Multilingual Development: A Longitudinal Perspective (MEZ)
The study investigated individual and contextual conditions for the development of multilingualism among students attending secondary schools in Germany. The study followed a cohort sequence design with two starting cohorts (students in 7th and 9th grade, respectively, in wave 1) and four survey waves within three years (2016 to 2018). The total sample consisted of more than 2,000 students at German high schools of different school types and included students with monolingual German, German-Russian, and German-Turkish language backgrounds. The language data referred to reading and writing skills (productive, receptive, general), which were assessed by test procedures using paper-and-pencil methods. All students were tested in German (majority language) and English (foreign language learned at school), German-Russian and German-Turkish students were additionally tested in their language of origin, and students who learned either French or Russian as a second foreign language at school were also tested in these languages. Background data included questionnaire information at the individual level (e. g., motivation, cognitive ability) and the context level (e. g., social and migration background, language use, peer networks). (IQB)
- Research Design: Oberservational Design
- Sample: Students in grade 7 and 9 (N=1,818 initial sample since T1 and N=219 refreshment sample since T2); Principals (N=78); Parents (N=1,155 initial sample since T1 and N=111 refreshment sample since T2)
- DOI: 10.5159/IQB_MEZ_SUF_Off-site_v2
- Restrictions: No
-
Migration Background
- Year in which the parent immigrated to Germany
- Reason for the parent's entry into Germany
- Nationality of parent and child
- Child's grandparents born in Germany
- People in the neighborhood with a migration background
- Age of the child on entry into Germany
- Country Childcare
- Contact with people in the country of origin
- Acculturation in Germany
- Acculturation in country of origin
- Sense of belonging to Germany
- Sense of belonging to country of origin
- Intention to return to the country of origin
- Country of birth
- Age on arrival in Germany
- Country of birth of parents
- Reasons for entering Germany
- Country of birth of grandparents
- Age on entry into Germany
- Attending childcare abroad/in Germany
- Attending a primary school abroad/in Germany
- Language of parents
-
Cultural Capital
- Number of books in the household
- Household possessions
- Affiliation people from Germany/country of origin
-
Individual Characteristics
- Year of birth of parent
- Country of birth of parent
- Sex child
- Month of birth of the child
- Year of birth of the child
- Country of birth of the child
- Age Language acquisition Language of origin
- Age language acquisition German
- Grade level in the school year
- Student ID
- Class in school year
- Grades
- Participation in test day
-
Family Background
- Number of persons in household
- Number of persons under 14 in household
- Languages learned in the parent's family during childhood
- Monthly net income of all household members
- Languages spoken by parents with child
- Ethnic composition of the neighborhood
- Language at home
- Language in everyday life
- Household composition
- Household size
- Employment status of parents
- Unemployment of mother and father
- Parents' main occupation
- Parents' occupation
- Authority to issue directives of parents
- Occupational position of parents
- Highest school qualification in Germany, parents
- Parents' education in Germany
- Parents' education abroad
- Parents' languages of origin
- Contact with people in country of origin
- Language at home/in everyday life
-
Learning and Performance-related Attitudes
- Self-assessment of language comprehension in German
- Self-assessment of language comprehension in Russian/Turkish
- Self-assessment of reading comprehension in German
- Self-assessment of reading comprehension in Russian/Turkish
- Self-assessment of participation in German class discussions
- Self-assessment of conversation skills in Russian/Turkish
- Self-assessment of coherent speech in German
- Self-assessment of coherent speech in Russian/Turkish
- Self-assessment of writing skills in German
- Self-assessment of writing skills in Russian/Turkish
- Effort-willingness
- Willingness to learn
- Student Effort
- Absenteeism
- Performance-related self-concept in German
- Performance-related self-concept English
- Attitude to the subject German
- Attitude towards language learning
- Attitudes towards the subject English
- Idealistic educational aspiration
- Reason for idealistic educational aspiration
- Security aspirations
- Reasons for insecurity
- realistic educational aspirations
- concrete educational aspiration
- abstract aspiration of education
