Einhart Lorenz
Biographic Data
| ID | 285642 |
|---|---|
| NAME | Einhart Lorenz |
| GIVEN NAMES | Einhart |
| FAMILY NAME | Lorenz |
| SIGNATURE | LORENZ E |
| AFFILIATIONS | Justus-Liebig-Universität Gießen |
| ORCID | 0000-0002-8584-8507 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Beyond national languages and English
Language diversity management in Higher Education (HE) has gained increasing attention worldwide, especially given ongoing internationalisation processes and the growing number of international students and staff. However, research has focused predominantly on national languages and English, paying relatively little attention to the professional use of employees’ other languages. The present study addresses this gap by examining the multilingual …
The role of linguistic distance in C-Test performance
L3 English in the German secondary school context
A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of additional languages produced partially conflicting findings. This longitudinal study (three measureme…
The impact of heritage language proficiency on English as an additional language
Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in hand with differences in cognitive ability. We hypothesise that high cognitive ability produces stro…
The ages of pragmatic particles in Colloquial Singapore English
The study aims to work towards a diachronic reconstruction of pragmatic particles in Colloquial Singapore English (CSE, also known as “Singlish”) by exploiting an unused historical data source: The Oral History Interviews held by the National Archives of Singapore (OHI-NAS). We investigate the distribution of five pragmatic particles ( ah , lah , leh , lor , and meh ) in 101 interviews conducted between 1979 and 2009 in speakers born between 1899…
Learning and Teaching of English in the Multilingual Classroom
In many educational settings, the number of multilingual students is currently rising (Singleton and Aronin 2018
“We Use English But Not Like All the Time Like”—Discourse Marker Like in UAE English
The United Arab Emirates (UAE) is characterized by extensive language contact. Although Arabic is the official language, practically all communication in general as well as in higher education, in particular, takes place in English. The current study reports from the larger project Language, Attitudes, and Repertoires in the Emirates (LARES, 2019–2021) and investigates the use of English as a lingua franca (ELF) among university students in Sharj…
Managing and Investing in Hybrid Identities in the Globalized United Arab Emirates
The United Arab Emirates have long been in contact with English. Its economy requires high rates of migration, resulting in large numbers of migrants who impact the local linguistic ecology. English acts as lingua franca and occurs in several forms, as labour is recruited from nations having experienced British or American influences. Arabic is used at home by Emiratis and Arab expatriates. However, it faces pressure from English both in educatio…
The impact of teacher professional development on teacher cognition and multilingual teaching practices
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and peda…
Embracing linguistic and cultural diversity in multilingual EAL classrooms
This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs abou…
Multilingual lexical transfer challenges monolingual educational norms
Foreign language learners frequently use words from their previously acquired language(s) in the target language, especially if these languages are related (Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives , 59–68. Clevedon: Multilingual Matters). Such insertions are referred to as ‘lexical tran…
Eingegangene Bücher
Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition
Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Meth…
Rückblick und Perspektiven
Embracing linguistic and cultural diversity in multilingual EAL classrooms
This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs abou…
The impact of teacher professional development on teacher cognition and multilingual teaching practices
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and peda…
L3 English in the German secondary school context
A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of additional languages produced partially conflicting findings. This longitudinal study (three measureme…
The impact of heritage language proficiency on English as an additional language
Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in hand with differences in cognitive ability. We hypothesise that high cognitive ability produces stro…
The ages of pragmatic particles in Colloquial Singapore English
The study aims to work towards a diachronic reconstruction of pragmatic particles in Colloquial Singapore English (CSE, also known as “Singlish”) by exploiting an unused historical data source: The Oral History Interviews held by the National Archives of Singapore (OHI-NAS). We investigate the distribution of five pragmatic particles ( ah , lah , leh , lor , and meh ) in 101 interviews conducted between 1979 and 2009 in speakers born between 1899…
Managing and Investing in Hybrid Identities in the Globalized United Arab Emirates
The United Arab Emirates have long been in contact with English. Its economy requires high rates of migration, resulting in large numbers of migrants who impact the local linguistic ecology. English acts as lingua franca and occurs in several forms, as labour is recruited from nations having experienced British or American influences. Arabic is used at home by Emiratis and Arab expatriates. However, it faces pressure from English both in educatio…
Rückblick und Perspektiven
Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition
Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Meth…
Eingegangene Bücher
Embracing linguistic and cultural diversity in multilingual EAL classrooms
This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development workshops. The longitudinal findings suggest that although the teachers developed positive beliefs abou…
Multilingual lexical transfer challenges monolingual educational norms
Foreign language learners frequently use words from their previously acquired language(s) in the target language, especially if these languages are related (Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives , 59–68. Clevedon: Multilingual Matters). Such insertions are referred to as ‘lexical tran…
“We Use English But Not Like All the Time Like”—Discourse Marker Like in UAE English
The United Arab Emirates (UAE) is characterized by extensive language contact. Although Arabic is the official language, practically all communication in general as well as in higher education, in particular, takes place in English. The current study reports from the larger project Language, Attitudes, and Repertoires in the Emirates (LARES, 2019–2021) and investigates the use of English as a lingua franca (ELF) among university students in Sharj…
Managing and Investing in Hybrid Identities in the Globalized United Arab Emirates
The United Arab Emirates have long been in contact with English. Its economy requires high rates of migration, resulting in large numbers of migrants who impact the local linguistic ecology. English acts as lingua franca and occurs in several forms, as labour is recruited from nations having experienced British or American influences. Arabic is used at home by Emiratis and Arab expatriates. However, it faces pressure from English both in educatio…
The impact of teacher professional development on teacher cognition and multilingual teaching practices
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and peda…
The impact of heritage language proficiency on English as an additional language
Since the earliest studies on multilingual advantages, it has proved difficult to disentangle language development from general cognition. It remains unclear whether language interdependence is an independent variable or whether observable effects are mediated by cognitive ability. Measurable effects of one language on another typically go hand in hand with differences in cognitive ability. We hypothesise that high cognitive ability produces stro…
The ages of pragmatic particles in Colloquial Singapore English
The study aims to work towards a diachronic reconstruction of pragmatic particles in Colloquial Singapore English (CSE, also known as “Singlish”) by exploiting an unused historical data source: The Oral History Interviews held by the National Archives of Singapore (OHI-NAS). We investigate the distribution of five pragmatic particles ( ah , lah , leh , lor , and meh ) in 101 interviews conducted between 1979 and 2009 in speakers born between 1899…
Learning and Teaching of English in the Multilingual Classroom
In many educational settings, the number of multilingual students is currently rising (Singleton and Aronin 2018
L3 English in the German secondary school context
A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of additional languages produced partially conflicting findings. This longitudinal study (three measureme…
Beyond national languages and English
Language diversity management in Higher Education (HE) has gained increasing attention worldwide, especially given ongoing internationalisation processes and the growing number of international students and staff. However, research has focused predominantly on national languages and English, paying relatively little attention to the professional use of employees’ other languages. The present study addresses this gap by examining the multilingual …
The role of linguistic distance in C-Test performance
Multilingual Education and Policy (9 works) · Psychology (9 works) · Linguistics (8 works) · Multilingualism (7 works) · EFL/ESL Teaching and Learning (6 works) · Second Language Learning and Teaching (6 works) · Sociology (6 works) · Mathematics education (5 works) · Neuroscience of multilingualism (5 works) · Pedagogy (5 works)