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Bilingualism continues to increase with more than 350 different languages spoken in the United States, and more than 21% of people over the age of five (approximately 66 million people) speaking a language other than English at home (U.S. Census Bureau, 2020). Many bilingual children in the US speak a minority first language (L1) and English as their second language (L2). For a bilingual child, development of both languages are important for different purposes and contexts. Although the L1 is oftentimes not the language of school instruction in the US, L1 maintenance can lead to closer family cohesion (Park et al., 2012), a stronger sense of identity (Phinney et al., 2001) and overall better health outcomes (Mulvaney-Day et al., 2007). However, bilingual children are at risk for L1 attrition (Pearson, 2007) and this risk is even greater for bilingual children with a language disorder (Ebert et al., 2014).Speech-language pathologists (SLPs) lack resources to assess and treat bilingual children, especially in the L1. Despite the evidence for best practice, SLPs have resorted to an English-only approach to assessment and intervention (e.g., Caesar & Kohler, 2007, Williams & Mcleod, 2012, Arias & Friberg, 2017). Clearly, more work is needed to improve the quality of care for bilingual children. There are limited resources on how to include L1 in assessment and intervention as compared to the L2 (English). This dissertation contributes to evidence-based resources for SLPs to better incorporate the L1 and, in turn, improve service delivery for bilingual children and families.

Developmental Language Disorder (DLD) is characterized by a challenge in acquiring and using language. Vocabulary size is impacted, as adults with a history of DLD may experience a “vocabulary gap” in word knowledge, with fewer word representations stored in the mental lexicon. Furthermore, adults with a history of DLD may experience lexical access delays, with slower form-to-meaning mapping during processing for word recognition. For bilinguals, word representations are stored in an integrated lexicon and crosslexical interaction influences word identification dynamics. Evidence of crosslexical facilitation is found in cognate effects, whereby translation equivalents that share similar form are more accurately and quickly recognized than those with little to no overlap. Whether crosslexical processing dynamics are disrupted by DLD remains an open question. Thus, this current dissertation investigates the intersection of DLD and word representation/processing within a bilingual model for word recognition. Findings suggest that language differences between adult bilinguals with and without a history of DLD may be limited to aspects of word knowledge and processing, with similar metalinguistic strategies for word recognition. Chapter 1 provides an overview of bilingual word recognition dynamics and establishes a groundwork to make word recognition predictions based on participant-internal factors, such as language experience and a history of DLD, and task-internal ones, including form overlap between target words and translation equivalents. Chapter 2 establishes a relation between word recognition accuracy and language experience in typical bilingual adult. This relation is further investigated in Chapter 3, including an extension of investigations to bilingual adults with a history of DLD. Chapter 4 shifts from an investigation of word representation to word processing, detailing the relation between lexical access and language experience via button-press (overt res

Creativity is a vital personality quality of each individual. Each person has their potential for creativity, and it can be nurtured and developed in an appropriate and safe environment. The purpose of the study was to find out which factors from schools and students themselves affect creativity as well as the association between creativity and age, gender and giftedness of students, which then a basis to adjust and establish appropriate methods from schools, families, and students themselves to develop elements and their creativity. The study was conducted on 108 high school students in three grades from giftedness and non-giftedness schools. The data was collected through a survey method using a self-constructed questionnaire and drawing creativity test TCT-DP to determine students' creativity levels and personal information. The study's finding, which uses mathematical methods and one-way analysis of variance, reveals that factors affecting elements and creativity level are objective factors including education environment from school; behavior of teachers, and subjective factors including interests, perspectives, and thoughts of students. It was also found that there were no significant differences in the components of creativity and creativity among students in different grades, gender, and groups of giftedness schools.

Präsentiert an der EARLI Biennial Main Conference. Education and Citizenship. Online.

The minimal genetic requirements for microbes to survive within multiorganism communities, including host-pathogen interactions, remain poorly understood. Here, we combined targeted gene mutagenesis with phenotype-guided genetic reassembly to identify a cooperative network of SPI-2 T3SS effector genes that are sufficient for Salmonella Typhimurium (STm) to cause disease in a natural host organism. Five SPI-2 effector genes support pathogen survival within the host cell cytoplasm by coordinating bacterial replication with Salmonella-containing vacuole (SCV) division. Unexpectedly, this minimal genetic repertoire does not support STm systemic infection of mice. In vivo screening revealed a second effector-gene network, encoded by the spv operon, that expands the life cycle of STm from growth in cells to deep-tissue colonization in a murine model of typhoid fever. Comparison between Salmonella infection models suggests how cooperation between effector genes drives tissue tropism in a pathogen group.

Präsentiert an der EARLI Biennial Main Conference. Education and Citizenship. Online.

In L. Grützmacher & A. Naumann (Chairs), Relationship between heterogeneity and students’ learning gains. EARLI Special Interest Group (SIG) 18, Freiburg (D) , September 2020, [Conference postponed].

ÜGK-Haupterhebung 2016, SGBF Online-Kongress ""Wissenstransfer zwischen Forschung, Praxisund Ausbildung"", HEP-BEJUNE (online)

Jahreskongress der SGBF, Biel (online), 31. August - 2. September

This paper describes the revision of the Vietnamese version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). We first introduce the Vietnamese language and Vietnamese-speaking populations after which we describe the translation and adaptation process of the Vietnamese MAIN and present results from monolingual and bilingual children.

