Dieter Thomas
Biographic Data
| ID | 2417313 |
|---|---|
| NAME | Dieter Thomas |
| GIVEN NAMES | Dieter |
| FAMILY NAME | Thomas |
| SIGNATURE | THOMAS D |
| AFFILIATIONS | University of Mannheim |
| ORCID | 0000-0001-6984-623X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Language-dependent emotions in heritage and second language bilinguals
Aims and objectives: Whether bilinguals show language-dependent emotions often depends on the emotion measure used. Here, we examine if differences between automatic pupil reactions and self-reported feelings in response to an emotional narrative presented in a first, second, or heritage language (HL) indicate different stages of emotion processing. Methodology: German HL speakers of Russian and Turkish ( n = 72) and German second language (L2) s…
Introducing grip force as a nonverbal measure of bilingual feelings
Bilinguals’ emotions can vary in intensity with the language of a stimulus. Yet, extant research has somewhat surprisingly accepted inconsistent results from implicit nonverbal and explicit verbal emotion measures. To date, it is unclear if this inconsistency recurs to conceptual or methodological differences. We therefore investigated if squeezing a handheld dynamometer is a valid nonverbal, “visceral” alternative to self-reported language-depen…
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar
Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985 Bialystok, E., & Ryan, E. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31(3), 13–32. [Google Scholar]) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-…
Early plurilingual foreign language teaching in mixed classrooms
Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences
Unbalanced bilinguals react differently to emotional stimuli in their first (L1) and second (L2) language. However, the size and direction of the emotion difference varies across emotions and tasks, so that its causes are controversial. Therefore, we investigated if the attentional resources bilinguals allocate to emotion processing moderate their language-dependent emotions. In two experiments, we crossed language and emotion regulation. Study 1…
Effects of Plurilingual Teaching on Grammatical Development in Early Foreign‐Language Learning
This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary‐school students learning English as a foreign language (FL). In a pre–posttest control‐group design, more than 200 9–10‐year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL‐only teaching (control group). Study 1 on the acquisition of wh …
Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students’ minority languages. In a control group pre-post-test design, we evaluated the effects of PTL on English vocabulary, grammar, and metalinguistic awareness.…
Foreign Language Development During Temporary School Closures in the 2020 Covid-19 Pandemic
This report assesses effects of temporary school closures during the 2020 Covid-19 pandemic in Germany on early foreign language development among primary-school learners of English. We analyze English vocabulary and grammar skills before and after fifteen weeks of school closures and the subsequent suspension of foreign-language (FL) instruction. In addition, we compare data from 141 students who experienced interruptions in schooling in 2020 to…
Integrating multilingualism into the early foreign language classroom
We report on a research project that develops and measures the efficacy of multilingual teaching approaches in the early English foreign language (FL) classroom in Germany. Although there is an abundance of programmatic calls for integrating minority and other languages the students speak in FL teaching, there are few materials and methods for systematic classroom implementation, let alone evidence of their efficacy in promoting FL achievement or…
Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context
While the evidence for impoverished emotional reactions of bilinguals in their weaker second language (L2) accumulates, the underlying mechanisms of this effect remain poorly understood. Here, we investigate how unbalanced bilinguals' language-specific emotions vary depending on differences in language processing automaticity versus in language learning and use contexts. We analyzed behavioral emotional reactions in a hypothetical decision-making…
Early childhood educators’ competences for supporting children's academic language skills in Germany
This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. T…
Glück
Professionalisierung in der Frühpädagogik
Dieser Beitrag beschreibt auf Grundlage des Konstrukts von Hopp, Thoma und Tracy (2010) erste Erhebungen der Sprachförderkompetenz von pädagogischen Fachkräften mit unterschiedlichem beruflichem Bildungshintergrund. Da solche Erhebungen in Deutschland bisher noch nicht durchgeführt wurden, liegt ein weiterer Schwerpunkt auf der Entwicklung des Erhebungsinstruments selbst. Es soll Wissen über Sprache als kognitives und kommunikatives System sowie …
Making off with an Exile - Heidegger and the Jews
Analyse des visions philosophiques de Heidegger apres la seconde guerre mondiale. Selon l'A., jouant a l'innocence sous la couverture de la preoccupation de la menace technologique, le penseur de l'Etre assume le role d'exile et de victime. Son anti-semitisme est plutot a-semitisme
Early plurilingual foreign language teaching in mixed classrooms
Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students’ minority languages. In a control group pre-post-test design, we evaluated the effects of PTL on English vocabulary, grammar, and metalinguistic awareness.…
