Claire Goriot
Biographic Data
| ID | 8678472 |
|---|---|
| NAME | Claire Goriot |
| GIVEN NAMES | Claire |
| FAMILY NAME | Goriot |
| SIGNATURE | GORIOT C |
| AFFILIATIONS | Radboud University Nijmegen |
| ORCID | 0000-0001-9088-3908 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
“He Speaks Two Languages at the Same Time … So, Why Should It Be Sad?”—Dutch Multilingual Children’s Beliefs About Language Use and Language Mixing In- and Outside the Home
This study investigates the beliefs about multilingualism and the multilingual language use of multilingual children living in the Netherlands, a highly diverse and multilingual society. We interviewed 26 8- to 12-year-old primary school children with different home languages (i.e., English, German, Polish or Turkish). Children indicated how a multilingual alter-ego felt about multilingual language use scenarios and why. The scenarios comprised s…
Primary-school teachers’ beliefs about the effects of early-English education in the Dutch context
We investigated whether primary-school teachers’ beliefs towards early-English education are related to the type of English education they are involved in (early- or later-English schools), their English language skills and whether they teach English. Ninety-nine Dutch teachers filled in a questionnaire with 25 statements about early-English education, and assessed their own English speaking proficiency. Their beliefs were based on the effects of…
Differences in phonological awareness performance
Children who have knowledge of two languages may show better phonological awareness than their monolingual peers (e.g. Bruck & Genesee, 1995 ). It remains unclear how much bilingual experience is needed for such advantages to appear, and whether differences in language or cognitive skills alter the relation between bilingualism and phonological awareness. These questions were investigated in this cross-sectional study. Participants ( n = 294; 4–7…
Using the peabody picture vocabulary test in L2 children and adolescents
This study investigated to what extent the Peabody Picture Vocabulary Test (PPVT-4) is a reliable tool for measuring vocabulary knowledge of English as a second language (L2), and to what extent L1 characteristics affect test outcomes. The PPVT-4 was administered to Dutch pupils in six different age groups (4-15 years old) who were or were not following an English educational programme at school. Our first finding was that the PPVT-4 was not a re…
Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning
Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functionin…
No prominent works on this page.
Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning
Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functionin…
Differences in phonological awareness performance
Children who have knowledge of two languages may show better phonological awareness than their monolingual peers (e.g. Bruck & Genesee, 1995 ). It remains unclear how much bilingual experience is needed for such advantages to appear, and whether differences in language or cognitive skills alter the relation between bilingualism and phonological awareness. These questions were investigated in this cross-sectional study. Participants ( n = 294; 4–7…
Using the peabody picture vocabulary test in L2 children and adolescents
This study investigated to what extent the Peabody Picture Vocabulary Test (PPVT-4) is a reliable tool for measuring vocabulary knowledge of English as a second language (L2), and to what extent L1 characteristics affect test outcomes. The PPVT-4 was administered to Dutch pupils in six different age groups (4-15 years old) who were or were not following an English educational programme at school. Our first finding was that the PPVT-4 was not a re…
Primary-school teachers’ beliefs about the effects of early-English education in the Dutch context
We investigated whether primary-school teachers’ beliefs towards early-English education are related to the type of English education they are involved in (early- or later-English schools), their English language skills and whether they teach English. Ninety-nine Dutch teachers filled in a questionnaire with 25 statements about early-English education, and assessed their own English speaking proficiency. Their beliefs were based on the effects of…
“He Speaks Two Languages at the Same Time … So, Why Should It Be Sad?”—Dutch Multilingual Children’s Beliefs About Language Use and Language Mixing In- and Outside the Home
This study investigates the beliefs about multilingualism and the multilingual language use of multilingual children living in the Netherlands, a highly diverse and multilingual society. We interviewed 26 8- to 12-year-old primary school children with different home languages (i.e., English, German, Polish or Turkish). Children indicated how a multilingual alter-ego felt about multilingual language use scenarios and why. The scenarios comprised s…
Psychology (5 works) · Linguistics (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Reading and Literacy Development (3 works) · Cognition (2 works) · Communication (2 works) · EFL/ESL Teaching and Learning (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works)