Tibère Schweizer
DELTA [Beckmann, E., Duchene, A., Hofstetter, D., Korol, S., Meier, S., Schweizer, T., Steiner, M.], & Cochard, B. (2020). De travers / Quer / Di traverso. Le CRIC Edition.
Project management
This doctoral thesis used qualitative research methods and adopted an exploratory-interpretative approach. Although conducted as an independent study, it forms part of the RCM project “Innovative forms of assessment (IFB)”, a quantitative study that aimed to better understand the validity of new, scenario-based task and item types.
Keywords
Alexis Feldmeier
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Publications Doc
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The project offers a space for methodological reflections about critical ethnographic sociolinguistic research based on researchers’ experiences. On a dedicated website, the team makes available a collection of personal tales about specific problems that raise questions for the researchers, which are seen as opportunities to make sense of, and lead toward a better comprehension of, the phenomena, institutions and actors that are studied.
Team
This exploratory project addresses the question of the origins of individual differences in language aptitude, at different levels of language processing including but not limited to native language phonological, lexical and syntactic processing. This question will be addressed across different levels of multilingual language experience (i.e. in monolinguals, bilinguals and polyglots), in line with the idea that extreme giftedness, healthy variability and at least some disorders...
Isabelle Udry
Udry, I., & Berthele, R. (2025b). Language aptitude and affective dispositions in young EFL learners with special educational needs. In M. del P. García Mayo (Ed.), Investigating attention to form and individual differences—Research with EFL children. Springer.
Udry, I., & Berthele, R. (2025a). A case study of Online and Paper Bilingual Dictionaries and their Impact on Vocabulary Learning through Meaning-Focused Reading;International Journal of Lexicography.
Udry, I., & Berthele, R. (2024). Young learners’ academic self-concepts for L2/L3 French and English. International Journal of Multilingualism, 0(0), 1–18. https://doi.org/10.1080/14790718.2023.2301094
Udry, I., & Berthele, R. (2023). Digitale Übersetzungsprogramme und Online-Wörterbücher im Fremdsprachenunterricht: Erkenntnisse aus einer Umfrage bei Lehrpersonen und Lernenden der obligatorischen, post-obligatorischen und tertiären Bildung. Linguistik Online, 120(2), 145–167.
Berthele, R., & Udry, I. (2023). Welche fremdsprachlichen Lernziele der Schulen können mit digitalen Tools aber ohne Lernen erreicht werden? Simply playing the ostrich will not help in the long run. Zeitschrift Für Interkulturellen Fremdsprachenunterricht, 28(1).
Udry, I. & Kutzelmann, S. (2022). «Lesecoaching per Videochat - Wortschatzaufbau durch virtuelles Lesetraining». Babylonia 1:60-65
Udry, I. & Berthele, B. (2022). «Entwicklung der Fremdsprachkompetenzen Englisch bei Kindern mit sonderpädagogischer Förderung». Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete (VHN) 91(3):212–229.
Udry, I. & Vanhove, J. (2021). The stability of language aptitude: Insights from a longitudinal study on young learners’ language analytic abilities (EuroSla Studies Series). Individual differences in early instructed language learning: The role of foreign language aptitude, cognition, and motivation (S. 197–210). Berlin: Language Science Press.
Udry, I., Berthele, R. & Steiner, C. (2021). Language Aptitude at Primary School (LAPS): Theoretical framework of the project (EuroSla Studies Series). Individual differences in early instructed language learning: The role of foreign language aptitude, cognition, and motivation (S. 1–50). Berlin: Language Science Press.
Udry, I. & Berthele, R. (2021). The smart, the motivated, and the self-confident: The role of language aptitude, cognition, and affective variables in early instructed foreign language learning (Eurosla Studies). In R. Berthele & I. Udry (Hrsg.), Individual differences in early instructed language learning: The role of foreign language aptitude, cognition, and motivation (S. 71–90). Berlin: Language Science Press.
Udry, I. (2021). Creative thinking as an individual difference in task-based language teaching (EuroSla Studies Series). In R. Berthele & I. Udry (Hrsg.), Individual differences in early instructed language learning: The role of language aptitude, cognition, and motivation (S. 125–142). Berlin: Language Science Press.
Steiner, C., Berthele, R. & Udry, I. (2021). Language aptitude at primary school (LAPS): Research design (Eurosla Studies). In R. Berthele & I. Udry (Hrsg.), Individual differences in in early instructed language learning (S. 51–70). Berlin: Language Science Press.
Berthele, R., Vanhove, J., Steiner, C., Udry, I. & Schneider, H. (2021). Predicting L2 achievement: Results from a test battery measuring language aptitude, general learning ability, and affective factors (EuroSla Studies Series). In R. Berthele & I. Udry (Hrsg.), Individual differences in early instructed language learning: The role of foreign language aptitude, cognition, and motivation (S. 91–104). Berlin: Language Science Press.
Berthele, R. & Udry, I. (2021) (eds). Individual differences in early instructed language learning: The role of language aptitude, cognition, and motivation. EuroSLA Studies 5, 2021, Berlin: Language Science Press, DOI: 10.5281/zenodo.5378471.
Udry, I., Steiner, C. (2019). Sprachlerneignung und Differenzierung im Fremdsprachenunterricht – Chancen und Grenzen. Babylonia - Differenzierung im Fremdsprachenunterricht.
Udry, I., Lambelet, A. & Berthele, R. (2019). Les aptitudes langagières : construit et résultats de recherche. Une synthèse de la revue de la littérature. Un rapport du Centre scientifique de compétence sur le plurilinguisme.
Lambelet, A., Berthele, R. & Udry, I. (2019). Les aptitudes langagières : construit et opérationnalisation. Une revue de la littérature. Un rapport du Centre scientifique de compétence sur le plurilinguisme.
Berthele, R., & Udry, I. (2019). Multilingual boost vs. cognitive abilities: Testing two theories of multilingual language learning in a primary school context. International Journal of Multilingualism. https://www.tandfonline.com/doi/abs/10.1080/14790718.2019.1632315