Nils Jaekel
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View article: Cognate Facilitation Effect in School-Aged Second Language Learners: A Systematic Review
Cognate Facilitation Effect in School-Aged Second Language Learners: A Systematic Review Open
Cognates facilitate vocabulary learning. However, how the magnitude of this Cognate Facilitation Effect (CFE) changes with age and its task-dependent manifestations remain unclear. Clarifying these patterns may benefit educators with evide…
View article: Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany Open
View article: A Cross-Country Comparison: Plurilingual Teaching Across Educational Curricula in Finland, Germany, and Norway
A Cross-Country Comparison: Plurilingual Teaching Across Educational Curricula in Finland, Germany, and Norway Open
Due to globalization and migration, societies are increasingly more linguistically and culturally diverse. This change necessitates a growing awareness and understanding of linguistic and cultural diversity. Beyond awareness, ever-increasi…
View article: Associations of language barriers with very preterm children’s behavioural and socio-emotional problems across Europe
Associations of language barriers with very preterm children’s behavioural and socio-emotional problems across Europe Open
View article: Second Language Learning Through Play in Early Childhood Education: A Systematic Review
Second Language Learning Through Play in Early Childhood Education: A Systematic Review Open
In Early Childhood Education (ECE), play serves as a powerful catalyst for fostering children's overall development, including second language acquisition (SLA). Although existing research has offered insights into various dimensions of SL…
View article: Language barriers and mental health problems of preschool children born very preterm in Germany
Language barriers and mental health problems of preschool children born very preterm in Germany Open
Aim We assessed whether behavioural and emotional problems of 5‐ to 6‐year‐old preschool children born very preterm (<32 weeks' gestation) are associated with an immigrant background and linguistic distance of their first language to the h…
View article: Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany
Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany Open
View article: Moving beyond binary language status in research: Investigating early foreign language learning and linguistic distance
Moving beyond binary language status in research: Investigating early foreign language learning and linguistic distance Open
View article: Perinatal Outcomes of Immigrant Mothers and Their Infants Born Very Preterm across Germany
Perinatal Outcomes of Immigrant Mothers and Their Infants Born Very Preterm across Germany Open
Background: In Germany, more than 40% of infants are born to immigrant parents. Increased survival rates of very preterm (below 32 weeks gestation at birth; VP) infants have not resulted in equally improved life chances and quality of life…
View article: Associations of language barriers with behavioural and socio-emotional problems among 5-year-old children born very preterm across Europe
Associations of language barriers with behavioural and socio-emotional problems among 5-year-old children born very preterm across Europe Open
Very preterm birth (<32 weeks gestation, VP), immigrant background, and language barriers are all independently associated with high risk for mental health problems in childhood, but research has neglected the long-term development of i…
View article: Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills
Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills Open
Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalizat…
View article: Summer regression—the impact of summer on English learners’ reading development
Summer regression—the impact of summer on English learners’ reading development Open
Each summer, students may lose some of the academic abilities they gained over the previous school year. English learners (ELs) may be at particular risk of losing English skills over the summer, but they have been neglected in previous re…
View article: Investigating cohort effects of early foreign language learning
Investigating cohort effects of early foreign language learning Open
With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8–9 years) in 2003 and then from Grade 1 (ages 6–7 years) in 2008, primary school teachers had to a…
View article: The impact of early foreign language learning on language proficiency development from middle to high school
The impact of early foreign language learning on language proficiency development from middle to high school Open
View article: No evidence for effects of Turkish immigrant children‘s bilingualism on executive functions
No evidence for effects of Turkish immigrant children‘s bilingualism on executive functions Open
Recent research has increasingly questioned the bilingual advantage for executive functions (EF). We used structural equation modeling in a large sample of Turkish immigrant and German monolingual children (N = 337; aged 5-15 years) to tes…
View article: Use and impact of language learning strategies on language proficiency
Use and impact of language learning strategies on language proficiency Open
In der vorliegenden Studie werden die Zusammenhänge von Sprachlernstrategien und erfolgreichem Fremdsprachenerwerb von Gymnasiasten im Regelunterricht Englisch sowie im Bilingualen Sachfachunterricht (BSFU) der 9. Klasse untersucht. Der BS…