Evghenia Goltsev
Biographic Data
| ID | 9636238 |
|---|---|
| NAME | Evghenia Goltsev |
| GIVEN NAMES | Evghenia |
| FAMILY NAME | Goltsev |
| SIGNATURE | GOLTSEV E |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0009-0004-9029-2015 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Tackling the challenge of construct validity in assessing newly arrived learners’ receptive skills
Introduction This study presents the theoretical rationale and first empirical findings on Allrad-M, a newly developed multilingual procedure for the assessment of receptive linguistic skills. The tool is designed to enhance test fairness and construct validity when evaluating newly arrived learners’ listening and reading comprehension. Unlike monolingual diagnostic instruments, Allrad-M enables learners to switch flexibly between German, Ukraini…
Sprachbewusstheit bei neu zugewanderten und in Deutschland aufgewachsenen Schüler
The relationship between language awareness and academic success among students has recently garnered increased attention. Previous studies on language awareness have primarily focused on bilingual students (cf. Riehl 2021; Torregrossa/Eisenbeiß/Bongartz 2022). However, the extent to which newly immigrated students in regular classes in Germany benefit from their language awareness has not yet been explored. Our project addresses this gap by exam…
Finding spaces for all languages. Teacher educators’ perspectives on multilingualism
In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig’s (2002) typology of per…
Introduction
With this Special Issue, we take up two key topics of research on education and multilingualism: First, considering the persisting lack of guidance for teachers towards a multilingual turn, we focus on teacher professionalization, a term comprising both pre-service and in-service teachers with their biographical experiences and reflections. Second, in light of a multilingual turn implying a turn in social justice, we focus on four northwestern Eu…
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Finding spaces for all languages. Teacher educators’ perspectives on multilingualism
In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig’s (2002) typology of per…
Introduction
With this Special Issue, we take up two key topics of research on education and multilingualism: First, considering the persisting lack of guidance for teachers towards a multilingual turn, we focus on teacher professionalization, a term comprising both pre-service and in-service teachers with their biographical experiences and reflections. Second, in light of a multilingual turn implying a turn in social justice, we focus on four northwestern Eu…
Tackling the challenge of construct validity in assessing newly arrived learners’ receptive skills
Introduction This study presents the theoretical rationale and first empirical findings on Allrad-M, a newly developed multilingual procedure for the assessment of receptive linguistic skills. The tool is designed to enhance test fairness and construct validity when evaluating newly arrived learners’ listening and reading comprehension. Unlike monolingual diagnostic instruments, Allrad-M enables learners to switch flexibly between German, Ukraini…
Sprachbewusstheit bei neu zugewanderten und in Deutschland aufgewachsenen Schüler
The relationship between language awareness and academic success among students has recently garnered increased attention. Previous studies on language awareness have primarily focused on bilingual students (cf. Riehl 2021; Torregrossa/Eisenbeiß/Bongartz 2022). However, the extent to which newly immigrated students in regular classes in Germany benefit from their language awareness has not yet been explored. Our project addresses this gap by exam…
Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Exploratory research (2 works) · Language proficiency (2 works) · Linguistic Education and Pedagogy (2 works) · Multilingualism (2 works) · Pedagogy (2 works) · Sociology (2 works) · Teacher education (2 works) · Active listening (1 work)