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dc.contributor.authorGiuseppe Manno
dc.contributor.authorEgli Cuenat, Mirjam
dc.contributor.authorLe Pape Racine, Christine
dc.contributor.authorBrühwiler, Christian
dc.date.accessioned2016-10-25T09:17:19Z
dc.date.available2016-10-25T09:17:19Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/11654/23408
dc.description.abstractThe 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.
dc.language.isode_CH
dc.relation.ispartofZeitschrift für Fremdsprachenforschungen_US
dc.accessRightsAnonymous
dc.subjectSchulischer Mehrsprachenerwerb
dc.subjectTertiärsprachenerwerbsforschung
dc.subjectÜbergang zwischen Primarstufe und Sekundarstufe I
dc.titleSchulischer Mehrsprachenerwerb am Übergang zwischen Primarstufe und Sekundarstufe I – Forschungsdesign und erste Erkenntnisse einer empirischen Studie
dc.type01 - Zeitschriftenartikel, Journalartikel oder Magazin
dc.volume27
dc.issue2
dc.audienceScience
fhnw.publicationStatePublished
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.InventedHereYes
fhnw.PublishedSwitzerlandNo
fhnw.pagination255-282
fhnw.IsStudentsWorkno
fhnw.publicationOnlineNein


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