Prof. Dr. Constanze Weth
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Faculty or Centre | Faculty of Humanities, Education and Social Sciences | ||||||
Department | Department of Humanities | ||||||
Postal Address |
Université du Luxembourg Maison des Sciences Humaines 11, Porte des Sciences L-4366 Esch-sur-Alzette |
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Campus Office | MSH, E03 15-090 | ||||||
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Telephone | (+352) 46 66 44 9284 | ||||||
Constanze Weth is head of the Institute for Research on Multilingualism (MLing).
Her research interests are:
- Spelling acquisition in multilingual contexts
- Multilingual writing in contexts of language ausbau
- Literacy practices
- Visualization of grammatical structures in language learning settings
Her focus languages are German, French and Luxembourgish in contact with heritage languages such as Arabic, Occitan, and Portuguese.
To address her research interests, she uses structural linguistic analyses, psycholinguistic experiments and sociolinguistic ethnography.
Last updated on: Tuesday, 04 February 2020
Just published
- Weth, Constanze & Juffermans, Kasper (Eds.) (2018). Tyranny of Writing: Ideologies of the Written word. Bloomsbury
- Dahmen, Silvia & Weth, Constanze (2018). Phonetik, Phonologie und Schrift [Phonetics, Phonology and Writing]. Ferdinand Schöningh, utb
- Constanze Weth (2017) Bausteng Grammatik: Material zum Erforschen von Wörtern und Sätzen. [Brick Grammar. Didactic Material for exploring words and phrases]. Luxembourg: Ministère de l'Education nationale, de l'Enfance et de la Jeunesse / Université du Luxembourg
Conference organization in 2017-2018
- Literacies in Contact. Theoretical, Pedagogical and Political Implications. Final conference of the LitCo network at Goethe University Frankfurt, November 16-17, 2017
- Spielerisches Experimentieren mit Wörtern und Sätzen: Die Vorstellung der “Bausteng Grammatik“ und deren Umsetzung in Klassen der Zyklen 1-4, 20. Februar 2018.
- Making Literacy Meaningful in Multilingual Learning Settings, February 22, 2018
- Tyranny of Writing: Ideologies of the Written Word. Book release, March 21, 2018
Last updated on: 12 Feb 2018
Download full CV: CV Constanze Weth
Professional Career
- Since 2013: Associate Professor at the University of Luxembourg
- 2008-2012: Lecturer (Akademische Rätin) at the University of Education Freiburg, Germany
- 2005-2008: Lecturer (Wissenschaftliche Mitarbeiterin) at the University of Osnabrück, Germany
- 2002-2005: PhD student at the doctoral schoolMigration in modern Europeof the Institute for Migration and Intercultural Studies (IMIS) at the University of Osnabrück, Germany
- 1991-1996: Milliner working in Witten (Germany), Paris and Berlin
Academic Career and Qualifications
- 2007: PhD in Linguistics at the University of Osnabrück, Germany. Title: Mehrsprachige Schriftpraktiken in Frankreich. Eine ethnographische und linguistische Untersuchung zum Umgang mehrsprachiger Grundschüler mit Schrift. [Multilingual writing practices in France. An ethnographic and linguistic study about how primary school children use writing]
- 2001: Master of Cultural Studies and French Language Studies, Humboldt University Berlin, Germany
- 1996-2001: Student of Cultural Studies and French Language Studies, Humboldt University Berlin, Germany
- 1999: Student of Modern Languages, Blaise Pascal University Clermont-Ferrand, France
Last updated on: 02 Jun 2020
- Current Research Projects
GRASP - Effects of Grammatical Reflection on Spelling among multilingual pupils (April 2019 - March 2022)
Using grammatical reflection to get a grasp on syntactic orthographic markers
Principal Investigator
Funding: Fonds National de la Recherche (FNR)
Doctoral Training Unit Capitalizing on Linguistic Diversity (CALDIE) (2017-2021)
Principal Investigator of the project The development of orthographic practices of multilingual pupils, research axis Language Learning and Achievement
The doctoral training unit focuses on the fundamental question of how learners’ linguistic repertoires interact with their learning.
Funding: Fonds National de Recherche Luxembourg (FNR), PRIDE scheme, Chief Investigator: Adelheid Hu
Morphosyntactic Spelling (MorphoSyn) (2014-2021)
Principal Investigator
The project is investigating how explicit teaching of morphological and morphosyntactic structures in these written language(s) enhances pupils’ morphological and morphosyntactic processing skills, thus improving and spelling at the word and sentence levels. The project is partially integrated into the CALIDIE doctoral training unit.
Funding: University of Luxembourg
- Past Research Projects
Making Literacy Meaningful (MLM) (2017-2019)
Principal Investigator of the Luxembourgish section
The project Making Literacy Meaningful is developing practical skills in the area of language and literacy development, with a specific focus on multilingual and multicultural classrooms. (http://euliteracy.eu/)
Funding: European Union (ERASMUS+ scheme)
LitCo – Literacies in Contact (2014-2018)
Principal Investigator with M. Böhm (PH Karlsruhe)
The research network LitCo has been exploring the use of written language in multilingual settings. The major goal of LitCo is to bring about a change of perspective in current fields of studies and to systematically relate multilingualism to literacies.
Funding: German Research Foundation (DFG), Research network scheme
Apprentissage langagier de tous les élèves de l’école et cohérence verticale entre tous les cycles [Language learning of all school pupils and coherence of language education across primary school] (2014-2017)
Principal Investigator
Collaborative research within the 'Plan de Réussite Scolaire' [Plan for scholarly success] of the primary school Dellhéicht, Esch-sur Alzette, Luxembourg. The Bricks Grammar (Bausteng Grammatik) has been developed within the context of the project
Funding: SCRIPT/Ministry of Education Luxembourg
VisDeM – Visualisierung im Deutsch- und Mathematikunterricht [Visualization in the German and Mathematics classroom] (2013-2016)
Principal Investigator with P Gretsch (PH Freiburg) of the projects German Grammar within the Doctoral School
Visualization in the German and the mathematics classroom (VisDeM) is an interdisciplinary graduate school at the University of Education Freiburg (Germany). It aims at finding answers to the overarching question how learning processes regarding abstract concepts can be fostered by means of subject-specific multimodal representations.
Funding: Ministerium für Wissenschaft, Forschung und Kunst Baden-Württemberg, FUN Kolleg scheme
Bilingualer Schulversuch Müllheim [Bilingual school experiment Müllheim] (2008-2010)
Principal Investigator
The study examined the learning and teaching processes of French (L2, L3) and German (L1, L2) during primary school. The project was part of the school project Mehr Sprache und Kultur of the Michael-Friedrich-Wild Grundschule Müllheim, Germany.
Funding: Ministerium für Kultus, Jugend und Sport Baden-Württemberg
Sprachfüchse (2007-2010)
Principal Investigator
The pilot project Sprachfüchse ('language cub') was developed and implemented in cooperation with the local associations AWO, ASB, Quer-Wege and Kindersprachbrücke. It aimed to develop language and literacy skills of Five-year-old children in eight kindergartens in Jena. The evaluation of the pilot project was positive and the project, therefore, consolidated.
Funding: Town of Jena
Last updated on: 07 May 2020
- BScE - Bachelor of Educational Sciences
- Master in Learning and Communication in Multilingual and Multicultural Contexts
- Master in Secondary Education
- Teacher Training at the National Institute for Teacher Training in Luxembourg (IFEN)
Last updated on: 09 Feb 2018
- Lisa Klasen: The effects of grammatical reflection for spelling French plural markers among grade 4 pupils and intra-individual development throughout one year
- Katinka Mangelschots: The effects of grammatical reflection for spelling capitals of German nouns among grade 4 pupils and intra-individual development throughout one year
- Anne Lorenz: Prozesse beim Schrifterwerb bilingual deutsch-französischer Grundschulkinder. Eine empirische Longitudinalstudie zum Einfluss des Erstschriftsystems auf den Zweitschrifterwerb.
Defended doctoral theses:
- Linda Brucher: The development of orthographic practices of multilingual pupils
- Laura Hahn: Effekte alternativer Visualisierungen auf den Kompetenzzuwachs zu expliziten Grammatiken (Effects of alternative visualisations on the acquisition of explicit grammatical forms and functions) (co-tutelle)
- Natalia Bilici: Acquisition of grammatical information within French and German orthography by multilingual Luxembourgish children
Last updated on: 04 Aug 2021

