Forschung am Anglistischen Seminar

Hier finden Sie einen Überblick über Forschungsprojekte und die aktuellsten Veröffentlichungen aller Forschenden des Anglistischen Seminars. Weitere Informationen zur Forschung finden Sie auf den Seiten der Mitarbeiterinnen und Mitarbeiter.

Forschungsprojekte

MABEL (AII)

Mannheimer Beiträge zur Literatur- und Kulturwissenschaft

Foto: MAZEM gGmbH

MAZEM (A I)

Transferforschung mit dem Mannheimer Zentrums für Empirische Mehrsprachigkeitsforschung gGmbH

RUEG P5 (A I)

Emerging Grammars in Language Contact Situations: A Comparative Approach. Teilprojekt P5: Clause Structure in Heritage German

STILE – Strategies for Teaching in Language Education

Effective Teaching Strategies in the (Foreign Language) Classroom

Foto: Anna Logue

MA-eye-LAB (A I)

Besuchen Sie die Seiten unseres psycholinguistischen Forschungslabors

Foto: Christine Roth

MEG-SKoRe (A I)

Sprachliche und kognitive Ressourcen der Mehrsprachigkeit im Englischerwerb in der Grundschule

Foto: Prof. Dr. Carola Trips

SILPAC (A IV)

Structuring the Input in Language Processing, Acquisition and Change

Mannheim Papers in Multilingualism, Acquisition, and Change (AIV)

The online-journal Mannheim Papers in Multilingualism, Acquisition, and Change publishes working papers from our research projects as well as excellent theses from our students

Foto: Dieter Thoma

Mehrsprachiges Klassenzimmer (A I)

Lehrerbildung: Kompetent lehren und lernen im mehrsprachigen Klassenzimmer

SMILE – Studies on Multilingualism in Language Education

The SMILE project investigates the role of internal and external factors in the acquisition of a second language (L2) by young monolingual and multilingual learners in different primary school settings.

Abgeschlossene Projekte

BASICS (A IV)
Foto: Carola Trips
Entlehnung von Argumentstruktur in Sprachkontaktsituationen: der Einfluss des Altfranzösischen auf das Mittelenglische. Hier mehr lesen
LinguaPix (A I)
A crowdsourcing mega-study developing a database of picture naming norms. Hier mehr lesen
Linguistic Creativity (A I)
Foto: Agnieszka Ewa Krautz
Exploration of Linguistic Creativity in Multilingual Speakers. Hier mehr lesen
Quantified Self (A III)
Probing the Limits of the Quantified Self. Hier mehr lesen

Veröffentlichungen

Anglistisches Seminar (der letzten 5 Jahre)

