Center for empirical Research on Language and Education (ERLE)
Organisational unit: Institute
Organisation profile
The newly founded research centre “Empirical Research on Language and Education (ERLE)”, offers an innovative research environment for interdisciplinary exchange on research in the field of language and education. ERLE focusses on basic research in the area of language and education in school- and teaching-related contexts with a particular emphasis on the question how students’ learning is affected by language factors. Within this framework, professors, post-docs, and doctoral candidates at the Leuphana University Lueneburg pursue the development and conceptualization of a structured empirical research programme in this research area.
Main research areas
The research projects in ERLE (Empirical Research on Language and Education) focus on empirical research in the field of “language and education” and in particular on questions concerning the interdependence of language and subject-related learning processes and outcomes.
Numerous studies have shown the diversity of language competencies among learners and their overall connection with subject-related learning processes. Thereby, they emphasize the importance of language competencies as a key to the educational success of children and adolescents. However, (subject-)specific findings on the cause-effect relationships are still unanswered. Projects in ERLE address this area of research and investigate how teaching processes should be designed to promote subject as well as language learning, and how (prospective) teachers should be professionalized regarding this matter.
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Zur Bedeutung sprachlicher Fähigkeiten für das Lösen multimodaler Aufgaben in den Unterrichtsfächern Sport und Musik
Greve, S., Ahlers, M., Krieger, C., Ehmke, T., Heemsoth, T., Krelle, M., Domenech, M. & Neumann, A., 15.12.2019, In: Leipziger sportwissenschaftliche Beiträge. 60, 2, p. 99-124 26 p.Research output: Journal contributions › Journal articles › Transfer › peer-review
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Kooperation an inklusiven Schulen: Zur Zusammenarbeit in einer inklusionsbezogenen Fortbildungsreihe und in der schulischen Praxis aus Sicht von Lehrkräften
Müller, U. B. & Kuhl, P., 12.08.2021, In: QfI - Qualifizierung für Inklusion. 3, 1, 17 p.Research output: Journal contributions › Journal articles › Research › peer-review
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Ergebnisse und Herausforderungen der Arbeit in Theorie-Praxis-Netzwerken
Ehmke, T., Fischer-Schöneborn, S., Reusser, K., Leiss, D., Schmidt, T. & Weinhold, S., 2022, Innovationen in Theorie-Praxis-Netzwerken - Beiträge zur Weiterentwicklung der Lehrkräftebildung. Ehmke, T., Fischer-Schöneborn, S., Reusser, K., Leiss, D., Schmidt, T. & Weinhold, S. (eds.). 1 ed. Weinheim: Beltz Juventa Verlag, p. 328-336 9 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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Entwicklung und Ausgestaltung des Profilstudiums Inklusion und Diversität in der Lehrkräftebildung an der Leuphana Universität Lüneburg
Troll, B., Süßenbach, J., Kuhl, P., Jastrow, F., Schmidt, T. & Blume, C., 2022, Innovationen in Theorie-Praxis-Netzwerken - Beiträge zur Weiterentwicklung der Lehrkräftebildung. Ehmke, T., Fischer-Schöneborn, S., Reusser, K., Leiss, D., Schmidt, T. & Weinhold, S. (eds.). 1 ed. Weinheim: Beltz Juventa Verlag, p. 82-101 20 p.Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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Innovationen in Theorie-Praxis-Netzwerken - Beiträge zur Weiterentwicklung der Lehrkräftebildung
Ehmke, T. (Editor), Fischer-Schöneborn, S. (Editor), Reusser, K. (Editor), Leiss, D. (Editor), Schmidt, T. (Editor) & Weinhold, S. (Editor), 2022, 1 ed. Weinheim: Beltz Juventa Verlag. 342 p.Research output: Books and anthologies › Collected editions and anthologies › Research
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Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Reiss, K. & Fischer, F., 2021, In: Innovations in Education and Teaching International. 58, 5, p. 512-521 10 p.Research output: Journal contributions › Journal articles › Research › peer-review
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Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics With Digital Tools: The Effect of an In-Service Teacher Training
Reinhold, F., Strohmaier, A., Finger-Collazos, Z. & Reiss, K., 06.10.2021, In: Frontiers in Education. 6, 12 p., 723869.Research output: Journal contributions › Journal articles › Research › peer-review
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Vermittlung von Lesestrategien im Umgang mit Sachtexten im Deutschunterricht: Vergleich von Unterrichtsbeobachtung und Lehrerbefragung
Schmitz, A., Karstens, F. & Jost, J., 24.09.2021, Weiterführende Grundlagenforschung in Lesedidaktik und Leseförderung: Theorie - Empirie - Anwendung. Gailberger, S. & Sappok, C. (eds.). Bochum: Universitätsbibliothek der Ruhr-Universität Bochum, p. 126-145 20 p. (SLLD(B); vol. 1).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
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Foreign language learning in multilingual Germany
Gogolin, I., Gabriel, C., Brandt, H. & Dünkel, N., 01.11.2021, In: Multilingua. 40, 6, p. 735-743 9 p., 20210112.Research output: Journal contributions › Other (editorial matter etc.) › Research
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Lesestrategien zur Unterstützung des Verstehens von Textaufgaben. Vermittlung und Routinen im Mathematikunterricht aus Sicht von Lehrkräften und Lernenden
Schmitz, A. & Karstens, F., 01.10.2022, In: Journal fur Mathematik-Didaktik. 43, 2, p. 255-279 25 p.Research output: Journal contributions › Journal articles › Research › peer-review