Article published in:
Developing, Modelling and Assessing Second Languages
Edited by Jörg-U. Keßler, Anke Lenzing and Mathias Liebner
[Processability Approaches to Language Acquisition Research & Teaching 5] 2016
► pp. 163192
References

References

Andersen, R.W., & Shirai, Y.
(1994) Discourse motivations for some cognitive acquisition principles. Studies in Second Language Acquisition, 16, 133-156. CrossrefGoogle Scholar
Bardovi-Harlig, K.
(2000) Tense and aspect in second language acquisition: Form, meaning, and use. Oxford: Blackwell.Google Scholar
Beckmann, U.
(2006) Frühes Fremdsprachenlernen: Historischer Überblick. In M. Pienemann, J.-U. Keßler, & E. Roos (Eds.), Englischerwerb in der Grundschule (pp. 11-23). Paderborn: Schöningh.Google Scholar
Döpke, S.
(1992) One parent - One language. An interactional approach. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Ellis, R.
(1985) Understanding second language acquisition. Oxford: Oxford University Press.Google Scholar
(2008) The study of second language acquisition. Oxford: Oxford University Press.Google Scholar
European Commission
(2003) Promoting language learning and linguistic diversity: An action plan 2004 – 2006. Accessed on 22 March 2013 from:http://​ec​.europa​.eu​/education​/doc​/official​/keydoc​/actlang​/act​_lang​_en​.pdfGoogle Scholar
Eurydice
(2012) Key data on teaching languages at school in Europe. Brussels: Eurydice Unit. Accessed on 19 March 2013 from: http://​eacea​.ec​.europa​.eu​/education​/eurydice​/documents​/key​_data​_series​/143EN​.pdfGoogle Scholar
Housen, A., Schoonjans, E., Janssens, S., Welcomme, A., & Pierrard, M.
(2011) Conceptualizing and measuring the impact of contextual factors in instructed SLA - The role of language prominence. International Journal of Applied Linguistics (IRAL), 49(2), 83–112.Google Scholar
Johnston, M.
(1985) Syntactic and morphological progressions in learner English. Canberra: Commonwealth Department of Immigration and Ethnic Affairs.Google Scholar
Johnstone, R.
(2002) Addressing “The age factor”: Some implications for language policy. Strasbourg: Council of Europe.Google Scholar
Kersten, K., Imhoff, C., & Sauer, B.
(2002) The acquisition of English verbs in an elementary school immersion program in Germany. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in honor of Henning Wode (pp. 473-497). Trier: WVT.Google Scholar
Kersten, K.
(2009a) Profiling child ESL acquisition: Practical and methodological issues. In J.-U. Keßler & D. Keatinge (Eds.), Research in second language acquisition: Empirical evidence across languages (pp. 267-294). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
(2009b) Verbal inflections in L2 child narratives: A study of lexical aspect & grounding. Trier: WVT.Google Scholar
(2011) Don‘t make so long, we waiting! Forschung und Praxis in bilingualen frühen Fremdsprachenlernen. Mimeo: University of Hildesheim.Google Scholar
Keßler, J.-U., & Kohli, V.J.
(2006) Erhebung von Sprachprofilen im frühen Englischerwerb: Kommunikative Tasks in Forschung und Fremdsprachenunterricht. In M. Pienemann, J.-U. Keßler, & E. Roos (Eds.), Englischerwerb in der Grundschule (pp. 89-109). Paderborn: Schöningh.Google Scholar
Keßler, J.-U., & Liebner, M.
(2011) Diagnosing L2 development. Rapid profile. In M. Pienemann & J.-U. Keßler, (Eds.), Studying Processability Theory. An introductory textbook (pp. 133-147). Amsterdam: John Benjamins. CrossrefGoogle Scholar
KMK
(2005) Kultusministerkonferenz: Bericht: Fremdsprachen in der Grundschule - Sachstand und Konzeption. Berlin 2004. Accessed on 19 March 2013 from:http://​www​.kmk​.org​/fileadmin​/veroeffentlichungen​_beschluesse​/2005​/2005​_02​_10​-Fremdsp​-Grundschule​.pdf
Kyriacou, C.
(1997) Effective teaching in schools: Theory and practice. Cheltenham: Stanley Thornes.Google Scholar
Larsen-Freeman, D., & Long, M.H.
(1991) An introduction to second language acquisition research. New York, NY: Addison Wesley Longman.Google Scholar
Leopold-Mudrack, A.
(1998) Fremdsprachenerziehung in der Primarstufe: Voraussetzungen, Konzept, Realisierung. Berlin: Waxmann.Google Scholar
Liebner, M., & Pienemann, M.
(2011) Explaining learner variation. In M. Pienemann & J.-U. Keßler (Eds.), Studying Processability Theory. An introductory textbook (pp. 63-73). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Lightbown, P.M., & Spada, N.
(1999) How languages are learned. Oxford: Oxford University Press.Google Scholar
Long, M.H.