Artikel
Bücher
Buchkapitel
Konferenzveröffentlichungen

Blott, L. M., Rodd, J. M. und Warren, J. E. (2023). Presentation format affects the behavioural and neural processing costs of sentence reinterpretation. Language, Cognition and Neuroscience, 1–24.
Engemann, H. (2023). Structural complexity reduction in English-French bilingual children’s event encoding. Journal of Child Language (forthcoming).
Koch, M. J., Greve, W. und Kersten, K. (2023). Extending the cognitive advantage hypothesis: a conceptual replication study of the relationship between multilingualism and flexible goal adjustment. Journal of Multilingual and Multicultural Development, 1–15.
Lorette, P. (2023). Opportunities and challenges of positionality in quantitative research: overcoming linguistic and cultural ‘knowledge gaps’ thanks to ‘knowledgeable collaborators’. Journal of Multilingual and Multicultural Development, 1–15.
Schuhmaier, S. (2023). Class and the middle-class novel: Jonathan Coe's Trotter-Trilogy. Anglistik, 34, 113–123.
Thoma, D. (2023). Language-dependent emotions in heritage and second language bilinguals: When physiological reactions deviate from feelings. International Journal of Bilingualism, 1–16.
Thoma, D., Hüsam, J. und Wielscher, K. (2023). Introducing grip force as a nonverbal measure of bilingual feelings. Bilingualism : Language and Cognition, 26, 125–137.
Engemann, H. (2022). Entropy convergence in early bilinguals' syntactic packaging. Frontiers in Psychology, 13, 1–8.
Engemann, H. (2022). How (not) to cross a boundary: crosslinguistic influence in simultaneous bilingual children's event construal. Bilingualism : Language and Cognition, 25, 42–54.
Hopp, H., Thoma, D., Kieseier, T., Jakisch, J. und Sturm, S. (2022). Early plurilingual foreign language teaching in mixed classrooms: Linguistic and metalinguistic predictors of foreign language development among majority-language and minority-language students in EFL classes. System (forthcoming).
Kieseier, T., Thoma, D., Vogelbacher, M. und Hopp, H. (2022). Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar. Language Awareness.
Krautz, A. E. und Keuleers, E. (2022). LinguaPix database: A megastudy of picture-naming norms. Behavior Research Methods : BRM, 54, 941–954.
Liu, L., Götz, A., Lorette, P. und Tyler, M. D. (2022). How tone, intonation and emotion shape the development of infants' fundamental frequency perception. Frontiers in Psychology, 13, 1–14.
Lorette, P. und Dewaele, J.-M. (2022). Interpersonal perception of emotional intensity by English first (L1) and foreign (LX) language users in audio(visual) communication. International Journal of Multilingualism, 1–19.
Pashkova, T., Tsehaye, W., Allen, S. E. M. und Tracy, R. (2022). Syntactic optionality in heritage language use: Clause type preferences of German heritage speakers in a majority English context. Heritage Language Journal, 19, 1–41.
Rohlfing, K. J., Altvater-Mackensen, N., Caruana, N., Van den Berghe, R., Bruno, B., Tolksdorf, N. F. und Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children's learning of language and literacy – A review and analysis of innovative roles. Frontiers in Robotics and AI, 2022, 1–15.
Struik, T. (2022). OV/VO variation and information structure in Old Saxon and Middle Low German. Journal of Historical Syntax, 6, 1–36.
Struik, T. und Schoenmakers, G.-J. (2022). When information structure exploits syntax: The relation between the loss of VO and scrambling in Dutch. Journal of Linguistics : JL, 1–36.
Struik, T. und van Kemenade, A. (2022). Information structure and OV word order in Old and Middle English: a phase-based approach. The Journal of Comparative Germanic Linguistics, 25, 79–114.
Trebits, A., Koch, M. J., Ponto, K., Bruhn, A.-C., Adler, M. und Kersten, K. (2022). Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings. International Journal of Bilingual Education and Bilingualism, 25, 2668–2681.
Wiese, H., Alexiadou, A., Allen, S. E. M., Bunk, O., Gagarina, N., Iefremenko, K., Martynova, M., Pashkova, T., Rizou, V., Schroeder, C., Shadrova, A., Szucsich, L., Tracy, R., Tsehaye, W., Zerbian, S. und Zuban, Y. (2022). Heritage Speakers as Part of the Native Language Continuum. Frontiers in Psychology, 12, 1–19.
Blott, L. M., Rodd, J. M., Ferreira, F. und Warren, J. E. (2021). Recovery from misinterpretations during online sentence processing. Journal of Experimental Psychology. Learning, Memory, and Cognition, 47, 968–997.
