Hanne Brandt
Biographic Data
| ID | 6223252 |
|---|---|
| NAME | Hanne Brandt |
| GIVEN NAMES | Hanne |
| FAMILY NAME | Brandt |
| SIGNATURE | BRANDT H |
| AFFILIATIONS | Universität Hamburg |
| ORCID | 0000-0001-8877-5019 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Language exposure within peer and family contexts and bilingual reading profiles of German–Russian and German–Turkish adolescents in Germany
Aims and Objectives: While research has focused on effects of language exposure within the family, evidence for the role of the quality and quantity of language exposure within peer contexts for the acquisition of both majority language (ML) and heritage language (HL) skills is still limited. Against this background, the present contribution investigates the patterns in which language exposure within family and peer contexts relate to different b…
Pre-service teachers’ ability to identify academic language features
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act …
Teachers’ beliefs about multilingualism
This special issue consists of five original research papers from four European countries. By applying different methodologies (qualitative, quantitative, and mixed-methods), the contributions aim to better understand teachers’ beliefs about multilingualism in a time of increasingly globalised societies and intensified migration flows. The studies cover all educational stages and include pre-service as well as in-service teachers, and teacher edu…
Foreign language learning in multilingual Germany
This special issue on foreign language (FL) learning in multilingual contexts provides insights into cross- and inter-linguistic phenomena comparing monolingual and multilingual students who learn FLs in linguistically het- erogeneous classrooms. All contributions are based on data gathered in pro- jects carried out within the research cluster “Language education and multilingualism”/“Sprachliche Bildung und Mehrsprachigkeit”, which has been fund…
Teachers’ beliefs about multilingualism
This special issue consists of five original research papers from four European countries. By applying different methodologies (qualitative, quantitative, and mixed-methods), the contributions aim to better understand teachers’ beliefs about multilingualism in a time of increasingly globalised societies and intensified migration flows. The studies cover all educational stages and include pre-service as well as in-service teachers, and teacher edu…
Foreign language learning in multilingual Germany
This special issue on foreign language (FL) learning in multilingual contexts provides insights into cross- and inter-linguistic phenomena comparing monolingual and multilingual students who learn FLs in linguistically het- erogeneous classrooms. All contributions are based on data gathered in pro- jects carried out within the research cluster “Language education and multilingualism”/“Sprachliche Bildung und Mehrsprachigkeit”, which has been fund…
Teachers’ beliefs about multilingualism
This special issue consists of five original research papers from four European countries. By applying different methodologies (qualitative, quantitative, and mixed-methods), the contributions aim to better understand teachers’ beliefs about multilingualism in a time of increasingly globalised societies and intensified migration flows. The studies cover all educational stages and include pre-service as well as in-service teachers, and teacher edu…
Pre-service teachers’ ability to identify academic language features
In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act …
Language exposure within peer and family contexts and bilingual reading profiles of German–Russian and German–Turkish adolescents in Germany
Aims and Objectives: While research has focused on effects of language exposure within the family, evidence for the role of the quality and quantity of language exposure within peer contexts for the acquisition of both majority language (ML) and heritage language (HL) skills is still limited. Against this background, the present contribution investigates the patterns in which language exposure within family and peer contexts relate to different b…
Psychology (4 works) · Linguistics (3 works) · Second Language Learning and Teaching (3 works) · EFL/ESL Teaching and Learning (2 works) · German (2 works) · Linguistic Education and Pedagogy (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Sociology (2 works) · Computer Science (1 works)