'origine et langue de scolarité, tout est-il transférable? Focus sur le transfert des éléments structuraux et connecteurs
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Abstract:
Writing different types of texts is part of the fundamental literacy skills children develop in school. An argument in favor of heritage language courses is that they might contribute to this development since the transfer of literacy skills are theorized to occur between the children's languages. In this study, we investigate the transfer of two kinds of features characteristically present in an argumentative letter: structural elements and connectors. We also investigate potential differences in terms of transfer between related languages (Portuguese/ French), and unrelated languages (Portuguese/ German). The study design is longitudinal and cross-sectional. The children were tested three times in both their school and heritage languages between the start of grade 3 and the end of grade 4. Regressions were conducted for each language pairs separately with the scores at time T and three family factors (SES, parental level in the school language and proportion of Portuguese in the family environment) as regressors for the scores at time T+1. Results show no influence from the family factors, traces of transfer of the letters' structural elements, but not of connectors. Language typology doesn't have an impact on these relations.
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URL: http://doc.rero.ch/record/278449/files/Desgrippes_Magalie_-_Litt_ratie_en_langue_d_origine_20170127.pdf
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Ilots de plurilinguisme en classe d’histoire: Notes de synthèse
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[Lambelet] ; Alter und schulisches Fremdsprachenlernen : Stand der Forschung : Bericht des Wissenschaftlichen Kompetenzzentrums für Mehrsprachigkeit Amelia Lambelet, Raphael Berthele ; Übersetzung: Linda Hille
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