Dewaele, J.-M., Lorette, P., Rolland, L. und Mavrou, I. (2021). Differences in emotional reactions of Greek, Hungarian, and British users of English when watching television in English. International journal of Applied Linguistics : INJAL, 1–18.
Greve, W., Kocher, M., Rasche, V. und Kersten, K. (2021). Extending the scope of the ‘cognitive advantage’ hypothesis: Multilingual individuals show higher flexibility of goal adjustment. Journal of Multilingual and Multicultural Development, 1–17.
Hopp, H., Kieseier, T., Jakisch, J., Sturm, S. und Thoma, D. (2021). Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development? Multilingua.
Hopp, H. und Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign-language learning. The Modern Language Journal : MLJ, 1–20.
Kersten, K. (2021). L2 input and characteristics of instructional techniques in early foreign language classrooms: Underlying theory and pedagogical practice. The European Journal of Applied Linguistics and TEFL, 10, 27–59.
Kersten, K., Schelletter, C., Bruhn, A.-C. und Ponto, K. (2021). Quality of L2 input and cognitive skills predict L2 grammar comprehension in instructed SLA independently. Languages : open access journal, 6, 1–19.
Kieseier, T. (2021). Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders. International Journal of Bilingualism, 25, 708–726.
Kieseier, T. (2021). Productive phonological bootstrapping in early EFL of 4th-graders in German primary schools. Journal of Second Language Pronunciation.
Krautz, A. (2021). Tolerance of ambiguity, need for cognitive closure and feeling like a different person when speaking different languages. Journal of Multilingual and Multicultural Development.
Lorette, P. (2021). Investigating emotion perception via the two-dimensional affect and feeling space: an example of a cross-cultural study among Chinese and Non-Chinese participants. Frontiers in Psychology, 12, 1–14.
Schevenels, K., Altvater-Mackensen, N., Zink, I., De Smedt, B. und Vandermosten, M. (2021). Aging effects and feasibility of statistical learning tasks across modalities. Aging, Neuropsychology, and Cognition.
Thoma, D. (2021). Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences. Cognition & Emotion.
Thoma, D. und Wechsler, J. (2021). Older and more personal: Stronger links between brand‐name recall and brand‐related autobiographical memories in older consumers. Psychology & Marketing, 38, 1384–1392.
Tsehaye, W., Pashkova, T., Tracy, R. und Allen, S. E. M. (2021). Deconstructing the native speaker: further evidence from heritage speakers for why this horse should be dead!. Frontiers in Political Science, 12, 1–14.
Elter, W. (2020). The rise of the to-dative: a language-contact approach to a phenomenon of structural language change. Mannheim Papers in Multilingualism, Acquisition and Change, 1, 1–71.
Hopp, H. und Thoma, D. (2020). Foreign language development during temporary school closures in the 2020 Covid-19 pandemic. Frontiers in Education, 5, 1–4.
Hosemann, J., Mani, N., Herrmann, A., Steinbach, M. und Altvater-Mackensen, N. (2020). Signs activate their written word translation in deaf adults: An ERP study on cross-modal co-activation in German Sign Language. Glossa, 5, 1–25.
Kaltenbach, L. (2020). The recipient passive in the history of English. Mannheim Papers in Multilingualism, Acquisition and Change, 1, 73–112.
Lorette, P. und Dewaele, J.-M. (2020). Emotion recognition ability across different modalities: The role of language status (L1/LX), proficiency and cultural background. Applied Linguistics Review, 11, 1–26.
Percillier, M. (2020). A variationist approach to the spread of emergent features in Middle English. Recherches Anglaises et Nord-Américaines : RANAM, 53, 23–36.
Struik, T. und van Kemenade, A. (2020). On the givenness of OV word order: a (re)examination of OV/VO variation in Old English. English Language and Linguistics, 24, 1–22.
Trips, C. (2020). Impersonal and reflexive uses of Middle English psych verbs under contact influence with Old French. Linguistics vanguard, 6, 1–14.
Ciaccio, L. A. und Jacob, G. (2019). Native speakers like affixes, L2 speakers like letters? An overt visual priming study investigating the role of orthography in L2 morphological processing. PLOS ONE, 14, e0226482.
Gonnermann, A. (2019). The concept of post-pessimism in 21st Century dystopian fiction. The Comparatist, 43, 26–40.