ÜGK-Haupterhebung 2016, SGBF Online-Kongress ""Wissenstransfer zwischen Forschung, Praxisund Ausbildung"", HEP-BEJUNE (online)

Jahreskongress der SGBF, Biel (online), 31. August - 2. September

In L. Grützmacher & A. Naumann (Chairs), Relationship between heterogeneity and students’ learning gains. EARLI Special Interest Group (SIG) 18, Freiburg (D) , September 2020, [Conference postponed].

Konsortium PISA.ch (Hrsg.). (2019). PISA 2018: Schülerinnen und Schüler der Schweiz im internationalen Vergleich. Bern und Genf: SBFI/EDK und Konsortium PISA.ch, S. 71-79.

Wirtz, M. A. (Hrsg.). (2019). Dorsch – Lexikon der Psychologie (19. Aufl.). Bern: Hogrefe, S. 1843

Konsortium PISA.ch (Hrsg.). (2019). PISA 2018: Schülerinnen und Schüler der Schweiz im internationalen Vergleich. Bern und Genf: SBFI/EDK und Konsortium PISA.ch, S. 33-37.

Konsortium PISA.ch (Hrsg.). PISA 2018: Schülerinnen und Schüler der Schweiz im internationalen Vergleich. Bern und Genf: SBFI/EDK und Konsortium PISA.ch, S. 27-31.

Wirtz, M. A. (Hrsg.). (2019). Dorsch – Lexikon der Psychologie (19. Aufl.). Bern: Hogrefe, S. 1843

Konsortium PISA.ch (Hrsg.). (2019). PISA 2018: Schülerinnen und Schüler der Schweiz im internationalen Vergleich. Bern und Genf: SBFI/EDK und Konsortium PISA.ch, S. 33-37.

Konsortium PISA.ch (Hrsg.). PISA 2018: Schülerinnen und Schüler der Schweiz im internationalen Vergleich. Bern und Genf: SBFI/EDK und Konsortium PISA.ch, S. 27-31.

Konsortium PISA.ch (Hrsg.). (2019). PISA 2018: Schülerinnen und Schüler der Schweiz im internationalen Vergleich. Bern und Genf: SBFI/EDK und Konsortium PISA.ch, S. 71-79.

Wirtz, M. A. (Hrsg.). (2019). Dorsch: Lexikon der Psychologie (19. Aufl.). Bern: Hogrefe. S. 1602.

Paper presented at the EARLI 2019, August 2019, Aachen

Huber, S. G. (Hrsg.). (2019). Young Adult Survey Switzerland: Junge Erwachsene heute (Band 2). Bern: BBL / OFCL / UFCL, S. 39-42

Konsortium ÜGK (Hrsg.). (2019). Überprüfung der Grundkompetenzen. Nationaler Bericht der ÜGK 2016: Mathematik 11. Schuljahr. Bern und Genf: EDK und SRED, S. 41-46

Konsortium ÜGK (Hrsg.). (2019). Überprüfung der Grundkompetenzen. Nationaler Bericht der ÜGK 2017: Sprachen 8. Schuljahr. Bern und Genf: EDK und SRED, S. 87-93

Huber, S. G. (Hrsg.). (2019). Young Adult Survey Switzerland: Junge Erwachsene heute (Band 2). Bern: BBL / OFCL / UFCL, S. 95-97

Huber, S. G. (Hrsg.). (2019). Young Adult Survey Switzerland: Junge Erwachsene heute (Band 2). Bern: BBL / OFCL / UFCL, S. 162-164

Huber, S. G. (Hrsg.). (2019). Young Adult Survey Switzerland: Junge Erwachsene heute (Band 2). Bern: BBL / OFCL / UFCL, S. 84-87

Konsortium ÜGK (Hrsg.). (2019). Überprüfung der Grundkompetenzen. Nationaler Bericht der ÜGK 2016: Mathematik 11. Schuljahr. Bern und Genf: EDK und SRED, S. 47-72

Konsortium ÜGK (Hrsg.). (2019). Überprüfung der Grundkompetenzen. Nationaler Bericht der ÜGK 2017: Sprachen 8. Schuljahr. Bern und Genf: EDK und SRED, S. 95-127

ECER 2018, 11. Educational Improvement and Quality Assurance Session, September 2018, Bolzano

ECER 2018, 11. Educational Improvement and Quality Assurance Session, September 2018, Bolzano

Paper presented at The European Conference on Educational Research (ECER), September 2018, Bolzano.

Beitrag präsentiert an 26. DGfE-Kongress, März 2018, Essen

Beitrag präsentiert an 6. GEBF-Tagung, Feb. 2018, Basel

Beitrag präsentiert anlässlich der Informationsveranstaltung vom 29. April 2019, Bern

Gastvortrag präsentiert am 12.01.2018 am Forschungskolloquium des Fachbereichs Educational Sciences der University of Education, Vietnam National University Hanoi

Beitrag präsentiert an 6. GEBF-Tagung, Feb. 2018, Basel