- Career Maturity
- Professional maturity
- Dream job
- Assessment of the importance of language skills for one's own professional future
- Instrumental motivation
- Performance-related self-concept in native language
- Performance-related self-concept in foreign languages
- Enjoyment in learning a foreign language
- Native language instruction
- Career Maturity Inventory
- Interest in French
- Interest in Russian
- Enjoyment of French
- Enjoyment of Russian
-
School-related Attitudes and Behaviors
- Number of visits to school in the last 12 months
- Favorite subject
- Confidence about promotion
-
Political and Social Attitudes
- Assessment of disadvantage in the labor market
- Assessment of the importance of language skills for professional success
- Experienced discrimination
- Integration
- Affiliation people from Germany/country of origin
-
Professional Background
- Languages used at work for reading and writing
- Disadvantage labor market
-
Occupational Situation
- Employment status
- Arbeitslosigkeit Eltern
- Main occupation (ISCO)
- Mother's authority to give instructions
- Father's authority to give instructions
- Occupational position of mother
- Occupational position of the father
- Career plans
- Sources of information on career choices
- Form of education
- Knowledge about training
-
Educational Biography
- Languages in which the parent has taken lessons
- School recommendation for the child after 4th grade
- Binding nature of school recommendations for children
- Repeating a year (child)
- Skipping a grade (child)
- Highest school qualification in Germany, mother
- Highest school qualification in Germany Father
- Training or studies in Germany mother
- Training or studies in Germany father
- Highest school qualification abroad, mother
- Highest school qualification abroad, father
- Training or studies abroad mother
- Training or studies abroad father
- Age of the child when acquiring German
- Age of the child when acquiring Russian/Turkish
- Russian/Turkish lessons for the child
- Language teaching by grade and language
- Repeated classes
- Skipped classes
- Content Language instruction in the native language
- Skipping grades
- Current school attended
- Current grade level
- Grades on last year's report card
- School attended in the 2016/2017 school year
- Grade attended in the 2016/2017 school year
- Attendance at school/school type
-
Leisure Activities and Peer Group
- Professions in the personal environment
- Origin of persons with specific occupations in the personal environment
- Friends with a migrant background
- Friends' educational aspirations
- Questions about circle of friends/networks
- Peers
- Importance of friends
- Topics in the peer group
- Joint school attendance
- Joint class
- Help from friends with homework and/or studying for papers
- socio-demographic characteristics of peers and their families
- Language of peers at home
- Language within peers
- Assessment of the German language skills of the friends
- Assessment of the friends' Russian or Turkish language skills
- Friends assessment
-
Tutoring
- Gründe für Nachhilfe
- Subject specification
-
Parental Educational Aspirations
- Educational aspirations for the child
- Upward mobility for the child
- Idealistic educational aspirations for the child
- Realistic educational aspirations for the child
- Maintaining status Importance of mother/father's education
- Maintaining status Importance of mother/father's occupation
- Concrete/abstract educational aspirations
- Parents' attitudes toward education
- Parental educational aspirations
- Importance of the language of origin for professional future
-
School Atmosphere
- Satisfaction with the school of the child
- Personal belief in a just world
- Fair school climate
-
Institutional Characteristics
- Sponsorship
- Approach
- School structure
-
School Location
- Settlement structure
- Catchment area
-
Organization of School Operations
- School profile
- Bilingual teaching
- Occupational orientation
-
Organization of Teaching Operations
- Sprachförderung für Schüler*innen mit nicht-deutscher Herkunftssprache
- Support offered by teachers in dealing with linguistic heterogeneity
-
Organization of all-day Operation
- School structure
-
Learning Opportunities
- Language support learning
- Training methods
- Additional offers for high-achieving students
- Additional services for low-performing students
-
Composition of the Student Body
- Sex
- Social background of the student body
-
Composition of the Faculty
- Job value
- Number of teachers
- Percentage of trainees
- Teachers with migration background
- Teachers German
- Teachers English
- Teachers French
- Teachers Russian
- Mother tongue English
- Mother tongue French
- Mother tongue Russian
-
Quality Development and Evaluation
- Leaving school without a school leaving certificate
- Leaving school without prospects of an apprenticeship
-
Parental Involvement
- Parental engagement: School
- Support association
- Participation in (school) committees
- Attending parents' evenings
- Attending school events
- Migration background (combined)
-
Cooperation Outside the School
- Contact with other facilities
- Project participation
- Model program
-
Personal Characteristics
- Use of language
-
Self-Related Attitudes
- Self-related cognitions and control expectancy
- Importance of maintaining the parents' status
- Collective identity
- Switching languages when speaking
- Duration of daily reading
- Persistence in pursuing goals
- Importance of maintaining status
- Mastery of the German language
- Support for parents as adults
- Task (distribution) boy/girl in the family/life
- Performance-related self-concept in native language
- Performance-related self-concept in foreign languages
- Foreign language skills/knowledge
- Importance of the language of origin
- Skills/knowledge of French
- Skills/knowledge in Russian
-
Professional Self Concept
- Usefulness of a profession
- Knowledge about training
- Probability of getting a apprentice position
-
Pedagogical Content Knowledge
- Probability of getting a apprentice position with certain qualifications
- Assessment of the school-leaving qualifications of today's professionals
- Assessment of the professional qualifications of today's working population
-
Professional Education
- Career selection criteria
- Disadvantage labor market
- Mobility training place/occupation
- Apprenticeship application
- Job application
- Number of applications
- Job interview invitation
-
Reading and Writing Habits
- Reading habits
-
Other
- Test motivation
- Participation in NEPS
- Students attendance list
- Student demographics list
-
Leisure Time Behavior and Media Use
- Media use in leisure time
- Type of English use in leisure time
-
Parental Knowledge and Beliefs
- Ability of parents to help with homework
-
Personality
- Personal characteristics
- Personality type
-
Cognitive Learning Outcomes
- Grade in the last annual report
-
Domain-Specific Cognitive Competencies
-
Linguistic Competence
- Language ability in native language Russian (writing task)
- Language ability in native language Turkish (writing task)
- Functional communicative competence: writing, command of linguistic resources and communicative strategy
- Productive language skills in German
- Productive language skills in English
- Productive language skills in French
- Productive language skills in Russian
- Productive language skills in Turkish
-
Test Instrument Language
-
C-Test
- Englisch
- Französisch
- Subject and subject interest in mathematics
-
LGVT 5-12+ - Lesegeschwindigkeits- und -verständnistest
- Englisch
- Subject and subject interest in mathematics
- Türkisch
-
German Language
-
Reading
- Reading Skills
-
Writing
- Writing task
-
Foreign Language Achievement
- General language level
-
English Language Achievement
-
French Language Achievement
-
Other Foreign Language Achievement
- Subject and subject interest in mathematics
-
Cross-Domain Cognitive Skills
-
Test Instrument Intelligence
-
KFT - Kognitiver Fähigkeitstest
- 4-12+ (Subtest N2)
- Parents
- Principals
- Students
- Gogolin, Prof. Dr. Ingrid
- Gogolin, Prof. Dr. Ingrid
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Documentation
Here you can find further documentation:
Further information
- Veröffentlichungen: https://www.mez.uni-hamburg.de/publikationen/5publikationen.html
- Projektwebsite: https://www.mez.uni-hamburg.de/
Notes on the use of the data
Network
Network linkage in Student Questionnaire 2 (variables: P1nr, P2nr, P3nr) is established via matching on the unique student identifier (student ID).
Data protection
The following variables were cleared for data protection reasons:
- Data set: MEZ_MZP1_Testheft_Herkunftssprache_Türkisch.sav: TABSum_sd1, TWS1_sd1, TWS2_sd1, TWS3_sd1, TWS4_sd1, TSVSum_sd1, TBESum_sd1, TTL_sd1, TAW1_sd1, TAW2_sd1, TAW3_sd1, TAW4_sd1, TAW5_sd1, TAW6_sd1, TZABSum_sd1, TZWS1_sd1, TZWS2_sd1, TZWS3_sd1, TZWS4_sd1, TZSVSum_sd1, TZBESum_sd1, TZTL_sd1, TZGes_sd1, TABSumpomp_sd1, TWS1pomp_sd1, TWS2pomp_sd1, TWS3pomp_sd1, TWS4pomp_sd1, TSVSumpomp_sd1, TBESumpomp_sd1, TTLpomp_sd1, TGespomp_sd1;
- Data set: MEZ_MZP2_Testheft_Herkunftssprache_Türkisch.sav: TABSum_sd2, TWS1_sd2, TWS2_sd2, TWS3_sd2, TWS4_sd2, TSVSum_sd2, TBESum_sd2, TTL_sd2, TAW1_sd2, TAW2_sd2, TAW3_sd2, TAW4_sd2, TAW5_sd2, TAW6_sd2, TNA1_sd2, TNA2_sd2, TNA3_sd2, TNA4_sd2, TNA5_sd2, TNA6_sd2, TZABSum_sd2, TZWS1_sd2, TZWS2_sd2, TZWS3_sd2, TZWS4_sd2, TZSVSum_sd2, TZBESum_sd2, TZTL_sd2, TZGes_sd2, TABSumpomp_sd2, TWS1pomp_sd2, TWS2pomp_sd2, TWS3pomp_sd2, TWS4pomp_sd2, TSVSumpomp_sd2, TBESumpomp_sd2, TTLpomp_sd2, TGespomp_sd2
Literature
Selected literature is listed here.
