Anne Foltz
Biographic Data
| ID | 2442190 |
|---|---|
| NAME | Anne Foltz |
| GIVEN NAMES | Anne |
| FAMILY NAME | Foltz |
| SIGNATURE | FOLTZ A |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0001-5117-3225 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Acquisition and attrition in bilingual vowel systems
Introduction This study examined how long-term immersion in a second language (L2) affects the acquisition and maintenance of long vowels in bilinguals whose first language (L1) is Arabic or English. Focusing on Arabic /aː/, /iː/, /uː/ and English /ɑː/, /iː/, /uː/, the study investigated whether highly proficient late bilinguals produce nativelike vowels in both their L1 and L2, whether sound discrimination aptitude predicts vowel production accu…
Second-Language Acquisition and First-Language Attrition of Speech
This study investigates if two groups of experienced late bilinguals (Arabic-English, English-Arabic) produce the Arabic vowels /ɪ, u, a/ and the English vowels /ɪ, ʊ, æ/ with nativelike formant values (F1, F2) compared with Arabic and English monolinguals, respectively. We aimed to characterize the relationship between second-language (L2) acquisition and first-language (L1) attrition of vowels, that is, does nativelike acquisition of an L2 vowe…
Pockets of Possibility
This study provides a counter-narrative to commonly found deficit discourses about LX English learners from migration backgrounds in Europe. A questionnaire was conducted with 108 middle school students and 100 high school students in Austria in a context which has been relatively unexplored: non-elite, linguistically diverse small-town schools. Here, students are meeting their learning outcomes for English at a higher success rate than the natio…
Using technology-based vocabulary instruction inside and outside of the classroom
Introduction The current pre-test post-test study explored the use of WhatsApp for vocabulary acquisition inside and outside the English as a Foreign Language classroom. Methods Native Arabic undergraduate students learned English vocabulary items both inside and outside of the classroom using WhatsApp groups. Pre- and post-tests gauged participants, knowledge of the vocabulary items used in the intervention as well as control items. An additiona…
‘She called me a name that I didn't like’
In parole hearings, prison inmates are questioned to ascertain whether they can be considered rehabilitated and return to the community or whether they still pose a danger and should remain incarcerated. As such, parole hearings are complex discursive events in which the prisoner must negotiate their identity in conversation with parole officers. The data for this study comprises 17 transcripts of the parole hearings of Winston Moseley, one of th…
Understanding low outcomes in English language education in Austrian middle schools
The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students’ socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along so…
Syntax and object types contribute in different ways to bilinguals’ comprehension of spatial descriptions
The world’s languages draw on different reference frames to encode spatial relationships between people, objects or places. We address how subtle differences in reference frame preferences across Spanish and English affect Spanish–English bilinguals’ interpretations of spatial descriptions involving the terms left and right. Bilinguals saw an entity (‘object’; e.g., a vase or a human) with a circle on either side, along with a description of the …
Deaf-Accessible Parenting Classes
Parenting support services and programs develop and strengthen existing parenting skills. However, in the UK and despite the 2010 UK Equality Act’s provisions, these programs are generally not accessible for Deaf parents whose first and/or preferred language is British Sign Language (BSL) because the medium of instruction is typically spoken and written English. This small-scale qualitative interview study gauged North Walian Deaf parents’ needs …
L2 acquisition and L1 attrition of VOTs of voiceless plosives in highly proficient late bilinguals
While much research has examined second language (L2) phonetic acquisition, less research has examined first language (L1) attrition in terms of the voice onset time (VOT) of voiceless stops. The current study examined L2 acquisition and L1 attrition in the VOT of word-initial voiceless stops among late English–Arabic and Arabic–English bilinguals in order to explore the role of phonetic similarity in L2 acquisition and L1 attrition of speech. Th…
Teaching English to Linguistically Diverse Students from Migration Backgrounds
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents-and thus also students-who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context …
Using Prosody to Predict Upcoming Referents in the L1 and the L2
While monolingual speakers can use contrastive pitch accents to predict upcoming referents, bilingual speakers do not always use this cue predictively in their L2. The current study examines the role of recent exposure for predictive processing in native German (L1) second language learners of English (L2). In Experiment 1, participants followed instructions to click on two successive objects, for example, Click on the red carrot/duck. Click on t…
Evidence for robust abstract syntactic representations in production before age three
This study investigated whether we can find reliable comprehension-to-production syntactic priming effects in children aged 2;0 to 2;11 and how phonological working memory and sentence production skills relate to the syntactic priming process. A finding of reliable syntactic priming effects would provide strong evidence that children’s syntactic representations are abstracted over individual lexical items. To test children at this young age, they…
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education
Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school…
Deaf Sign-Language Using Patients' Experiences in Health Emergencies in Wales
