Dominique Rauch

Biographic Data

ID6176103
NAMEDominique Rauch
GIVEN NAMESDominique
FAMILY NAMERauch
SIGNATURERAUCH D
AFFILIATIONSLudwigsburg University of Education
ORCID0000-0002-2116-0682
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS7
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2026
H-INDEX2

  • All children have a skateboards’. Differences between the grammaticality of reading mistakes of monolingual and bilingual elementary school children

    Open AccessMartin Schastak, Anna Roth et al.ARTICLEJournal of Multilingual and…2026References: 23

  • Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study

    Open AccessKatharina Maria Schneider, Victoria Bertram et al.ARTICLEJournal of Multilingual and…2026References: 71

    Fostering teacher beliefs (TB) and self-efficacy (TSE) towards multilingualism in class is key for the successful implementation of linguistically responsive teaching (LRT) aiming to support multilingual students, who are often disadvantaged in class. However, TB and TSE towards multilingualism have not been examined together within a longitudinal LRT intervention. Therefore, 44 teachers were trained in a professional development (PD) workshop ab…

  • Fluchtmigration und Seiteneinstieg in schulische Bildung

    Open AccessIngrid Gogolin, Dominique RauchARTICLEZeitschrift für Erziehungswissensch…2025

  • Umgang mit Mehrsprachigkeit

    Open AccessDominique Rauch, B Becker et al.ARTICLEZeitschrift für Erziehungswissensch…2025Cited by: 1References: 8

    Die Zahl der geflüchteten Schüler*innen an deutschen Schulen hat in den letzten Jahren zugenommen, was zu einer weiteren sprachlichen Diversifizierung der Klassen führte. Lehrpersonen sind zentrale Akteur*innen, wenn es um den Umgang mit Mehrsprachigkeit im Unterricht geht. Teil ihrer professionellen Kompetenz sind Überzeugungen, die sich auf ihr Handeln im Unterricht auswirken. Positive Lehrpersonenüberzeugungen zu Mehrsprachigkeit sind eine wic…

  • Linguistically responsive reciprocal teaching in primary school

    Open AccessJasmin Decristan, Victoria Bertram et al.ARTICLEJournal of Multilingual and…2024Cited by: 2References: 66

    One shared goal of classroom instruction is to support students’ reading competence as a key skill of school success and participation in daily life. Yet, teaching that addresses multilingual students’ language-related resources to support reading is rare. In this study, we enriched reciprocal teaching with elements of linguistically responsive teaching (labelled LRRT) and conducted an intervention study in German primary schools (38 classes and …

  • Teaching refugee students

    B Becker, Eva Raschke et al.ARTICLETeachers and Teaching2023

    This article focuses on the role of teachers’ attitudes towards cultural diversity in teaching refugee students in Germany. We examine which patterns of attitudes towards cultural diversity are common among teachers, how these depend on their professional experience and how they correlate with the perceptions of problems in teaching refugee students. Using data from the project ‘Changing schools in a post-migrant society: School culture(s) in the…

  • Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate

    Open AccessJasmin Decristan, Victoria Bertram et al.ARTICLETeaching and Teacher Education2023Cited by: 4References: 6

  • The prevalence of bilingual interaction in peer-learning

    Martin Schastak, Jasmin Decristan et al.ARTICLEInternational Journal of…2022

    In an era of globalization and global migration multilingualism represents a central educational goal for international political institutions and educational systems. However, except for bilingual schooling programs, institutionalized learning usually takes place monolingually, especially in Europe. Peer-Learning seems to be a promising method for integrating bilingualism in submersion. Pupils sharing the same languages could interact bilinguall…

  • Außerunterrichtliches Peer Tutoring mit deutsch-türkischsprachigen Grundschulkindern

    Open AccessJasmin Decristan, Martin Schastak et al.ARTICLEZeitschrift für Erziehungswissensch…2021

    Der vorliegende Beitrag fokussiert die Implementation von außerunterrichtlichen Peer Tutoring-Trainings im Lesen und Rechnen mit türkisch-deutschsprachigen Grundschulkindern. Hierbei bildeten jeweils zwei Grundschulkinder (Peers) ein Tandem, das von einer geschulten studentischen Trainingsleitung angeleitet wurde. Zur Erfassung der Implementation von Peer Tutoring-Elementen unter diesen Bedingungen wurde die Umsetzungsgenauigkeit herangezogen. Ei…

  • Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg

    Open AccessSebastian Kempert, Aileen Edele et al.CHAPTEREthnische Ungleichheiten Im…2016

  • Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals

    Open AccessDominique P Rauch, Dominique Rauch et al.ARTICLEInternational Journal of…2012

    Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic…