Projects of Specialization II: Literacy, Multilingualism, and Multimodality

Focus Area 2 “Language Education, Multilingualism, and Multimodality” centers on the question of how multilingual and multimodal potentials can be positively developed. This focus area includes both individual language development in the context of multilingualism and various modalities of language, such as sign language, taking into account their development across different life stages. Furthermore, it explores how educational institutions and processes can be designed to strengthen the advantages of multilingualism and mitigate potential disadvantages regarding educational outcomes, thereby promoting social integration and participation.

Learn more about Focus Area 2 "Language Education, Multilingualism, and Multimodality".

Projects

• Coactivating the Difference in the Verbal Domain of German Sign Language: A Perspective on the Acquisition and Processing of Signs and Reading (CoDiPro) (Hänel-Faulhaber/Herrmann, DFG)
• Diversity Contexts in Teacher Education (Fürstenau et al., DAAD, BMBF)
• ComBiMe: Comics as Educational Media in the Federal Republic of Germany, 1960s–1980s (Kesper-Biermann, DFG)
• Effectiveness of Structural Approaches to Word Reading and Spelling. An Intervention Study in Early Instruction (Müller/Bangel, DFG)
• CoMMiTTEd – Covid, Migrants and Minorities in Teacher Education: A Fake News Observatory to Promote Critical Thinking and Digital Literacy in Times of Crisis (Melo-Pfeifer, Erasmus+)
• Professional Teaching to Support Subject-Specific Learning under Changing Societal Conditions (ProfaLe) (Lengyel, Höttecke et al., BMBF)
• Pattern Recognition and Implicit Learning in Deaf and Hard-of-Hearing Children (Hänel-Faulhaber, funded under the Excellence Strategy of the Federal and State Governments)
• SpraBÜ – Language Education in the Transition from Preparation to Regular Classes (Fürstenau et al., DFG)
• LoCALL: Local Linguistic Landscapes for Global Language Education in the School Context (Melo-Pfeifer, Erasmus+)
• Language Education Professionals in Multilingual Daycare Centers – SprabiPiKs (Lengyel, Salem et al., BMBF)
• Evaluation of Inclusive Classes at the Elbschule (EIKE): Multimodal Linguistic Heterogeneity, Learning, and Participation (Hänel-Faulhaber, Kurt and Käthe Klinger Foundation)
• Multilingualism as a Field of Action in Intercultural School Development. An Intervention Study in Primary Schools (MIKS) and “MIKS 2” (Fürstenau and Huxel, BMBF)
• Transnational Educational Trajectories and Social Positioning between Brazil and Europe. A Qualitative Study among Migrant Families (Fürstenau, DFG)
• Multilingualism at the Sustainable University (Interdisciplinary research project in cooperation with English Studies, German Studies, Law, Medicine, Economics, and Social Sciences)
• BOLD: Building on Linguistic and Cultural Diversity for Social Action Within and Beyond European Universities (Heidari)
• Micro Perspectives on Physics Lessons in the Context of Linguistic Diversity (Möller)
• LFF Project “Under Pressure” (Sturm)
• Junior Research Group “MARE” (Usanova)
• Self-Regulated Social-Emotional Learning at Urban Comprehensive Schools in Hamburg (with sub-projects SeGEL-Sek1 and PAS-SEL) (Schmalenbach)
• Language Education in the Immigration Society (Dünkel)
• Literal and Numerical Competencies and Division of Labor (Beblo)
• Comics as Educational Media in the Federal Republic of Germany (1960s–1980s) (Kesper-Biermann, DFG)
• Linguistic and Multimodal Design of Mathematics Textbooks (van den Ham)
• CoDiPro (Coactivating the Difference in the Verbal Domain of German Sign Language: A Developmental Perspective at Signers Processing Signing and Reading) (Hänel-Faulhaber)