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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 22 1 Computational models of working memory for language Hitch, Graham; Hurlstone, Mark; Hartley, Tom. - : Cambridge University Press, 2022 BASE Show details 2 Cognitive and Neurocognitive Effects From the Unique Bilingual Experiences of Interpreters Ferreira, Aline; Schwieter, John W.; Festman, Julia In: Front Psychol (2020) BASE Show details 3 The handbook of the neuroscience of multilingualism Schwieter, John W. (Herausgeber); Paradis, Michel (Verfasser eines Vorworts). - Hoboken, NJ : Wiley Blackwell, 2019 BLLDB UB Frankfurt Linguistik Show details 4 Multilingualism and metacognitive processing Filippi, Roberto; Ouzia, Julia; Bright, Peter. - : Wiley-Blackwell, 2019 BASE Show details 5 Speech-Sign Bilingualism Thompson, Robin L; Gutierrez-Sigut, Eva. - : John Wiley & Sons, Ltd, 2019 BASE Show details 6 Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage Festman, Julia; Schwieter, John W.. - : MDPI, 2019 Abstract: Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes. Keyword: Article URL: https://doi.org/10.3390/bs9040039 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6523248/ http://www.ncbi.nlm.nih.gov/pubmed/31013920 BASE Hide details 7 Training in Language Switching Facilitates Bilinguals’ Monitoring and Inhibitory Control Liu, Cong; Yang, Chin-Lung; Jiao, Lu. - : Frontiers Media S.A., 2019 BASE Show details 8 Formal linguistics approaches to adult second language acquisition and processing Rothman, Jason; Cunnings, Ian; Bayram, Fatih. - : Cambridge University Press, 2019 BASE Show details 9 Multilingualism and brain plasticity Pliatsikas, Christos. - : Wiley-Blackwell, 2019 BASE Show details 10 Recognizing the Effects of Language Mode on the Cognitive Advantages of Bilingualism Yu, Ziying; Schwieter, John W.. - : Frontiers Media S.A., 2018 BASE Show details 11 On the Interrelated Nature of Study Abroad Learners’ Language Contact, Perceptions of Culture, and Personal Outcomes Schwieter, John W.; Ferreira, Aline In: Canadian Journal of Applied Linguistics; Vol. 19 No. 2 (2016): Special Issue: The Culture of Study Abroad; 151-173 ; Revue canadienne de linguistique appliquée; Vol. 19 No. 2 (2016): Numéro spécial : La culture des études à l’étranger; 151-173 ; 1920-1818 ; 1481-868X (2017) BASE Show details 12 Book Review: Language acquisition in study abroad and formal instruction contexts Schwieter, John W. In: Comparative and International Education / Éducation Comparée et Internationale (2016) BASE Show details 13 Individual differences in second language speech production Kormos, Judit. - : Cambridge University Press, 2015 BASE Show details 14 Conceptual representation in bilinguals: the role of language specificity and conceptual change Athanasopoulos, Panos. - : Cambridge University Press, 2015 BASE Show details 15 J. Altarriba and L. Isurin (eds): Memory, Language, and Bilingualism: Theoretical and Applied Approaches Schwieter, John W.. - : Oxford University Press, 2014 BASE Show details 16 Generative approaches and the competing systems hypothesis: formal acquisition to pedagogical application Rothman, Jason; Long, Drew. - : John Benjamins, 2013 BASE Show details 17 Ofelia Garcia: Bilingual Education in the 21st Century: A Global Perspective. Schwieter, John W.. - : Oxford University Press, 2011 BASE Show details 18 Ofelia Garcia: Bilingual Education in the 21st Century: A Global Perspective. Schwieter, John W.. - : Oxford University Press, 2011 BASE Show details 19 Maximizing Indigenous Student Learning in the Mainstream with Language and Culture Schwieter, John W.; Jaimes-Domínguez, J. Luis In: Languages and Literatures Faculty Publications (2009) BASE Show details 20 Preparing Students for Class: A Hybrid Enhancement to Language Learning Schwieter, John W. In: Languages and Literatures Faculty Publications (2008) BASE Show details Page: 1 2

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