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Synergies between languages at school: «SWIKO triple S»

Project management
Thomas Studer, Elisabeth Peyer
Team
Nina Selina Hicks
Calls for a stronger pedagogical connection between teaching the language of schooling and teaching foreign languages have repeatedly been made, as it is believed learners can benefit from the potential synergies. Despite this long-standing demand, however, language lessons continue to focus largely on a single language. The SWIKO triple S project is investigating whether interrelationships between the language of schooling and foreign languages can be capitalised on.

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“Studies show...” Authorities, expertise and evidence in the debate on early foreign language education in Switzerland

Project management
Verena Tunger, Daniel Elmiger
In 2004, the Swiss Conference of Cantonal Ministers of Education (EDK) issued a decision to begin foreign language education already at primary school; as a result, Switzerland’s cantons have successively adapted their foreign language education programmes, starting in the 2006/2007 school year. The new requirement has generated prolonged and multi-layered debate in which various sources are cited, including scientific studies, literature on early language instruction and other forms...

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The treatment of errors in the foreign language

A comparison of correction practices for written texts in French, English, Italian, Romansh and German in primary school
Project management
Giulia Berchio
In language pedagogy, a linguistic error is commonly defined as an element that fails to conform to a norm (e.g. a grammatical, orthographic, pragmatic rule). In general topic of errors has generated much debate in pedagogical circles, and it has inspired numerous scholarly studies on interlanguage, metalinguistic awareness and the efficacy of correction practices for promoting language learning. Despite the topic’s prevalence, however, evidence is largely lacking on how teachers approach...

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Teaching of French as a Foreign Language (FFL) and Development of Oral Communication Skills at the Lower Secondary Level - DISCO

Project management
Anita Thomas, Simone Morehed
Team
Aline Siegenthaler
The development of oral communication and interaction (conversational involvement) is a key focus in foreign language teaching frameworks, as outlined in the Common European Framework of Reference for Languages (CEFR), documents from the Swiss Conference of Cantonal Ministers of Education (EDK), and the Regional Education Plans. However, despite the efforts made in this field, the desired outcomes remain elusive. Foreign language instruction, particularly in French, has traditionally...

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Lichtenauer Karine

Veröffentlichungen

In Vorb. Coordination de séquences didactiques pour le projet SMILE sur la base de travaux d’étudiant-es 

2024. « Pavillon Le Corbusier », In Babylonia SMILE

2024. Lichtenauer, K. & Anita Thomas. « Corpus d’apprenant-es : un « basquette » de ressources pour l’enseignement des langues étrangères / Learners Corpora : a « basquette » of Ressources for Foreign Language Teaching » ». In Babylonia 2/24, 8 – 13. 

2023. Loder Büchel, L. & K. Lichtenauer. « Another day, another museum ». In Babylonia 2/23, 8 – 9. 

2023. Loder Büchel, L. & Lichtenauer, K. « General Considerations for Foreign Language Instruction with Museum Visits ». In Babylonia 2/23, 72 – 79. 

2022.  Lichtenauer, K., & Laura Loder Büchel. « Visiting a museum : des points communs aux points de rencontre » », avec Laura Loder Büchel. In Babylonia 3/22, 8-10.

2021. « Marthe Gosteli », In Teaching Tasters 2021/1 (https://babylonia.online/index.php/babylonia/TT)

2021. « Des mots pernicieux aux formules mernicieuses. Pratiques inclusives et signalisation du genre: quels choix ont été réalisés pour le présent numéro de Babylonia ». In Babylonia 3/21, 110 – 116.

2020. Loder Buechel, L., Lichtenauer, K. „Grading and Gathering Evidence in Swiss Elementary and Lower Secondary School English Language Classrooms“. In: Mickan, P. & Wallace, I. (Hrsg.). Handbook of Language Education Curriculum Design. New York : Routledge.

2018. Chételat, D., Lichtenauer, K. „Le Concept général pour l’enseignement des langues en Suisse, impact d’un rapport d’expert sur les politiques éducatives relatives à l’enseignement des langues étrangères (langues nationales et anglais)“. In Babylonia 3/2018, 30 – 33. 

2017. „Compréhension entre communautés linguistiques : textes fondamentaux et mise en œuvre“. In Enjeux pédagogiques 27, Bienne : Haute Ecole Pédagogique HEP-BEJUNE, 13 – 14. 

2015. De Pietro, J.-F., Gerber, B., Leonforte, B. & Lichtenauer, K. „Quelle place pour les approches plurielles 
dans les nouveaux plans d’études des trois régions linguistiques de la Suisse?“. In Babylonia 2/2015, 59 – 65.