2022

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in Stavans, Anat; Jessner-Schmid, Ulrike (Eds.) The Cambridge Handbook of Childhood Multilingualism (2022)
2021

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in Written Language and Literacy (2021), 24(1), 81-110
2020

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in Didaktik Deutsch (2020), 25(48), 55-70

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in Writing Systems Research (2020), 11(2), 95-109

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in L1-Educational Studies in Language and Literature (2020), 20

in Frontiers in Psychology (2020), 11(2082),

in Langlotz, Miriam (Ed.) Grammatikdidaktik – theoretische und empirische Zugänge zu sprachlicher Heterogenität (2020)

in Deutschunterricht (Der): Beiträge zu seiner Praxis und wissenschaftlichen Grundlegung (2020), 2020(2), 44-52

Article for general public (2020)

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in Written Language and Literacy (2020), 23(2), 133-153

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in Written Language and Literacy (2020), 23(2), 289-312

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in Writing Systems Research (2020)
2019

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Presentation (2019, April 05)
2018

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in Applied Psycholinguistics (2018), 39(6), 1319-1343

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in Weth, Constanze; Juffermans, Kasper (Eds.) Tyranny of Writing: Ideologies of the Written Word (2018)
2017

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Scientific Conference (2017, June 26)

Book published by Ministère de l'Education nationale, de l'Enfance et de la Jeunesse / Université du Luxembourg (2017)
2016

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Scientific Conference (2016, September 20)

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Poster (2016, July)

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Poster (2016, March 12)

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2016), 365

in Kilian, Jörg; Rymarczyk, Jutta (Eds.) Language Learning: First Language, Second Language, Foreign Language (2016)

in Hélot, Christine; Erfurt, Jürgen (Eds.) L'éducation bilingue en France. Politiques linguistiques, modèles et pratiques (2016)

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in Bunčić, Daniel (Ed.) Biscriptality a sociolinguistic typology (2016)

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in Gretsch, Petra; Holzäpfel, Lars (Eds.) Lernen mit Visualisierungen. Erkenntnisse aus der Forschung und deren Implikationen für die Fachdidaktik (2016)

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in Gretsch, Petra; Holzäpfel, Lars (Eds.) Lernen mit Visualisierungen. Erkenntnisse aus der Forschung und deren Implikationen für die Fachdidaktik (2016)
2015

in International Journal of Multilingualism (2015), 12(2), 196-209

in Röber, Christa; Olfert, Helena (Eds.) Schriftsprach- und Orthographieerwerb: Erstlesen, Erstschreiben (2015)
2014

in Morys, Nancy; Kirsch, Claudine; de Saint-Georges, Ingrid; Gretsch, Gérard (Eds.) Lernen und Lehren in multilingualen Kontexten. Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum (2014)

in Klump, André; Kramer, Johannes; Willems, Aline (Eds.) Manuel des langues romanes (2014)
2012

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in Grießhaber, Wilhelm; Kalkavan, Zeynep (Eds.) Orthographie- und Schrifterwerb bei mehrsprachigen Kindern. (2012)
2011

in Rymarczyk, Jutta; Kötter, Markus (Eds.) Fremdsprachenunterricht in der Grundschule: Forschungsergebnisse und Vorschläge zu seiner weiteren Entwicklung. (2011)

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Article for general public (2011)
2010

in IMIS Beiträge (2010), 37

in Heinzel, Frederike; Panagiotopoulou, Argyro (Eds.) Qualitative Bildungsforschung im Elementar- und Primarbereich. (2010)

in IDV-Magazin. Der Internationale Deutschlehrerverband. (2010), 82

in Diehr, Bärbel; Rymarczyk, Jutta (Eds.) Researching literacy in a foreign language among primary school learners. (2010)
2009

in Schramm, Karen; Schroeder, Christoph (Eds.) Empirische Zugänge zu Sprachförderung und Spracherwerb in Deutsch als Zweitsprache. (2009)
2008

in Frings, Michael; Vetter, Eva (Eds.) Mehrsprachigkeit als Schlüsselkompetenz: Theorie und Praxis in Lehr- und Lernkontexten. Akten zur gleichnamigen Sektion des XXX. Deutschen Romanistentages an der Universität Wien (22.bis 27. September 2007). (2008)
2006

in Anne, Walter; Margarete, Menz; Sabina, De Carlo (Eds.) Grenzen der Gesellschaft? Migration und sozialstruktureller Wandel in der Zuwanderungsregion Europa. (2006)
2005

in Peter, Cichon; Barbara, Czernilofsky; Robert, Tanzmeister; Astrid, Hönigsperger (Eds.) Entgrenzungen. Für eine Soziologie der Kommunikation. Festschrift für Georg Kremnitz zum 60. Geburtstag. (2005)
2004

in Lendemains (2004), 114/115
2002

in Weydt, Harald (Ed.) Langue – Communauté – Signification: Approches en Linguistique Fonctionnelle. Actes du XXVème Colloque International de Linguistique Fonctionnelle. (2002)

in Lengas: Revue de Sociolinguistique (2002)