Hopp, H., Jakisch, J., Sturm, S., Becker, C. und Thoma, D. (2019). Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives. International Multilingual Research Journal, 31, 1–17.
Hopp, H., Vogelbacher, M., Kieseier, T. und Thoma, D. (2019). Bilingual advantages in early foreign language learning: Effects of the minority and the majority language. Learning and Instruction, 61, 99–110.
Jacob, G., Şafak, D. F., Demir, O. und Kırkıcı, B. (2019). Preserved morphological processing in heritage speakers: A masked priming study on Turkish. Second language research : SLR, 35, 173–194.
Krautz, A. E. und Čavar, F. (2019). 'Moral foreign language effect – claims we have never made' (response to commentary by Białek and Fugelsang, in press). Journal of Multilingual and Multicultural Development, 40, 687–690.
Kreyßig, N. und Krautz, A. E. (2019). Lying and perception of lies by bilingual speakers. Applied Psycholinguistics, 40, 1313–1329.
Lorette, P. und Dewaele, J.-M. (2019). The relationship between bi/multilingualism, nativeness, proficiency and multimodal emotion recognition ability. International Journal of Bilingualism, 23, 1502–1516.
Mijatović, M. und Tytus, A. E. (2019). The bi-personal bilingual: a study of the perceived feeling of a changed self. International Journal of Bilingual Education and Bilingualism, 22, 224–236.
Reichardt, U. (2019). An interview with Jules Chametzky. Amerikastudien : AmST = American Studies, 64, 435–454.
Thoma, D. und Baum, A. (2019). Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context. Emotion, 19, 1023–1034.
Trips, C. und Stein, A. (2019). Contact-induced changes in the argument structure of Middle English verbs on the model of Old French. Journal of Language Contact, 12, 232–267.
Tytus, A. (2019). Active and dormant languages in the multilingual mental lexicon. International Journal of Multilingualism, 16, 357–374.
Altvater-Mackensen, N. und Grossmann, T. (2018). Modality-independent recruitment of inferior frontal cortex during speech processing in human infants. Developmental Cognitive Neuroscience, 34, 130–138.
Benz, S. (2018). „Sing[ing] of the middle way:" Michael McClure’s venture for a new mode of thought between natural science and mysticism. Current Objectives in Postgraduate American Studies : COPAS, 19, 1–24.
Benz, S. (2018). The new materialist ethics of Michael McClure. Antennae : The Journal of Nature in Visual Culture, 46, 5–16.
Jacob, G. (2018). Morphological priming in bilingualism research. Bilingualism : Language and Cognition, 21, 443–447.
Jacob, G. und Clahsen, H. (2018). INTRODUCTION: Priming paradigms in bilingualism research. Bilingualism : Language and Cognition, 21, 435–436.
Jacob, G., Heyer, V. und Veríssimo, J. (2018). Aiming at the same target: A masked priming study directly comparing derivation and inflection in the second language. International Journal of Bilingualism, 22, 619–637.
Lusin, C. (2018). A one way ticket to Paradise? Adapting the Bible in Venedikt Erofeev’s Moskva Petushki (1973), Stephen Mulrine’s Moscow Stations (1993), and A.L. Kennedy’s Paradise (2004). Komparatistik online, 2018, 8–25.
Motyl, K. und Arghavan, M. (2018). Writing against neocolonial necropolitics: literary responses by Iraqi/Arab writers to the US ‘War on Terror’. European Journal of English studies : EJES, 22, 128–141.
Percillier, M. (2018). The non-standard in writing: A look at West African and Southeast Asian literature. E-REA : Revue Électronique d’Études sur le Monde Anglophone, 15, No. 6312.
Reichardt, U. (2018). Self-observation in the digital age: The quantified self, neoliberalism, and the paradoxes of contemporary individualism. Amerikastudien : AmST = American Studies, 63, 99–117.
Thoma, D. und Tytus, A. E. (2018). How cross-linguistic differences in the grammaticalization of future time reference influence intertemporal choices. Cognitive Science, 42, 974–1000.
Tytus, A. (2018). Rising to the bilingual challenge: self-reported experiences of managing life with two languages. International Journal of Bilingual Education and Bilingualism, 21, 207–221.
Veríssimo, J., Heyer, V., Jacob, G. und Clahsen, H. (2018). Selective effects of age of acquisition on morphological priming: Evidence for a sensitive period. Language Acquisition, 25, 315–326.
Čavar, F. und Tytus, A. E. (2018). Moral judgement and foreign language effect: when the foreign language becomes the second language. Journal of Multilingual and Multicultural Development, 39, 17–28.

