2023, Manno, Giuseppe, Freytag Lauer, Audrey, Eberhardt, Jan-Oliver

2017, Manno, Giuseppe, Bersinger, Simone, Gubler, Brigitta, Rusch, Hans Ulrich, Tchang-George, Martine

2016, Manno, Giuseppe, Egli, Mirjam, Le Pape Racine, Christine, Brühwiler, Christian

The paper presents a current research project which studies, within a multilingual approach, the acquisition of textual competence in three languages taught at school (German as school language, French and English as foreign languages) at the transition between primary and lower secondary school (age 12-14). The central question is how the development of receptive and productive textual competences in the different languages is interrelated. At the same time we investigate how the teaching framework and individual learning preconditions impact on language acquisition. The research is situated in the context of the current curricular reform of foreign language education in Eastern Switzerland.

2016, Manno, Giuseppe, Dahinden, Bruno, Le Pape Racine, Christine, Ochsner Jannibelli, Gabriela, Rusch, Hans Ulrich, Martine, Tchang-George, Klee, Peter

2020, Manno, Giuseppe, Egli, Mirjam, García García, Marta, Prinz, Manfred, Reimann, Daniel

Cette contribution se focalise sur les congénères (mots parallèles) dans la réception et la production textuelles écrites en français langue étrangère chez les apprenants en classe de sixième primaire. Elle se situe dans un modèle intégré du répertoire plurilingue et de son développement et cherche à dégager les traces d’un développement transversal des compétences de réception et de production textuelle écrite en vue de la création de dispositifs pédagogiques encourageant le décloisonnement des apprentissages.

2016-04-27, Egli, Mirjam, Manno, Giuseppe

2016, Manno, Giuseppe

2018, Manno, Giuseppe, Egli, Mirjam

In Switzerland, the reform of the foreign language curriculum initiated by the Swiss conference of cantonal ministers of education, as a part of a larger project of harmonization of the Swiss school system HarmoS, expects that all learners will be able to communicate in two foreign languages at a comparable level at the end of compulsory school (9th grade). The most important measure consisted in advancing the start of the first foreign language to the third grade and of the second foreign language to the fifth grade. The paper presents this curricular reform developed on the grounds of a general framework of languages with a particular focus on cross-linguistic and across grade-levels coherence as well as a synthesis of the results of the first empirical studies measuring the efficiency of the new model.

2016, Manno, Giuseppe, Egli, Mirjam, Le Pape Racine, Christine, Brühwiler, Christian

2016, Manno, Giuseppe