The goal of the project "Multilingual sequences in history lessons: processes to solve intercomprehension tasks and appropriate learner profiles" was twofold: First, the project adjusted worksheets designed in the context of materials development for improving intercomprehension at the secondary II level (reading texts in the source language in history lessons) for use in secondary school I. Second, the project aimed to shed light on key processes in text comprehension when reading an...

Project conducted by the University of Teacher Education Lucerne (PH Luzern). This research project investigated the impact of linguistic exchange activities on the development of intercultural competence, intercultural attitudes, and language learning motivation of upper secondary level students. Furthermore, the project identified criteria or conditions for the success of linguistic exchange activities. In order to do so, linguistic exchange activities which differ in terms of TL...

Project conducted by the University of Teacher Education Graubünden PHGR The project "Rumantsch receptiv" was created to develop teaching material for independent study and/or use in language courses. The goal of the project was to design a method to help learners develop receptive language skills in Rhaeto-Romanic (i.e. its idioms). In particular, the method should enable target groups to acquire skills in listening and reading comprehension – the foundation of receptive language competence...

Concluded at the end of 2013, the project "Italiano ricettivo" developed the teaching material Capito?, which is intended for use either in classroom settings or as self-study tools. The aim of  Capito? is the development of receptive skills in Italian, allowing learners to gain access to the language and culture of the Ticino (and Graubünden). Concentrating on receptive multilingual skills advances a form of communication based on mutual ability to understand one another and taps into...

Project conducted by the University of Teacher Education Schaffhausen (PHSH) and the University of Teacher Education Graubünden (PHGR) Texts in the social sciences at schools are often difficult even for children with average scholastic abilities; weak learners or children who speak German as a second language are over-challenged. Consequently, internally differentiated texts – i.e. different versions of the same content – are necessary to create an inclusive learning environment....

Project conducted by the University of Geneva (UNIGE)

Project conducted by the University of Teacher Education Lucerne (PH Luzern) This project examined how teaching foreign languages advances – or can advance – (inter-)cultural competence and the reflection of transcultural elements as defined by ELBE. The project focused on the theme of food/eating culture and possible ways of exploring this topic when teaching a second Swiss national language at the secondary level I.

Despite the acknowledged benefit of language (and cultural) exchange at all school levels, the promotion of this instrument has had limited impact on exchanges actually conducted. The organisation and preparation of exchange and contact opportunities requires a considerable amount of extra work on the part of teachers; for them to consent to taking on such an effort, strong convictions and high motivation as well as institutional support are required.

The aim of the current project it to evaluate the learning impact of an age-appropriate, feasible exchange setting (two short, direct interactions embedded in contact via e-mail and video) at the primary level in Eastern and Western Switzerland. The focus is placed on the motivation to learn a foreign language as well as on changes in the productive language skills of the school children.

In the project “Multilingual Production by Children and Professionals in Playgroups” (Mehrsprachige Praktiken von Kindern und Fachpersonen in Spielgruppen, MePraS) a typology of multilingual practices will be developed and the conditions for successful production will be specified. Taking a focussed ethnographic or “videographic” approach, the everyday communicative productions in four playgroups with an average to high percentage of multilingual children will be examined.