Koordination & Herausgabe 

Pragmatique et enseignement des langues étrangères, Babylonia 1/26. Avec Anna Ghimenton & Elisabeth Peyer, en préparation.

Corpus d’élèves en langue étrangère / Korpora von Fremdsprachenlernenden, Babylonia 2/24. Avec Anita Thomas. Numéro : https://babylonia.online/index.php/babylonia/issue/view/44, Podcast CeDiLe : https://cedile.ch/de/lernerkorpora-einblick-in-babylonia-2-2024-podcast 

Vivre les langues au musée II / Sprachen im Museum erleben II, Babylonia 2/23. Avec Laura Loder Büchel.
Numéro : https://babylonia.online/index.php/babylonia/issue/view/31, Podcast CeDiLE: https://cedile.ch/de/living-languages-at-museums-part-ii-insight-from-babylonia-2-23-podcast 

Vivre les langues au musée I / Sprachen im Museum erleben I, Babylonia 3/22. Avec Laura Loder Büchel 
Numéro : https://babylonia.online/index.php/babylonia/issue/view/24, Podcast CeDiLE : https://cedile.ch/de/sprachen-im-museum-erleben-einblick-in-babylonia-3-22-podcast 

Project SMILE (Swiss Museums in Language Education). Avec Laura Loder Büchel. 
Page Internet : https://babylonia.online/index.php/babylonia/issue/view/26 

Lichtenauer, K. (Coord.), Chételat, D. (Coord.), Brohy, C., Chesini, C., Egli Cuenat, M., Gerber, B., Kappler, D., Klee, P., Loder-Büchel, L., Wirrer, M. (2017). Gute Praxis im Sprachenunterricht – Beispiele für den Unterricht der Landessprachen und des Englischen in der obligatorischen Schule. Mit der fachlichen bzw. regionalen Expertise von Bossart, M.-N., Brauchli, B., Egli Cuenat, M., Jörimann Vancheri, B., Kuster, W., Le Pape Racine, C., Manno, G., Nadig, S. Schweizerische Konferenz der kantonalen Erziehungsdirektoren (EDK). https://sprachen.educa.ch/de/gute-praxis [4.1.2018].

A minority within the minority

Supporting heritage language speaking students in German vocabulary at Romansh schools
Project management
Dominique Caglia
The canton of Grisons in Switzerland promotes the goal of Romansh-German bilingualism with unique school models in traditional Romansh-speaking areas. In those areas, the minority language Romansh is the school language in primary schools. At secondary school levels, however, school language is switched to the majority language German. Differences in contact with German outside of school settings lead to extremely heterogeneous class constellations during German lessons from the third...

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National inventory of bilingual education: the current situation in Switzerland

Project management
Daniel Elmiger
Team
Verena Tunger, Aline Siegenthaler
The Inventar des zweisprachigen Unterrichts (inventory of bilingual education) provides an overview of bilingual education in Switzerland, specifically of all bilingual education programmes currently in progress (2021/2022 school year) at compulsory schools and upper secondary schools.

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Digital translation tools in foreign language teaching and learning

Project management
Raphael Berthele, Isabelle Udry
Team
Petra Buser, Cédric Diogo

(Cédric Diogo -06.22)

Digital translation tools and dictionaries have become an indispensable part of language use. DeepL, Leo and Co. are used extensively and for various purposes, however, their benefits for foreign language teaching and learning remain contested. Some consider these tools to be of educational value, while others express their doubts on the sustainability of their contribution to language learning. This project examines the advantages and limitations of digital translation aids with regards...

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Assessment of speaking skills in German as a foreign language

Project management
Elisabeth Peyer

Supervision: Prof. Dr. Thomas Studer

Team
Gabriela Lüthi, Nadia Ravazzini
When asked about their goals, students learning a foreign language generally say they want to speak the language. Despite the value placed on speaking, however, various studies on the foreign language competence of Swiss school students reveal that many learners have difficulty in meeting the learning outcomes set for spoken language (Peyer et al. 2016, Wiedenkeller/Lenz 2019).

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Digital technology and vocabulary learning in vocational education

Project management
Raphael Berthele, Isabelle Udry
Team
Petra Buser, Cédric Diogo

Cédric Diogo (-06.2022)

Vocabulary is the basis for receptive and productive language use. Influential theories on second language acquisition and learning consider vocabulary and grammar to be complementary, rather than opposing elements of language. Vocabulary is viewed as an integral component of learner grammars that is worth promoting and consolidating in the foreign language classroom. In recent years, digitialisation has seen the development of many learning apps and platforms that provide new opportunities...

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