Cover not available
Article published In:
International Journal of Learner Corpus Research
Vol. 8:1 (2022) ► pp.97–120
Corpus reports

Leonide

A longitudinal trilingual corpus of young learners of Italian, German and English

| Eurac Research
| Eurac Research
| Eurac Research
| Eurac Research
| Eurac Research

This article presents the longitudinal trilingual corpus of young learners of Italian, German and English called LEONIDE. The corpus consists of L1, L2 and L3 learner texts. L1 texts were written in two languages of schooling (i.e. Italian and German), L2 texts in two languages learned as second languages (i.e. German and Italian), and L3 texts in an additional foreign language (i.e. English). All texts were collected from a group of lower secondary school pupils from the multilingual Italian province of South Tyrol whose development in all three languages was observed over a period of three years. Each text comes with rich metadata as well as manual and automatic annotations.

Keywords: longitudinal learner corpus, young learners, multilingual corpus, L2 German, L2 Italian, L3 English
Article outline
  • 1.Introduction
  • 2.Origin of the corpus data
    • 2.1Linguistic situation of South Tyrol
    • 2.2The project One School, Many Languages
  • 3.Corpus design
    • 3.1Written language assessment tasks
    • 3.2Participants
  • 4.Corpus data
    • 4.1Corpus size
    • 4.2Transcription
    • 4.3Manual annotations
    • 4.4Automatic annotations
    • 4.5Metadata
  • 5.Corpus access and reusability
  • 6.Potential future use of LEONIDE in LCR and corpus-based language teaching
  • Acknowledgements
  • Notes
  • References
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 8 March 2022
DOI logo
https://doi.org/10.1075/ijlcr.21004.gla
References
Abel, A., Glaznieks, A., Nicolas, L., & Stemle, E. W.
(2014) KoKo: An L1 learner corpus for German. Proceedings of the 9th International Conference on Language Resources and Evaluation (LREC 2014) (pp. 2414–2421).Google Scholar
Alber, E.
(2012) South Tyrol’s education system: Plurilingual answers for monolinguistic spheres? L’Europe en Formation, 363 (1), 399–415. DOI logoGoogle Scholar
Astat
(2012) Volkszählung 2011 – Censimento della popolazione 2011. astatinfo 38. [URL]
Bettoni, C., & di Biase, B.
(Eds.) (2015) Grammatical development in second languages: Exploring the boundaries of Processability Theory. The European Second Language Association.Google Scholar
Boyd, A., Hana, J., Nicolas, L., Meurers, D., Wisniewski, K., Abel, A., Schöne, K., Štindlová, B., & Vettori, C.
(2014) The MERLIN corpus: learner language and the CEFR. Proceedings of the 9th International Conference on Language Resources and Evaluation (LREC 2014) (pp. 1281–1288).Google Scholar
Brosgol, V.
(2011) Anya’s ghost. First Second Books.Google Scholar
Busch, B.
(2012) The linguistic repertoire revisited. Applied Linguistics 33 (5), 503–523. DOI logoGoogle Scholar
Cummins, J.
(1984) Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Rivera (Ed.), Language proficiency and academic achievement (pp. 2–19). Mulitlingual Matters.Google Scholar
de Bot, K., & Jaensch, C.
(2015) What is special about L3 processing? Bilingualism: Language and Cognition, 18 (2), 130–144. DOI logoGoogle Scholar
Deutsches Schulamt
(2009) Rahmenrichtlinien des Landes für die Festlegung der Curricula für die Grundschule und die Mittelschule an den autonomen deutschsprachigen Schulen in Südtirol. Deutsches Schulamt.Google Scholar
Dipartimento Istruzione e Formazione italiana
(2008) Indicazioni provinciali per la definizione dei curriculi del primo ciclo d’istruzione della scuola in lingua italiana della Provincia Autonoma di Bolzano. Provincia Autonoma di Bolzano.Google Scholar
Dirdal, H., Danbolt Drange, E.-M., Graedler, A.-L., Guldal, T. M., Hasund, I. K., Nacey, S. L., & Rørvik, S.
(2017) Tracking Written Learner Language (TRAWL): A longitudinal corpus of Norwegian pupils’ written texts in second/foreign languages. Book of Abstracts of the 4th Learner Corpus Research Conference – LCR 2017 (Bolzano/Bozen, 5–7 October 2017) (pp. 182–183).Google Scholar
Ehlich, K.
(2005) Sprachaneignung und deren Feststellung bei Kindern mit und ohne Migrationshintergrund – Was man weiß, was man braucht, was man erwarten kann. In Bundesministerium für Bildung und Forschung (Ed.), Bildungsreform Band 11: Anforderungen an Verfahren der regelmäßigen Sprachstandsfeststellung als Grundlage für die frühe und individuelle Förderung von Kindern mit und ohne Migrationshintergrund (pp. 11–63). BMBF.Google Scholar
Engel, D., & Stopfner, M.
(2019) Communicative competence in the context of increasing diversity in South Tyrolean schools. In E. Vetter & U. Jessner (Eds.), International research on multilingualism: Breaking with the monolingual perspective (pp. 59–80). Springer Nature.Google Scholar
Flick, U.
(2011) Das episodische Interview. In G. Oelerich & H.-U. Otto (Eds.), Empirische Forschung und Soziale Arbeit: Ein Studienbuch (pp. 273–280). VS Verlag für Sozialwissenschaften/Springer. DOI logoGoogle Scholar
Gogolin, I.
(2004) Lebensweltliche Mehrsprachigkeit. In K.-R. Bausch, F. G. Königs, & H.-J. Krumm (Eds.), Mehrsprachigkeit im Fokus: Arbeitspapiere der 24. Frühjahrskonferenz zur Erforschung des Fremdsprachenunterrichts (pp. 55–61). Narr.Google Scholar
Gogolin, I., Lange, I., Hawighorst, B., Bainski, C., Heintze, A., Rutten, S., & Saalmann, W.
(2011) Durchgängige Sprachbildung: Qualitätsmerkmale für den Unterricht. Waxmann.Google Scholar
Granger, S.
(2015) The contribution of learner corpora to reference and instructional materials design. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 486–510). Cambridge University Press. DOI logoGoogle Scholar
Granger, S., & Paquot, M.
(2017) Core metadata for learner corpora. Draft 1.0. (Unpublished manuscript). Université catholique de Louvain.Google Scholar
Grießhaber, W.
(2006) Testen nichtdeutschsprachiger Kinder bei der Einschulung mit dem Verfahren der Profilanalyse – Konzeption und praktische Erfahrungen. In B. Ahrenholz, & E. Apeltauer (Eds.), Zweitsprachenerwerb und curriculare Dimensionen. Empirische Untersuchungen zum Deutschlernen in Kindergarten und Grundschule (pp. 73–90). Stauffenburg.Google Scholar
(2010) Sprachkenntnisse einschätzen – Schreibfertigkeiten fördern. In C. Benholz, G. Kniffka, & E. Winters-Ohle (Eds.), Fachliche und sprachliche Förderung von Schülern mit Migrationsgeschichte. Beiträge des Mercator-Symposions im Rahmen des 15. AILA-Weltkongresses „Mehrsprachigkeit: Herausforderungen und Chancen“ (pp. 115–135). Waxmann.Google Scholar
Grotjahn, R.
(Ed.) (2014) Der C-Test: Aktuelle Tendenzen/The C-Test: Current Trends. Lang. DOI logoGoogle Scholar
Ingenkamp, K., & Lissmann, U.
(2008) Lehrbuch der pädagogischen Diagnostik. Beltz.Google Scholar
Karges, K., Studer, T., & Wiedenkeller, E.
(2019) On the way to a new multilingual learner corpus of foreign language learning in school: Observations about task variations. In A. Abel, A. Glaznieks, V. Lyding, & L. Nicolas (Eds.), Widening the Scope of Learner Corpus Research. Selected Papers from the Fourth Learner Corpus Research Conference (pp. 137–165). Presses universitaires de Louvain.Google Scholar
Keßler, J.-U.
(2006) Englischerwerb im Anfangsunterricht diagnostizieren. Linguistische Profilanalysen am Übergang von der Primarstufe in die Sekundarstufe I. Narr.Google Scholar
Leech, G.
(1997) Teaching and language corpora: A convergence. In A. Wichmann, S. Fligelstone, T. Mc Enery, & G. Knowles (Eds.), Teaching and language corpora (pp. 1–23). Addison Wesley Longman.Google Scholar
Lüdi, G.
(2006) Multilingual repertoires and the consequences for linguistic theory. In K. Bührig, & J. D. ten Thije (Eds.), Beyond misunderstanding: Linguistic analyses of intercultural communication (pp. 11–42). John Benjamins. DOI logoGoogle Scholar
Okinina, N., Nicolas, L., & Lyding, V.
(2018) Transc&Anno: A graphical tool for the transcription and on-the-fly annotation of handwritten documents. Proceedings of the Eleventh International Conference on Language Resources and Evaluation (LREC 2018) (pp. 701–705).Google Scholar
Pospeschill, M.
(2010) Testtheorie, Testkonstruktion, Testevaluation. UTB. DOI logoGoogle Scholar
Reich, H.
(2010) Sprachstanderhebung, ein- und mehrsprachig. In B. Ahrenholz, & I. Oomen-Welke (Eds.), Deutsch als Zweitsprache (pp. 420–429). Schneider Hohengehren.Google Scholar
Satrapi, M.
(2000) Persepolis: The story of a childhood (Book 1). Pantheon BooksGoogle Scholar
(2004) Persepolis: The story of a return (Book 2). Pantheon Books.Google Scholar
Tamaki, M., & Tamaki, J.
(2014) This one summer. First Second Books.Google Scholar
Tan, S.
(2006) The arrival. Hodder Children’s Books.Google Scholar
Tono, Y., & Díez-Bedmar, M. B.
(2014) Focus on learner writing at the beginning and intermediate stages: The ICCI corpus. International Journal of Corpus Linguistics, 19 (2), 163–177. DOI logoGoogle Scholar
Voltmer, L.
(2007) Languages in South Tyrol: Historical and legal aspects. In A. Abel, M. Stuflesser, & L. Voltmer (Eds.), Aspects of multilingualism in European border regions: Insights and views from Alsace, Eastern Macedonia and Thrace, Lublin Voivodeship and South Tyrol (pp. 201–219). Europäische Akademie Bozen.Google Scholar
Wilkinson, M., Dumontier, M., Aalbersberg, I., et al.
(2016) The FAIR Guiding Principles for scientific data management and stewardship. In Scientific Data, 3 1, Article Number 160018. DOI logoGoogle Scholar
Cited by