2026
Schnoor, B., Usanova, I., Gabriel, C., & Müller, A. (2026). Profiles of multilingual spelling skills in secondary school students in Germany. International Journal of Multilingualism, 1–19. https://doi.org/10.1080/14790718.2026.2615860
2024
Gogolin, I. (2024). MEZ-Korpus – 16.859 Schülertexte. Universität Hamburg. https://doi.org/10.25592/uhhfdm.14517
2022
Brandt, H., Krause, M., & Usanova, I. (2022). Language Development in Diverse Settings: Interdisziplinäre Ergebnisse aus dem Projekt "Mehrsprachigkeitsentwicklung im Zeitverlauf“ (MEZ). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-35650-7
Grünke, J., & Gabriel, C. (2022). Acquiring French Intonation against the Backdrop of Heritage Bilingualism: The Case of German–Turkish Learners. Languages, 7(1), 68. https://doi.org/10.3390/languages7010068
2021
Gogolin, I., Brandt, H., Dünkel, N., & Gabriel, C. (2021). Interdisciplinary perspectives on foreign language learning in multilingual contexts. In I. Gogolin, C. Gabriel, H. Brandt, & N. Dünkel (Eds.), Multilingua. De Gruyter.
Usanova, I., & Schnoor, B. (2021). Exploring multiliteracies in multilingual students: Profiles of multilingual writing skills. Bilingual Research Journal, 44(1), 56–73. https://doi.org/10.1080/15235882.2021.1890649
2020
Dünkel, N., Knigge, M., & Wilbert, J. (2020). Determinanten und Akkuratheit von Schülerurteilen über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch. Zeitschrift für Erziehungswissenschaft, 23(5), 1019–1052. https://doi.org/10.1007/s11618-020-00972-8
Klinger, T., & Birger, S. (2020). Messinvarianz über die Zeit. Das Konstrukt Schreibfähigkeit im Deutschen: MEZ Arbeitspapier Nr. 6. http://www.mez.uni-hamburg.de
Lorenz, E., & Siemund, P. (2020). The acquisition of English as an additional language by multilingual heritage speakers. In M. Meyer & U. Hoinkes (Eds.), Der Einfluss der Migration auf Sprach- und Kulturräume - The Impact of Migration on Lingustic and Cultural Areas. Peter Lang.
2019
Brandt, H. (2019). Erfassung und Codierung beruflicher Aspirationen und Erwartungen im Projekt „Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)": MEZ Arbeitspapier Nr. 7. http://www.mez.uni-hamburg.de
Brandt, H., & Lagemann, M. (2019). Befragung von Schulabgänger(inne)n im Projekt „Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)": MEZ Arbeitspapier Nr. 8.
Brandt, H., Dünkel, N., & Heimler, J. (2019). Konstrukt und Operationalisierung lebensweltlicher Ein-und Mehrsprachigkeit im Rahmen des Projekts „MEZ-Mehrsprachigkeitsentwicklung im Zeitverlauf “: MEZ Arbeitspapier Nr. 4.
Dünkel, N., & Knigge, M. (2019). Die Erfassung egozentrierter Peernetzwerke im Rahmen des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ): MEZ Arbeitspapier Nr. 9. http://www.mez.uni-hamburg.de
Gogolin, I., & Maaz, K. (Eds.). (2019). Migration und Bildungserfolg: Herausforderungen und Potenziale. Springer VS. http://www.springer.com/
Gogolin, I., & Usanova, I. (2019). Übergang zwischen Mündlichkeit und Schriftlichkeit im Kontext der Mehrsprachigkeit. Illustrationen. In G. Budach, V. Fialais, L. Ibarrondo, U. Klemmer, T. Leichsering, M. Leroy, M. Stierwald, R. Streb, & A. Weirich (Eds.), Grenzgänge en zones de contact (pp. 179–189). L'Harmattan.