Health emergency services are a critical aspect of any health care system. They need to respond quickly and efficiently, especially in life-threatening situations. In a 2019 scoping study on health and access to health care services in the Deaf community in Wales, we noted the poor perception of health emergency services by this community. In this perspective article, we present reflections and opinions on health emergency services expressed by m…
Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing
This study explores how vocabulary learning strategy usage and skills in the four language domains relate to participants’ increase in vocabulary size and to the learning of specific vocabulary items over a certain period of time. Sixty-one advanced L1 Arabic L2 learners of English read target words in semi-authentic reading materials and were instructed to either guess the meaning from context or consult a dictionary. Pre- and delayed post-tests…
Children's syntactic-priming magnitude
This study examines whether lexical repetition, syntactic skills, and working memory (WM) affect children's syntactic-priming behavior, i.e. their tendency to adopt previously encountered syntactic structures. Children with Specific Language Impairment (SLI) and typically developing (TD) children were primed with prenominal (e.g. the yellow cup ) or relative clause (RC; e.g. the cup that is yellow ) structures with or without lexical overlap and …
Temporal Effects of Alignment in Text-Based, Task-Oriented Discourse
Communicative alignment refers to adaptation to one's communication partner. Temporal aspects of such alignment have been little explored. This article examines temporal aspects of lexical and syntactic alignment (i.e., tendencies to use the interlocutor's lexical items and syntactic structures) in task-oriented discourse. In particular, we investigate whether lexical and syntactic alignment increases throughout the discourse and whether alignmen…
Hallucinating Foucault
Teaching English to Linguistically Diverse Students from Migration Backgrounds
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents-and thus also students-who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context …
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education
Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school…
Understanding low outcomes in English language education in Austrian middle schools
The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students’ socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along so…
L2 acquisition and L1 attrition of VOTs of voiceless plosives in highly proficient late bilinguals
While much research has examined second language (L2) phonetic acquisition, less research has examined first language (L1) attrition in terms of the voice onset time (VOT) of voiceless stops. The current study examined L2 acquisition and L1 attrition in the VOT of word-initial voiceless stops among late English–Arabic and Arabic–English bilinguals in order to explore the role of phonetic similarity in L2 acquisition and L1 attrition of speech. Th…
Temporal Effects of Alignment in Text-Based, Task-Oriented Discourse
Communicative alignment refers to adaptation to one's communication partner. Temporal aspects of such alignment have been little explored. This article examines temporal aspects of lexical and syntactic alignment (i.e., tendencies to use the interlocutor's lexical items and syntactic structures) in task-oriented discourse. In particular, we investigate whether lexical and syntactic alignment increases throughout the discourse and whether alignmen…
Hallucinating Foucault
Children's syntactic-priming magnitude
This study examines whether lexical repetition, syntactic skills, and working memory (WM) affect children's syntactic-priming behavior, i.e. their tendency to adopt previously encountered syntactic structures. Children with Specific Language Impairment (SLI) and typically developing (TD) children were primed with prenominal (e.g. the yellow cup ) or relative clause (RC; e.g. the cup that is yellow ) structures with or without lexical overlap and …
Temporal Effects of Alignment in Text-Based, Task-Oriented Discourse
Communicative alignment refers to adaptation to one's communication partner. Temporal aspects of such alignment have been little explored. This article examines temporal aspects of lexical and syntactic alignment (i.e., tendencies to use the interlocutor's lexical items and syntactic structures) in task-oriented discourse. In particular, we investigate whether lexical and syntactic alignment increases throughout the discourse and whether alignmen…
Deaf Sign-Language Using Patients' Experiences in Health Emergencies in Wales
Health emergency services are a critical aspect of any health care system. They need to respond quickly and efficiently, especially in life-threatening situations. In a 2019 scoping study on health and access to health care services in the Deaf community in Wales, we noted the poor perception of health emergency services by this community. In this perspective article, we present reflections and opinions on health emergency services expressed by m…
Effects of Language Skills and Strategy Use on Vocabulary Learning Through Lexical Translation and Inferencing
This study explores how vocabulary learning strategy usage and skills in the four language domains relate to participants’ increase in vocabulary size and to the learning of specific vocabulary items over a certain period of time. Sixty-one advanced L1 Arabic L2 learners of English read target words in semi-authentic reading materials and were instructed to either guess the meaning from context or consult a dictionary. Pre- and delayed post-tests…
Using Prosody to Predict Upcoming Referents in the L1 and the L2
While monolingual speakers can use contrastive pitch accents to predict upcoming referents, bilingual speakers do not always use this cue predictively in their L2. The current study examines the role of recent exposure for predictive processing in native German (L1) second language learners of English (L2). In Experiment 1, participants followed instructions to click on two successive objects, for example, Click on the red carrot/duck. Click on t…