(1985) A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77-99). Clevedon: Multilingual Matters.Google Scholar
(2007) Problems in SLA. New York, NY: Lawrence Erlbaum Associates.Google Scholar
Maier, E.
(2011) The acquisition of English as a second language in the primary classroom: Applying Processability Theory. Unpublished BA thesis. University of Hildesheim.Google Scholar
Mansouri, F.
(2008) Second language acquisition research: Theory-construction and testing. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Massler, U., Ioannou-Georgiou, S., & Steiert, C.
(2010) CLIL teaching: Good practice. In S. Ioannou-Georgiou, & P. Pavlou (Eds.), Guidelines for CLIL implementation in primary and pre-primary education (pp. 67-98). Latsia: Cyprus Pedagogical Institute.Google Scholar
Mehisto, P.
(2011) Complexity competence: A tool for co-constructing CLIL programming. In D. Elsner & A. Wildemann (Eds.), Sprachen Lernen – Sprachen Lehren/Language Learning – Language Teaching. Perspektiven für die Lehrerbildung in Europa/Prospects for Teacher Education across Europe (pp. 121-140). Frankfurt: Peter Lang.Google Scholar
Muñoz, C.
(2011) Is input more significant than starting age in foreign language acquisition? International Review of Applied Linguistics, 49(2), 113-133.Google Scholar
Neubauer, L.
(2013) Assessing the grammatical language competence in primary school: A comparative study. Unpublished MEd thesis. University of Hildesheim.
Niedersächsisches Kultusministerium
(2006) Kerncurricula. Accessed on 8 May 2013 from: http://​www​.nibis​.de​/nibis​.php​?menid​=3613Google Scholar
Pallotti, G.
(2003) Cross-linguistic tests of Processability Theory: An operational definition of the emergence criterion. Presentation at EURASLA, Edinburgh, 18-21 September.
(2007) An operational definition of the emergence criterion. Applied Linguistics 28(3), 361-382. CrossrefGoogle Scholar
Pienemann, M.
(1998) Language processing and second language development: Processability Theory. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2005) An introduction to Processability Theory. In M. Pienemann (Ed.), Cross-Linguistic Aspects of Processability (pp. 1-60). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Pienemann, M., Keßler, J.-U., & Liebner, M.
(2006) Englischerwerb in der Grundschule: Untersuchungsergebnisse im Überblick. In J.-U. Keßler & E. Roos (Eds.), Englischerwerb in der Grundschule, M. Pienemann (pp. 68-88). Paderborn: Schöningh.Google Scholar
Pienemann, M., & Mackey, A.
(1993) An empirical study of children’s ESL development and rapid profile. In P. McKay (Ed.), ESL development: Language and literacy in schools (pp. 115-259). Canberra: Commonwealth of Australia & National Languages and Literacy Institute of Australia.Google Scholar
Piske, T., MacKay, I.R.A., & Flege, J.E.
(2001) Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics, 29, 191-215. CrossrefGoogle Scholar
Piske, T.
(2006) Zur Entwicklung der Englischkenntnisse bei deutschsprachigen Immersionsschülerinnen und –schülern im Grundschulalter. In N. Schlüter (Ed.), Fortschritte im frühen Fremdsprachenlernen – Ausgewählte Tagungsbeiträge Weingarten 2004 (pp. 206-212). Berlin: Cornelsen.Google Scholar
Roos, J.
(2006) Frühes Fremdsprachenlernen: Eine Standortbestimmung. In M. Pienemann, J.-U. Keßler, & E. Roos (Eds.), Englischerwerb in der Grundschule (pp. 24-32). Paderborn: Schöningh.Google Scholar
Schwirz, K.
(2012) Applying a second language acquisition theory to the EFL classroom: Processability Theory and its practicability for English teachers. Unpublished MEd thesis. University of Hildesheim.Google Scholar
Schwirz, K., Maier, E., & Neubauer, L.
(2012) Applying Processability Theory to the primary immersion classroom. Presentation at the 12th International Symposium on Processability Approaches to Language Acquisition. Ghent, 28 September.
Snow, M.A.
(1990) Instructional methodology in immersion foreign language education. Foreign Language Education: Issues and Strategies, 113, 156-171.Google Scholar
Weitz, M., Pahl, S., Flyman Mattsson, A., Buyl, A., & Kalbe, E.
(2010) The Input Quality Observation Scheme (IQOS): The nature of L2 input and its influence on L2 development in bilingual preschools. In K. Kersten, et al. (Eds.), Bilingual Preschools, Vol. I: Learning and Development, 5-44. Trier: WVT.Google Scholar
Wenzel, L.
(2011) Second language learning as a process: Defining, applying and analyzing Processability Theory. Unpublished BA thesis. University of Hildesheim.Google Scholar
Wesche, M.B.
(2002) Early French immersion: How has the original Canadian model stood the test of time? In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development (pp. 357-379). Trier: WVT.Google Scholar
Wiegand, J.
2012Immersive education: Effective second language learning in primary schools? Unpublished BA thesis. University of Hildesheim.Google Scholar