Heimler, J. (2019). Stichprobenentwicklung im Projekt Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ): MEZ Arbeitspapier Nr. 3. http://www.mez.uni-hamburg.de
Ingrid Gogolin, Christoph Gabriel, Peter Siemund, Marion Krause, Michel Knigge, Thorsten Klinger, Irina Usanova, Birger Schnoor, Hanne Brandt, Nora Dunkel, Julia Heimler, & Sharareh Rahbari. (2019). Mehrsprachigkeitsentwicklung im Zeitverlauf Ausgewählte Daten und Ergebnisse. Unpublished. https://doi.org/10.13140/RG.2.2.34306.94403
Klinger, T., Usanova, I., & Gogolin, I. (2019). Entwicklung rezeptiver und produktiver schriftsprachlicher Fähigkeiten im Deutschen. Zeitschrift für Erziehungswissenschaft, 22(1), 75–103. https://doi.org/10.1007/s11618-018-00862-0
Krause, M., & Dittmers, T. (2019). Gemeinsamkeiten und Unterschiede von Fremdsprache und Herkunftssprache: Versuch eines linguistischen Zugangs. In C. Falkenhagen, H. Funk, M. Reinfried, & L. Volkmann (Eds.), Sprachen lernen integriert - global, regional, lokal (pp. 369–388). Schneider-Verlag Hohengehren.
Lorenz, E., Bonnie, R. J., Feindt, K., Rahbari, S., & Siemund, P. (2019). Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses. International Journal of Bilingualism, 23(6), 1410–1430. https://doi.org/10.1177/1367006918791296
Merve, Ö., & Gabriel, C. (2019). Final obstruent devoicing in English and French as foreign languages: Comparing monolingual German and bilingual Turkish-German learners. In C. Gabriel, J. Grünke, & S. Thiele (Eds.), Romanische Sprachen in ihrer Vielfalt (pp. 177–209). Ibidem Verlag.
Schnoor, B. (2019). Soziale Herkunft und Bildungssprache: Humankapitalinvestitionen in deutschen, türkischen und vietnamesischen Familien. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-25899-3
Schrader, J., & Gogolin, I. (2019). Die Beherrschung der Schriftsprache bei Kindern, Jugendlichen und Erwachsenen – Befunde zur sprachlichen Grundbildung in verschiedenen Lebensphasen: Editorial. Zeitschrift für Erziehungswissenschaft, 22(1), 5–15. https://doi.org/10.1007/s11618-019-00866-4
Usanova, I. (2019). Biscriptuality. John Benjamins Publishing Company. https://doi.org/10.1075/hsld.8
2018
Dittmers, T., Gabriel, C., Krause, M., & Topal, S. (2018). The production of voiceless stops in multilingual learners of English, French, and Russian: Positive transfer from the heritage languages? In Proceedings of the Conference on Phonetics & Phonology in German-speaking countries (P&P 13) (pp. 41–44). Humboldt-Universität zu Berlin. https://edoc.hu-berlin.de/handle/18452/19531
Gabriel, C., & Grünke, J. (2018). Chapter 12. Focus, prosody, and subject positions in L3 Spanish: Analyzing data from German learners with Italian and European Portuguese as heritage languages. In M. García García & M. Uth (Eds.), Focus Realization in Romance and Beyond (pp. 357–386). John Benjamins Publishing Company. https://doi.org/10.1075/slcs.201.12gab
Gabriel, C., Krause, M., & Dittmers, T. (2018). VOT production in multilingual learners of French as a foreign language: Cross-linguistic influence from the heritage languages Russian and Turkish. Revue Française de Linguistique Appliquée, Vol. XXIII(1), 59–72. https://doi.org/10.3917/rfla.231.0059
IEA Hamburg. (2018). Methodenbericht. MEZ – Mehrsprachigkeitsentwicklung im Zeitverlauf. Erhebung in den Jahrgangsstufen 8 und 10. 1. Messzeitpunkt – Januar bis März 2016.