Evidence for robust abstract syntactic representations in production before age three
This study investigated whether we can find reliable comprehension-to-production syntactic priming effects in children aged 2;0 to 2;11 and how phonological working memory and sentence production skills relate to the syntactic priming process. A finding of reliable syntactic priming effects would provide strong evidence that children’s syntactic representations are abstracted over individual lexical items. To test children at this young age, they…
Differences in English teachers’ beliefs and practices and inequity in Austrian English language education
Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school…
Syntax and object types contribute in different ways to bilinguals’ comprehension of spatial descriptions
The world’s languages draw on different reference frames to encode spatial relationships between people, objects or places. We address how subtle differences in reference frame preferences across Spanish and English affect Spanish–English bilinguals’ interpretations of spatial descriptions involving the terms left and right. Bilinguals saw an entity (‘object’; e.g., a vase or a human) with a circle on either side, along with a description of the …
Deaf-Accessible Parenting Classes
Parenting support services and programs develop and strengthen existing parenting skills. However, in the UK and despite the 2010 UK Equality Act’s provisions, these programs are generally not accessible for Deaf parents whose first and/or preferred language is British Sign Language (BSL) because the medium of instruction is typically spoken and written English. This small-scale qualitative interview study gauged North Walian Deaf parents’ needs …
L2 acquisition and L1 attrition of VOTs of voiceless plosives in highly proficient late bilinguals
While much research has examined second language (L2) phonetic acquisition, less research has examined first language (L1) attrition in terms of the voice onset time (VOT) of voiceless stops. The current study examined L2 acquisition and L1 attrition in the VOT of word-initial voiceless stops among late English–Arabic and Arabic–English bilinguals in order to explore the role of phonetic similarity in L2 acquisition and L1 attrition of speech. Th…
Teaching English to Linguistically Diverse Students from Migration Backgrounds
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents-and thus also students-who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context …
Pockets of Possibility
This study provides a counter-narrative to commonly found deficit discourses about LX English learners from migration backgrounds in Europe. A questionnaire was conducted with 108 middle school students and 100 high school students in Austria in a context which has been relatively unexplored: non-elite, linguistically diverse small-town schools. Here, students are meeting their learning outcomes for English at a higher success rate than the natio…
Using technology-based vocabulary instruction inside and outside of the classroom
Introduction The current pre-test post-test study explored the use of WhatsApp for vocabulary acquisition inside and outside the English as a Foreign Language classroom. Methods Native Arabic undergraduate students learned English vocabulary items both inside and outside of the classroom using WhatsApp groups. Pre- and post-tests gauged participants, knowledge of the vocabulary items used in the intervention as well as control items. An additiona…
‘She called me a name that I didn't like’
In parole hearings, prison inmates are questioned to ascertain whether they can be considered rehabilitated and return to the community or whether they still pose a danger and should remain incarcerated. As such, parole hearings are complex discursive events in which the prisoner must negotiate their identity in conversation with parole officers. The data for this study comprises 17 transcripts of the parole hearings of Winston Moseley, one of th…
Understanding low outcomes in English language education in Austrian middle schools
The educational disparities that can be found in the English language learning outcomes of middle school students in Austria have gone relatively unexplored in international research. National studies have tended to attribute lower educational outcomes either to students’ socioeconomic status or their multilingual background. In this article, we use the theory of intersectionality to shed new light on how educational disparities that run along so…
Second-Language Acquisition and First-Language Attrition of Speech
This study investigates if two groups of experienced late bilinguals (Arabic-English, English-Arabic) produce the Arabic vowels /ɪ, u, a/ and the English vowels /ɪ, ʊ, æ/ with nativelike formant values (F1, F2) compared with Arabic and English monolinguals, respectively. We aimed to characterize the relationship between second-language (L2) acquisition and first-language (L1) attrition of vowels, that is, does nativelike acquisition of an L2 vowe…
Acquisition and attrition in bilingual vowel systems
Introduction This study examined how long-term immersion in a second language (L2) affects the acquisition and maintenance of long vowels in bilinguals whose first language (L1) is Arabic or English. Focusing on Arabic /aː/, /iː/, /uː/ and English /ɑː/, /iː/, /uː/, the study investigated whether highly proficient late bilinguals produce nativelike vowels in both their L1 and L2, whether sound discrimination aptitude predicts vowel production accu…
Psychology (17 works) · Linguistics (14 works) · Computer Science (8 works) · Political science (7 works) · Mathematics education (6 works) · Sociology (5 works) · Arabic (4 works) · Geography (4 works) · Language Development and Disorders (4 works) · Multilingual Education and Policy (4 works)