Forschungskolloquium des FB 3
Dienstags ab 18.05 Uhr
in Raum L068 (abwechselnd mit dem Kolloquium des IdSL)
Koordination: Prof. Dr. Bettina Kluge und Dr. Sylvia Jaki
Programm im Wintersemester 2018/19
|30.10.2018||Lenin Martell (UAEM, Toluca)||Building the concept of Public Radio Service in Mexico in the XXI Century|
|13.11.2018||Thomas Herbst (Uni Erlangen)||Konzeption eines englischen Konstruktikons|
|08.01.2019||Chanjong Im, Thomas Mandl||Distant Viewing: Herausforderungen für die automatische Bildverarbeitung in den Geisteswissenschaften|
|22.01.2019||Marco Agnetta||Open Access. Zur aktuellen Forschungs- und Publikationskultur in den Philologien|
|05.02.2019||Anna Trebits||Environmental experiences in early foreign language learning and cognitive development: The role of language background and socioeconomic status|
|An einem Vortrag Interessierte können sich bitte bei Prof. Dr. Kluge (email@example.com) oder bei Dr. Jaki (firstname.lastname@example.org) melden.|
Aktueller Vortrag: Environmental experiences in early foreign language learning and cognitive development: The role of language background and socioeconomic status
Dienstag, 05.02.2019, 18.05 Uhr in L068:
Vortragende: Anna Trebits
"Environmental experiences in early foreign language learning and cognitive development: The role of language background and socioeconomic status"
In recent decades several studies have demonstrated that dual language use and socioeconomic status (SES) are powerful experiences that affect children’s linguistic and cognitive development (Bialystok 2017). The combined influence of these experiences has received much less attention although they typically co-occur: Children’s day-to-day experiences are rooted in their language background and their family’s socioeconomic status. The few notable studies that examined how children adapt to these experiences have shown bilingual effects on cognition in both low and high socioeconomic settings (e.g., Engel de Abreu et al. 2012).
The main aim of this research is to bring together two established lines of research in psycholinguistics and psychology focusing on the influence of early bilingualism or multilingualism and family socioeconomic status on cognitive and linguistic outcomes and academic achievement in childhood. In this project I investigate how these two distinct environmental experiences - namely socioeconomic status (SES) and early family bi/multilingualism and/or bilingual education - affect cognitive and linguistic development in primary school children. More specifically, I examine the dynamic interactions of these multidimensional constructs to identify potential pathways by which they contribute to children’s development and educational success. In my talk I will describe both constructs in detail with a view to demonstrating their complex nature and the possibilities of dynamic interplay between these experiences in childhood. In addition, I aim to shine light on possible interventions to maximize the educational potential of these experiences. The findings of this research will inform teachers, psychologists, and language and educational policy developers and among others.