IEA Hamburg. (2018). Methodenbericht. MEZ – Mehrsprachigkeitsentwicklung im Zeitverlauf. Erhebung in den Jahrgangsstufen 8 und 10. 2. Messzeitpunkt – Oktober bis Dezember 2016.
IEA Hamburg. (2018). Methodenbericht. MEZ – Mehrsprachigkeitsentwicklung im Zeitverlauf. Erhebung in den Jahrgangsstufen 8 und 10. 3. Messzeitpunkt – Mais bis Julie 2017.
IEA Hamburg. (2018). Methodenbericht. MEZ – Mehrsprachigkeitsentwicklung im Zeitverlauf. Erhebung in den Jahrgangsstufen 8 und 10. 4. Messzeitpunkt – Mai bis Juni 2018.
Rahbari, S., Gabriel, C., Krause, M., Siemund, P., Bonnie, J. R., Dittmers, T., Feindt, K., Lorenz, E., & Topal, S. (2018). Die linguistische Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ): MEZ Arbeitspapiere Nr. 2. https://doi.org/10.25656/01:15569
2017
Brandt, H., Lagemann, M., & Rahbari, S. (2017). Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ). European Journal of Applied Linguistics, 5(2), 347–357. https://doi.org/10.1515/eujal-2017-0024
Dittmers, T. (2017). Realizacija gluchich i zvonkich smychnych v nemecko-russkom jazykovom kontakte: vremja nachala ozvonchenija. Problemy ontolingvistiki. Osvoenie i funkcionirovanie jazyka v situacii mnogojazychija, 62–68.
Gabriel, C., & Thiele, S. (2017). Learning and teaching of foreign language pronunciation in multilingual settings: A questionnaire study with teachers of English, French, Italian and Spanish. In C. Schlaak & S. Thiele (Eds.), Migration, Mehrsprachigkeit und Inklusion (pp. 79–104). ibidem-Verlag.
Gogolin, I. (2017). Ist Mehrsprachigkeit gut oder schlecht? Ein Standpunkt in einer vielleicht nie endenden Kontroverse. Zeitschrift für Grundschulforschung. Bildung im Elementar- und Primarbereich (ZfG), 10(2), 102–109.
Gogolin, I. (2017). Sprachliche Bildung als Feld von sprachdidaktischer und erziehungswissenschaftlicher Forschung. In M. Becker-Mrotzek & H.-J. Roth (Eds.), Sprachliche Bildung - Grundlagen und Handlungsfelder (pp. 37–53). Waxmann.
Gogolin, I., Brandt, H., Dünkel, N., Gabriel, C., Heimler, J., Klinger, T., Rahbari, S., & Topal, S. (2017). MEZ-Zwischenergebnisse – ausgewählte Daten und Ergebnisse des 1. und 2. Messzeitpunktes aus dem Projekt „Mehrsprachigkeitsentwicklung im Zeitverlauf" (MEZ).
Gogolin, I., Klinger, T., Lagemann, M., & Schnoor, B. (2017). Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ): MEZ Arbeitspapier Nr. 1. https://doi.org/10.25656/01:14825
Heimler, J. (2017). Migration und Geschlecht: Geschlechtsspezifische Unterschiede sprachlicher Fähigkeiten von Jugendlichen verschiedener Herkunftssprachen. In Schlussbericht zum Projekt „Interdisziplinäre Forschungsperspektiven auf Zuwanderung und Akkulturation im Kontext Schule“ (FKZ 01JG1710) (pp. 29–31). DuEPublico.
Krause, M., & Dittmers, T. (2017). Proiznošenie smyčnych soglasnych u uslovijach nemecko-russkogo jazykovogo kontakta. Socio- i psicholingvističeskie issledovanija, 2017(5), 39–51.
Lagemann, M., Brandt, H., & Gogolin, I. (2017). Renditen von Investitionen in fremdsprachliche Fähigkeiten: Eine Untersuchung von Schülerwahrnehmungen und deren Zusammenhang mit ihren Englischkenntnissen. Empirische Pädagogik, 31(4), 460–494.
Peukert, H., & Gogolin, I. (Eds.). (2017). Dynamics of Linguistic Diversity. John Benjamins Publishing Company. https://doi.org/10.1075/hsld.6
Ritter, N. (2017). Chtenie vsluch na russkom jazyke v detskom i podrostkovom vozraste: bilingvy i monolingvy v sravnenii. Problemy ontolingvistiki. Osvoenie i funkcionirovanie jazyka v situacii mnogojazychija, 145–152.