Kersten, K. und Winsler, A. (Hrsg.) (2022). Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective. New York, NY: Routledge.
Karst, K., Thoma, D., Derkau, J., Seifried, J. und Münzer, S. (Hrsg.) (2021). Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen. Münster ; New York: Waxmann.
Gonnermann, A., Schuhmaier, S. und Schwander, L. (Hrsg.) (2021). Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert. Tübingen: Narr Francke Attempto.
Reichardt, U. und Schober, R. (Hrsg.) (2020). Laboring bodies and the quantified self. Bielefeld: transcript.
Keller, M. (2020). Code-switching : unifying contemporary and historical perspectives. Cham, Switzerland: Palgrave Macmillan.
Wiese, H., Tracy, R. und Sennema, A. (2020). Deutschpflicht auf dem Schulhof? : warum wir Mehrsprachigkeit brauchen. Berlin: Dudenverlag.
Lusin, C. und Haekel, R. (Hrsg.) (2019). Community, seriality and the State of the Nation : British and Irish television series in the 21st century. Tübingen: Narr Francke Attempto.
Arghavan, M., Hirschfelder, N., Kopp, L. und Motyl, K. (Hrsg.) (2019). Who can speak and who is heard/hurt? : facing problems of 'race', racism and ethnic diversity in the humanities in Germany. Bielefeld: transcript.
Lusin, C. (2018). Imperial selves : negotiating collectivity in Anglo-Indian life-writing. Trier: WVT, Wissenschaftlicher Verlag Trier.