Cited by 5 other publications

Abidah, Khilda Husnia, Elisa Ratih, Evynurul Laily Zen, Ira Maria Fran Lumbanbatu & Anisatul Ilmiah
2023. Exploring the Grammatical Development of Multilingual Learners of English: A Corpus-Based Perspective. In Proceedings of the 20th AsiaTEFL-68th TEFLIN-5th iNELTAL Conference (ASIATEFL 2022) [Advances in Social Science, Education and Humanities Research, 749], ► pp. 311 ff. DOI logo
Lüdtke, Ulrike, Juan Bornman, Febe de Wet, Ulrich Heid, Jörn Ostermann, Lars Rumberg, Jeannie van der Linde & Hanna Ehlert
2023. Multidisciplinary Perspectives on Automatic Analysis of Children’s Language Samples: Where Do We Go from Here?. Folia Phoniatrica et Logopaedica 75:1 ► pp. 1 ff. DOI logo
Ramponi, Alan
2024. Language Varieties of Italy: Technology Challenges and Opportunities. Transactions of the Association for Computational Linguistics 12 ► pp. 19 ff. DOI logo
Schmiderer, Katrin & Barbara Hinger
2023. L’INTERLINGUA PRODUTTIVA E RICETTIVA DI STUDENTI DI ITALIANO LS IN UN CONTESTO DI SCUOLA SECONDARIA AUSTRIACA. Italiano LinguaDue 15:2 ► pp. 43 ff. DOI logo
Spina, Stefania, Irene Fioravanti, Luciana Forti & Fabio Zanda
2023. The CELI corpus: Design and linguistic annotation of a new online learner corpus. Second Language Research DOI logo

This list is based on CrossRef data as of 20 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.