Making off with an Exile - Heidegger and the Jews
Analyse des visions philosophiques de Heidegger apres la seconde guerre mondiale. Selon l'A., jouant a l'innocence sous la couverture de la preoccupation de la menace technologique, le penseur de l'Etre assume le role d'exile et de victime. Son anti-semitisme est plutot a-semitisme
Glück
Professionalisierung in der Frühpädagogik
Dieser Beitrag beschreibt auf Grundlage des Konstrukts von Hopp, Thoma und Tracy (2010) erste Erhebungen der Sprachförderkompetenz von pädagogischen Fachkräften mit unterschiedlichem beruflichem Bildungshintergrund. Da solche Erhebungen in Deutschland bisher noch nicht durchgeführt wurden, liegt ein weiterer Schwerpunkt auf der Entwicklung des Erhebungsinstruments selbst. Es soll Wissen über Sprache als kognitives und kommunikatives System sowie …
Early childhood educators’ competences for supporting children's academic language skills in Germany
This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. T…
Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context
While the evidence for impoverished emotional reactions of bilinguals in their weaker second language (L2) accumulates, the underlying mechanisms of this effect remain poorly understood. Here, we investigate how unbalanced bilinguals' language-specific emotions vary depending on differences in language processing automaticity versus in language learning and use contexts. We analyzed behavioral emotional reactions in a hypothetical decision-making…
Foreign Language Development During Temporary School Closures in the 2020 Covid-19 Pandemic
This report assesses effects of temporary school closures during the 2020 Covid-19 pandemic in Germany on early foreign language development among primary-school learners of English. We analyze English vocabulary and grammar skills before and after fifteen weeks of school closures and the subsequent suspension of foreign-language (FL) instruction. In addition, we compare data from 141 students who experienced interruptions in schooling in 2020 to…
Integrating multilingualism into the early foreign language classroom
We report on a research project that develops and measures the efficacy of multilingual teaching approaches in the early English foreign language (FL) classroom in Germany. Although there is an abundance of programmatic calls for integrating minority and other languages the students speak in FL teaching, there are few materials and methods for systematic classroom implementation, let alone evidence of their efficacy in promoting FL achievement or…
Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences
Unbalanced bilinguals react differently to emotional stimuli in their first (L1) and second (L2) language. However, the size and direction of the emotion difference varies across emotions and tasks, so that its causes are controversial. Therefore, we investigated if the attentional resources bilinguals allocate to emotion processing moderate their language-dependent emotions. In two experiments, we crossed language and emotion regulation. Study 1…
Effects of Plurilingual Teaching on Grammatical Development in Early Foreign‐Language Learning
This article reports two intervention studies testing the effects of plurilingual teaching on grammatical development among primary‐school students learning English as a foreign language (FL). In a pre–posttest control‐group design, more than 200 9–10‐year old majority language German and minority language students received plurilingual FL teaching (intervention group) or regular FL‐only teaching (control group). Study 1 on the acquisition of wh …
Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students’ minority languages. In a control group pre-post-test design, we evaluated the effects of PTL on English vocabulary, grammar, and metalinguistic awareness.…
Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar
Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985 Bialystok, E., & Ryan, E. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31(3), 13–32. [Google Scholar]) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-…
Early plurilingual foreign language teaching in mixed classrooms
Introducing grip force as a nonverbal measure of bilingual feelings
Bilinguals’ emotions can vary in intensity with the language of a stimulus. Yet, extant research has somewhat surprisingly accepted inconsistent results from implicit nonverbal and explicit verbal emotion measures. To date, it is unclear if this inconsistency recurs to conceptual or methodological differences. We therefore investigated if squeezing a handheld dynamometer is a valid nonverbal, “visceral” alternative to self-reported language-depen…
Language-dependent emotions in heritage and second language bilinguals
Aims and objectives: Whether bilinguals show language-dependent emotions often depends on the emotion measure used. Here, we examine if differences between automatic pupil reactions and self-reported feelings in response to an emotional narrative presented in a first, second, or heritage language (HL) indicate different stages of emotion processing. Methodology: German HL speakers of Russian and Turkish ( n = 72) and German second language (L2) s…
Psychology (11 works) · Linguistics (10 works) · Foreign language (6 works) · German (6 works) · Mathematics education (6 works) · Second Language Learning and Teaching (6 works) · Cognitive psychology (5 works) · Grammar (5 works) · Pedagogy (5 works) · Vocabulary (5 works)