Language Education

Reading and writing are perceived by many people as intrinsically valuable occupations and are cultivated simply for the pleasure of using language. This applies to the native language as well as to foreign language activities. Within the framework of language-related activities, the necessary competencies and associated self-efficacy convictions are also fostered. In addition, reading both non-fiction texts and literature provides important access to the world. It can serve as information, allows a focused and differentiated examination of complex issues and familiarization with other cultures and historical eras. Writing serves communication as well as the examination of one’s own life reality. The oral and written use of language also opens up the opportunity of getting to know, and exchanging with, people from other countries and cultures.

In our research on language-related education, we focus on the educational content of informal reading, writing, and foreign language opportunities. Digital tools in particular open up a multitude of possibilities for promoting literature-related activities and skills but also for personal development. This is true in the context of social media as well as augmented reality.

Our empirical studies on language education are part of a larger research program on education and empowerment in the post-digital age.

Selected Publications

Birnbaum, L. & Kröner, S. (2022). A review on antecedents and consequences of leisure reading and writing in children. SAGE Open. Advance online publication.

Birnbaum, L., Schüller, E. M., & Kröner, S. (2020). Who likes to engage in writing? – The role of children’s beliefs and intrinsic value regarding leisure writing. Educational Psychology, 40(7), 856-874.

Schüller, E. M., Birnbaum, L., & Kröner, S. (2017). What makes elementary students read in their leisure time? Development of a comprehensive questionnaire. Reading Research Quarterly, 52(2), 161-175. (post-print)

Third-Party Funded Projects

To which extent do primary school children with and without a migratory background use reading and writing competencies as well as artistic-creative competencies that they have acquired in school in their leisure time? Which behavioral, normative, and control beliefs  predict the extent of leisure reading, writing and artistic-creative activities? The aim of the proposed project is a longitudinal study of these questions. Effects of beliefs, gender and socio-economic status are studied on an individual level. Features of quality of instruction are added on class level. The results of the project are meant to serve as a starting point for the development of measures to support reading, writing and artistic-creative design as leisure activity...