2016
Gogolin, I. (2016). Mehrsprachigkeit und sprachsensibler Unterricht. Sprachliche Fähigkeiten und Bildungserfolg. Grundschule Deutsch, 49, 8–11.
Gogolin, I., & Duarte, J. (2016). Superdiversity, Multilingualism, and Awareness. In J. Cenoz, D. Gorter, & S. May (Eds.), Language Awareness and Multilingualism (pp. 1–16). Springer International Publishing. https://doi.org/10.1007/978-3-319-02325-0_24-1
Gogolin, I., & Gabriel, C. (2016). Erste Ergebnisse – Überblick über Daten und Ergebnisse des 1. Messzeitpunktes (Januar bis März 2016) des Projekts „Mehrsprachigkeitsentwicklung im Zeitverlauf“ (MEZ).
Kanunnikova, V. (2016). Syntaktische Komplexität in mündlichen Erzählungen: Monolinguale russische und bilinguale russisch-deutsche Kinder und Jugendliche im Vergleich. Verlag Dr. Kovač.
Krause, M., & Savenkova, N. (2016). Lautes Lesen im Russischen: Herkunftssprecher\_innen und lebensweltlich monolinguale Kinder und Jugendliche im Vergleich. Wiener Slawistischer Almanach, 77, 133–157.
Usanova, I. (2016). Transfer in bilingual and (bi)scriptual writing: can German-Russian bilinguals profit from their heritage language? The interaction of different languages and different scripts in German-Russian bilinguals. In P. Rosenberg & C. Schroeder (Eds.), Mehrsprachigkeit als Ressource in der Schriftlichkeit (pp. 159–177). De Gruyter.
2015
Brandt, H., & Gogolin, I. (2015). Zum Erwerb der CLIL-Fremdsprache durch Schülerinnen und Schüler mit Migrationshintergrund. In J.-T. Sudhoff, B. Rüschoff, & D. Wolff (Eds.), CLIL Revisited (pp. 127–150). Peter Lang GmbH Internationaler Verlag der Wissenschaften.
Brehmer, B., & Usanova, I. (2015). Biscriptality and heritage language maintenance. In H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 99–121). John Benjamins Publishing Company. https://doi.org/10.1075/hsld.6.06bre
Brehmer, B., & Usanova, I. (2015). Let’s fix it? Cross-linguistic influence in word order patterns of Russian heritage speakers in Germany. In H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 161–188). John Benjamins Publishing Company. https://doi.org/10.1075/hsld.4.08bre
Duarte, J. (2015). Cross-linguistic transfer of academic language in multilingual adolescents. In H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 221–248). John Benjamins Publishing Company.
Gabriel, C., Stahnke, J., & Thulke, J. (2015). Assessing foreign language speech rhythm in multilingual learners: An interdisciplinary approach. In H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 191–220). John Benjamins Publishing Company.
Klinger, T. (2015). Do immigrant children profit from heritage language proficiencies? In H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 277–296). John Benjamins Publishing Company. https://doi.org/10.1075/hsld.4.12kli
Knigge, M., Klinger, T., Schnoor, B., & Gogolin, I. (2015). Sprachperformanz im Deutschen unter Berücksichtigung der Performanz in der Herkunftssprache und Akkulturationseinstellungen. Zeitschrift für Erziehungswissenschaft, 18(1), 143–167. https://doi.org/10.1007/s11618-014-0606-2
Siemund, P., & Lechner, S. (2015). Transfer effects in the acquisition of English as an additional language by bilingual children in Germany. In H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 147–160). John Benjamins Publishing Company. https://doi.org/10.1075/hsld.4.07sie
2014
Duarte, J., Gogolin, I., Klinger, T., & Schnoor, B. (2014). Mehrsprachige Kompetenzen in Abhängigkeit von familialen Sprachpraxen. Zeitschrift für Literaturwissenschaft und Linguistik, 44(2), 66–85. https://doi.org/10.1007/BF03379517
Gogolin, I. (2014). Stichwort: Entwicklung sprachlicher Fähigkeiten von Kindern und Jugendlichen im Bildungskontext. Zeitschrift für Erziehungswissenschaft, 17(3), 407–431. https://doi.org/10.1007/s11618-014-0569-3
