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Interkantonale Hochschule für Heilpädagogik Zürich HfH

Bilingual school education with spoken and signed languages in Europe

Krausneker, Verena ; Becker, Claudia ; Audeoud, Mireille ; Tarcsiová, Darina

In: International Journal of Bilingual Education and Bilingualism, 2020, p. 1-17

At least since the UN Convention on the Rights of People with Disabilities, deaf children worldwide have a right to education not only in the spoken and written language of their country, but also in the national sign language. The pedagogical use of a sign language in European schools for the deaf began in the 1980s and has since evolved significantly. This paper presents a survey of 39...

Université de Fribourg

Capitalising on covariates in cluster-randomised experiments

Vanhove, Jan

In: PyArXiv, 2020, p. 1-45

In cluster-randomised experiments, participants are randomly assigned to the conditions not on an individual basis but in entire groups. For instance, all pupils in a class are assigned to the same condition. This article reports on a series of simulations that were run to determine (1) how the clusters (e.g., classes) in such experiments should be assigned to the conditions if a relevant...

Université de Neuchâtel

Die Wissenschaftssprachkomparatistik als Ansatz zur Förderung der akademischen Mehrsprachigkeit: Ein Unterrichtsmodul aus der italienischen DaF-Didaktik

Salzmann, Katharina

In: Bulletin VALS-ASLA, 2019, vol. 109, p. 189-206

As a result of the internationalization of universities, English is increasingly becoming the lingua franca of academic communication. However, limiting all academic discourse to the English language implies a great loss for other language cultures since knowledge and language are inseparably linked. For this reason, it is of great importance to implement appropriate measures in order to...

Université de Neuchâtel

Akademisches Schreiben italophoner Studierender in der fremden Wissenschaftssprache Deutsch. Handlungstheoretische Überlegungen und empirisch basierte Analysen

Carobbio, Gabriella ; Furneri, Valerio

In: Bulletin VALS-ASLA, 2019, vol. 109, p. 171-188

Il presente studio offre un contributo all'indagine della scrittura accademica in lingua tedesca come lingua scientifica straniera. L'obiettivo del lavoro è rilevare alcune delle difficoltà riscontrate da studenti italofoni nella scrittura di tesine in lingua tedesca, con particolare riferimento alle scelte linguistiche operate nella formulazione del sapere scientifico. In una prima parte...

Université de Neuchâtel

Mitschreiben in Vorlesungen: Ein interdisziplinärer Forschungsüberblick mit Fokus Deutsch als L2

Wisniewski, Katrin

In: Bulletin VALS-ASLA, 2019, vol. 19, p. 153-170

Note-taking in academic lectures is a very common activity, which faculty as well as students consider to be of central importance. At the same time, L2 students perceive note-taking as a particular challenge. However, in spite of its relevance and a considerable tradition of research into (L2) notetaking rooted in cognitive psychology, the strongly language-driven activity of taking notes has...

Université de Neuchâtel

Selbstregulation beim Verstehen von Schulbuchtexten der Biologie auf der Sekundarstufe 1

Gild, Eliane ; Schneider, Hansjakob ; Schmellentin, Claudia ; Dittmar, Miriam

In: Bulletin VALS-ASLA, 2019, vol. 109, p. 129-151

Textbooks for secondary schools are characterized by elements of technical and academic language and place high demands on learners. For successful text comprehension, text complexity and individual skills need to match up. In school settings it is possible either to simplify texts or to give support to readers. In the following article, three extracts from biology textbooks used at secondary...