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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences ...
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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences ...
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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences
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Thoma, Dieter. - : Routledge, Taylor & Francis Group, 2021. : Psychology Press, 2021
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Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
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Foreign language development during temporary school closures in the 2020 Covid-19 pandemic
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Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
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Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context
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Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives
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How cross-linguistic differences in the grammaticalization of future time reference influence intertemporal choices
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L1 effects in the early L3 acquisition of vocabulary and grammar
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Mehrsprachigkeit und metasprachliche Bewusstheit im Englischerwerb in der Grundschule
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Sprachliche Kompetenzen Pädagogischer Fachkräfte (SprachKoPF) ... : Language skills of qualified persons in education (SprachKoPF) ...
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Abstract:
Das Projekt SprachKoPF hat das Ziel, die Sprachförderkompetenz von pädagogischen Fachkräften zu erforschen. Die zentrale methodische Aufgabe besteht darin, ein Instrument zu entwickeln, mit dem sich standardisiert und zuverlässig Kompetenzen pädagogischer Fachkräfte erheben lassen, um valide Rückschlüsse auf unterschiedliche Dimensionen der Sprachförderkompetenz pädagogischer Fachkräfte zu gewinnen. Nach Kriterien der klassischen Testtheorie wurde das Instrument SprachKoPFv06 in einem mehrstufigen und iterativen Prozess der theoretischen und empirischen Itemoptimierung erarbeitet. Diese Validierungsstudie ist systematisch mit der Untersuchung der spezifischen Forschungsfragen verbunden und orientiert sich an einem evidenzbasierten, approximativen und argumentativen Validitiätsverständnis. Das heißt, es wurden theoriegeleitete Hypothesen gebildet, relevante Daten erhoben und die Hypothesen anhand der vorgefundenen Evidenz geprüft. Ausgangspunkt waren die folgenden drei Forschungsfragen:1. Kann ... : The project SprachKoPF aims at exploring competencies for the advancement of language skills among pedagogically qualified employees. The central methodological task is to develop an instrument that is able to survey competences of pedagogically qualified employees in a standardized and reliable way, in order to gain valid conclusions on several dimensions of the language advancement competence of pedagogically qualified employees. Based on criteria of the classical test theory, the instrument SprachKoPFv06 was developed in a multi-stage and iterative process of theoretical and empirical item optimization. This validation study is systematically associated with the investigation of the specific research questions and orients towards an evidence-based, approximate and argumentative understanding of validity. That is, theory-based hypotheses were build, relevant data was collected and the hypotheses were tested based on the evidence found. Starting point were the following three research questions:1. Can ...
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Keyword:
BILDUNG; EDUCATION; KAT55 Education, School Systems; Language and linguistics; Sprache und Sprachwissenschaft
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URL: https://dx.doi.org/10.4232/1.12141 https://search.gesis.org/research_data/ZA5848?doi=10.4232/1.12141
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Early childhood educators’ competences for supporting children’s academic language skills in Germany
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Early childhood educators’ knowledge and abilities in planning language learning environments
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Schlussbericht des Vorhabens Sprachliche Kompetenzen pädagogischer Fachkräfte - SprachKoPF.
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