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Publikation Single-center study investigating foreign language acquisition at school in children, adolescents, and young adults with uni- or bilateral cochlear implants in the Swiss German population(Lippincott Williams & Wilkins, 07/2017) Beeres-Scheenstra, Renske; Ohnsorg, Claudia; Candreia, Claudia; Heinzmann, Sybille; Castellanos, Susana; De Min, Nicola; Linder, Thomas E.Objective: To evaluate foreign language acquisition at school in cochlear implant patients. Study Design: Cohort study. Setting: CI center. Patients: Forty-three cochlear implants (CI) patients (10–18 yr) were evaluated. CI nonusers and patients with CI-explantation, incomplete datasets, mental retardation, or concomitant medical disorders were excluded. Intervention(s): Additional data (type of schooling, foreign language learning, and bilingualism) were obtained with questionnaires. German-speaking children with foreign tuition language (English and/or French) at school were enrolled for further testing. Main Outcome Measure(s): General patient data, auditory data, and foreign language data from both questionnaires and tests were collected and analyzed. Results: Thirty-seven out of 43 questionnaires (86%) were completed. Sixteen (43%) were in mainstream education. Twenty-seven CI users (73%) have foreign language learning at school. Fifteen of these were in mainstream education (55%), others in special schooling. From 10 CI users with-out foreign language learning, one CI user was in mainstream education (10%) and nine patients (90%) were in special schooling. Eleven German-speaking CI users were further tested in Eng-lish and six additionally in French. For reading skills, the school objectives for English were reached in 7 of 11 pupils (64%) and for French in 3 of 6 pupils (50%). For listening skills, 3 of 11 pupils (27%) reached the school norm in English and none in French. Conclusions: Almost 75% of our CI users learn foreign language(s) at school. A small majority of the tested CI users reached the current school norm for in English and French in reading skills, whereas for hearing skills most of them were not able to reach the norm.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation The effect of study abroad on intercultural competence. Results from a longitudinal quasi-experimental study(Frontiers, 11.11.2015) Heinzmann, Sybille; Künzle, Roland; Schallhart, Nicole; Müller, Marianne01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Immigrant students and their teachers – exploring various constellations of acculturation orientations and their impact on school adjustment(Routledge, 30.05.2019) Haenni Hoti, Andrea; Wolfgramm, Christine; Müller, Marianne; Heinzmann, Sybille; Buholzer, Alois01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Psychosocial adaptation and school success of Italian, Portuguese and Albanian students in Switzerland. Disentangling migration background, acculturation and the school context(Springer, 30.09.2015) Haenni Hoti, Andrea; Heinzmann, Sybille; Müller, Marianne; Buholzer, Alois01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Introducing a second foreign language in Swiss primary schools. the effect of L2 listening and reading skills on L3 acquisition(Routledge, 05/2011) Haenni Hoti, Andrea U.; Heinzmann, Sybille; Müller, Marianne; Oliveira, Marta; Wicki, Werner; Werlen, Erika01A - Beitrag in wissenschaftlicher ZeitschriftPublikation "Verso il Sud" - Il diario di viaggio come progetto collaborativo sulle piattaforme wiki(Stiftung Sprachen und Kulturen, 2017) Montemarano, FilomenaEine virtuelle Reise, die mitunter real umgesetzt wird? Ein Wiki macht’s möglich: Dervorliegende Erfahrungsbericht stellt ein Projekt vor, das die Schülerinnen und Schüler virtuell von Basel über das Tessin bis in den Süden Italiens führt, wobei sie dank der kritischen Analyse von Online-Zeitungsberichten, Blogeinträgen und lokalen Informationen authentische Materialien bearbeiten und so ein Bild der dortigen Kultur jenseits des Tourismus und der Stereotpye erhalten. Dabei folgen die Lernenden ihren persönlichen Interessen, verfeinern durch Peer-Feedback ihre Kompetenzen in Sprache und Selbstkritik, bereiten sich auf eine Prüfung vor, in denen sie ihr savoir faire auf die Probe stellen und schaffen die Voraussetzung für eine Klassenreise, in der sie selbst kompetent und differenziert ihr Wissen vermitteln.01B - Beitrag in Magazin oder ZeitungPublikation Combining rhetoric and pragmatics to read Othello(Routledge, 09.06.2010) Keller, Stefan01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Wie Lehrpersonen mit Kompetenzbeschreibungen unterrichten können(Waxmann, 2009) Keller, Stefan; Winter, Felix01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Textqualität beurteilen. Der Einfluss von Handschrift und anderen Aspekten(30.11.2018) Lindauer, Nadja; Sommer, Tim; Wyss, Stefanie06 - PräsentationPublikation Baba Uslender: Conquete d'un pouvoir d'agir et "gentrification musicale"(Université de Genève, 2018) Preite, Luca; Riom, Loïc; Perrenoud, Marc04A - Beitrag Sammelband