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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 37 1 Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies Mary, Latisha; Lemoine Bresson, Veronique; Choffat-Dürr, Anne In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021) BASE Show details 2 ARTIFICIAL LANGUAGE TASKS AS A MEASURE TO ASSESS BILINGUALS' LEARNING SKILLS IN THIRD OR ADDITIONAL LANGUAGE ACQUISITION: THE CASE OF LLAMA_F D'Angelo, Francesca In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03216321 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online Conference, Italy (2021) BASE Show details 3 “Working with …” in a primary English-language immersion school in France: opening doors to cross-linguistic transfer and engaging bilingual competencies Mary, Latisha; Lemoine, Véronique; Choffat-Dürr, Anne In: 9ème Congrès EDILIC Approches plurielles, compétences plurilingues, appropriations langagières : l’apprenant.e au centre des réalités éducatives ; https://hal.univ-lorraine.fr/hal-03363267 ; 9ème Congrès EDILIC Approches plurielles, compétences plurilingues, appropriations langagières : l’apprenant.e au centre des réalités éducatives, EDILIC, Jul 2021, Thessalonique, Greece ; https://congresedilic2021.web.auth.gr/ (2021) BASE Show details 4 Substandard influence on L2 German gender assignment in speakers of Dutch ... Vanhove, Jan. - : Open Science Framework, 2021 BASE Show details 5 Bidirectional Transfer in the Emergence of Contact Varieties in Nagpur India ... Dubey, Aditi. - : The Australian National University, 2021 BASE Show details 6 El tipo de tarea como factor de influencia interlingüística en el proceso de adquisición de español como tercera lengua o adicional Doquin de Saint Preux, Anna; Pizarro Carmona, Mercedes In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 54, 2021, pags. 41-71 (2021) BASE Show details 7 Formen der (Re-)Präsentation fachlichen Wissens. Ansätze und Methoden für die Lehrerinnen- und Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften Interdisziplinäre Tagung "Formen der (Re-)Präsentation Fachlichen Wissens - Ansätze und Methoden für die Lehrerbildung in den Fachdidaktiken und den Bildungswissenschaften" (2018 : Kiel). - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 262 S. (2020) BASE Show details 8 Progressive and regressive transfer in third language acquisition and development: An up-to-date review ... Tordini, Ottavia. - : University of Salento, 2020 BASE Show details 9 Progressive and regressive transfer in third language acquisition and development: An up-to-date review Tordini, Ottavia In: Lingue e Linguaggi; Volume 39 (2020); 339-359 (2020) BASE Show details 10 Bildungsforschung mit Daten der amtlichen Statistik ; Educational research with data of official statistics Fickermann, Detlef; Weishaupt, Horst In: Fickermann, Detlef [Hrsg.]; Weishaupt, Horst [Hrsg.]: Bildungsforschung mit Daten der amtlichen Statistik. Münster ; New York : Waxmann 2019, S. 11-18. - (Die Deutsche Schule, Beiheft; 14) (2019) BASE Show details 11 Bildungsforschung mit Daten der amtlichen Statistik Fickermann, Detlef Hrsg.; Weishaupt, Horst Hrsg.. - : Waxmann, 2019. : Münster, 2019. : New York, 2019. : pedocs-Dokumentenserver/DIPF, 2019 In: Münster ; New York : Waxmann 2019, 267 S. - (Die Deutsche Schule, Beiheft; 14) (2019) BASE Show details 12 L1 and L2 Accent Alignment in German and Canadian English Sudu, Kristin E.. - 2019 BASE Show details 13 ドイツ人韓国語学習者の「‐에」と「‐를」の 誤用に関する考察 ; A Study on the Errors in the Use of “‐에 ” and “‐를 ” by German Learners of the Korean Language ; ドイツジン カンコクゴ ガクシュウシャ ノ ‐에 ト ‐를 ノ ゴヨウ ニ カンスル コウサツ 朴, 恩珠; Park, Eunjoo. - : 大阪女学院大学, 2018. : オオサカ ジョガクイン ダイガク, 2018. : Osaka Jogakuin 4year College, 2018 BASE Show details 14 On the hunt for lateral phonological cross-linguistic influence in third or additional language acquisition Wunder, E. (Eva-Maria). - 2017 BASE Show details 15 The Effects of Developing English Language and Literacy on Spanish Reading Comprehension Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael... In: Educational & Clinical Studies Faculty Publications (2017) BASE Show details 16 The L2 acquisition of the French quantitative pronoun en by L1 learners of Dutch : vulnerable domains and cross-linguistic influence Sleeman, Petra; Ihsane, Tabea In: ISBN: 9789027241948 ; Cross-linguistic influence in bilingualism : in honor of Aafke Hulk pp. 303-330 (2017) BASE Show details 17 Syntaktischer Transfer beim Erwerb von Deutsch als L3 - Objektpronomen und ihre Position im Satz Zehetgruber, Magdalena. - 2017 BASE Show details 18 Exploring Negative Lexical Transfer : A Problem Cognates Error Analysis of Written and Oral Modalities Socías Rullán, Antoni; Universitat Autònoma de Barcelona. Facultat de Filosofia i Lletres. - 2016 BASE Show details 19 Transfer in third language phonology: Does L3 typological proximity play a role? Mayans, Dámaris. - : Universitat d'Alacant. Departament de Filologia Catalana, 2015 BASE Show details 20 The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners Azimi-Bolourian, Mahshid. - 2015 Abstract: This study examined the language and cognitive factors underlying the development of reading comprehension in 120 elementary school English language learners (ELLs) from typologically different language backgrounds (Chinese and Spanish). The study first examined the validity of an extended Simple View of Reading (SVR) model for ELLs that includes cognitive skills (phonological awareness, rapid naming speed) and word reading fluency in addition to decoding and oral language skills. Hierarchical linear regression was used to investigate the contributions of Grade 1 English cognitive skills, and word reading fluency, in addition to the SVR components, to Grade 4 English reading comprehension. The validity of the extended SVR framework with ELL children in both language groups was supported. The second part investigated the contribution of parallel early L1 and L2 skills to English reading comprehension. There was no cross-language transfer of skills in Chinese ELLs; however, Grade 1 cognitive skills assessed in Spanish made significant contributions to Grade 4 English reading comprehension. The results underscore the importance of complementary theoretical perspectives. The "central processing hypothesis" is clearly relevant for Spanish speakers, but for Chinese ELLs, no additional information is gained by adding the L1 measures. These differences can be attributed to typological differences and differential contribution of L1 processing skills to L2 reading comprehension. The third part examined individual growth trajectories as predictors of Grade 4 reading comprehension in English. Hierarchical linear modeling and hierarchical linear regression were used to investigate the developmental trajectories of early predictor variables and the contribution of individual differences to these trajectories. The rate of growth on the cognitive variables (phonological awareness and rapid naming speed), SVR variables (receptive vocabulary and word reading), and word reading fluency made significant contributions to reading comprehension skills in Grade 4. The final model, consisting of non-verbal ability, the initial status of cognitive skills, cluster of the SVR skills, and of word reading fluency and the rate of growth on the SVR skills, explained 59% of the variance in reading comprehension three years later. These results show that the same English cognitive and linguistic skills play critical roles in ELL's development of English reading comprehension, despite the typological differences between L1 backgrounds. ; Ph.D. Keyword: 0524; Cross-linguistic Transfer; English Language Learners; Reading Comprehension; Simple View of Reading URL: http://hdl.handle.net/1807/70169 BASE Hide details Page: 1 2

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