Altvater-Mackensen, N. (2022). Neuropsychologische Grundlagen der frühen Sprachentwicklung. In Sprachförderung in Kindertagesstätten (S. 37–54). Baltmannsweiler: Schneider Verlag Hohengehren.
Bruhn, A.-C., Miller, L., Mähler, C., Ponto, K. und Kersten, K. (2022). Can type of schooling compensate for low SES? Investigating effects of instruction and SES on cognitive skills. In Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective (S. 292–320). New York, NY: Routledge.
Kersten, K. (2022). The proximity of stimulation hypothesis : Investigating the interplay of social and instructional variables with the cognitive-linguistic skills of young L2 learners. In Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective (S. 131–159). New York, NY: Routledge.
Kersten, K. und Greve, W. (2022). Investigating cognitive-linguistic development in SLA: Theoretical and methodological challenges for empirical research. In Understanding variability in second language acquisition, bilingualism, and cognition : a multi-layered perspective (S. 3–38). New York, NY: Routledge.
Percillier, M. (2022). Adapting the Dynamic Model to historical linguistics : Case studies on the Middle English and Anglo-Norman contact situation. In English historical linguistics : historical English in contact : papers from the xxth ICEHL (S. 6–33). Amsterdam [u.a.]: Benjamins.
Reichardt, U. (2022). Sentience, artificial intelligence, and human enhancement in US-American fiction and film: Thinking with and without consciousness. In Artificial intelligence and human enhancement (S. 225–236). Berlin: De Gruyter.
Reichardt, U. (2022). Shostakovich, totalitarianism, and Anglo-American fiction: Powers, Parnes, and Vollmann. In The public mind and the politics of postmillennial U.S.-American writing (S. 49–70). Berlin: De Gruyter.
Thoma, D. (2022). Cognitive and linguistic profiles in early foreign language vocabulary and grammar. In Cognition and second language acquisition : studies on pre-school, primary school and secondary school children (S. 162–189). Tübingen: Narr Francke Attempto.
Thoma, D., Lorette, P. und Krautz, A. E. (2022). Bidirectional language effects: Evidence on the emotionality of bilinguals' autobiographical memories from pupillometry, eye-movements, and self-reports. In Recent advances in second language emotion research (S. 67–94). Cizur Menor: Civitas Aranzadi ;Thomson Reuters.
Altvater-Mackensen, N. und Meinhardt-Injac, B. (2021). Das psychologische Experiment. In Psychologische Forschungsmethoden in den Bildungswissenschaften : eine Einführung für Lehramtsstudierende (S. 123–142). Göttingen: Hogrefe.
Bruhn, A.-C., Ponto, K. und Kersten, K. (2021). Fremdsprachenlernen in inklusiven Kontexten (FLINK). In Inklusive Bildungsforschung der frühen Kindheit : empirische Perspektiven und multidisziplinäre Zugänge (S. 32–34). Weinheim ; Basel: Beltz Juventa.
Fried, F. und Gawlitzek, I. (2021). Interdisziplinäre Entwicklung eines Kerncurriculums „Deutsch als Erwerbsobjekt und Unterrichtssprache im mehrsprachigen Klassenzimmer“. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenitat und Mehrsprachigkeit von Schüler*innen (S. 114–138). Müster ; New York: Waxmann.
Gogolin, I. und Tracy, R. (2021). Vom mehrsprachigen zum mehrstimmigen Klassenzimmer: eine Bildungsreise. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen (S. 161–179). Münster ; New York: Waxmann.
Gonnermann, A. (2021). „Have there been unexplained deaths?”: Kapitalismus, Beschleunigung und die Rolle des Theaters in Alan Bennetts Allelujah! (2018). In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 45–66). Tübingen: Narr Francke Attempto.
Gonnermann, A., Schuhmaier, S. und Schwander, L. (2021). Zur Thematik und Aktualität dieses Bandes. In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 9–20). Tübingen: Narr Francke Attempto.
Keller, M. (2021). Developing a structural template for historical code-switching.. In Historisches Codeswitching mit Deutsch : multilinguale Praktiken in der Sprachgeschichte (S. 437–464). Berlin ; Boston, Mass.: De Gruyter.
Lusin, C. (2021). Der 'Pate' ist tot: Macht, Markt und Moral in der BBC-Serie McMafia (2018). In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 89–112). Tübingen: Narr Francke Attempto.
Lusin, C. (2021). Der lange Schatten des Kolonialismus: Joseph Conrads Heart of Darkness. Eine literaturwissenschaftliche Perspektive. In Krise(n) der Moderne : über Literatur und Zeitdiagnostik (S. 137–148). Heidelberg: Universitätsverlag Winter.
Schuhmaier, S. (2021). Singing the nation: The condition of Englishness in the lyrics of PJ Harvey and Kate Tempest. In Nationalism and the postcolonial (S. 92–108). Leiden ; Boston: Brill.
Schuhmaier, S. (2021). Wert und Werte im Kapitalismus: Die Songtexte Kae Tempests und Kanos. In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 139–164). Tübingen: Narr Francke Attempto.
Schwander, L. (2021). „Another world is possible“: Arundhati Roys anti-kaptialistische Vision in The Ministry of Utmost Happiness (2017). In Literarische Perspektiven auf den Kapitalismus : Fallbeispiele aus dem 21. Jahrhundert (S. 211–230). Tübingen: Narr Francke Attempto.
Thoma, D. und Ofner, D. (2021). Bedingungsfaktoren für die Entwicklung von Basiskompetenzen für sprachsensibles Unterrichten bei gymnasialen Lehramtsstudierenden. In Lehrer*innenbildung im Kontext leistungsbezogener Heterogenität und Mehrsprachigkeit von Schüler*innen (S. 139–160). Münster ; New York: Waxmann.
Trips, C. (2021). Diachronie des Englischen. In Linguistik : eine Einführung (nicht nur) für Germanisten, Romanisten und Anglisten (S. ). Berlin ; Heidelberg: Springer.
Altvater-Mackensen, N. (2020). Language learning. In Chapter 8, The Handbook of Listening (S. 121–137). Hoboken, NJ: John Wiley & Sons, Inc.
Gamböck-Strätz, J. (2020). Subverting late capitalist comfort : Affective connections in Deepak Unnikrishnan's Temporary People. In Comfort in contemporary culture : the challenges of a concept (S. 133–148). Bielefeld: transcript.
Gonnermann, A. (2020). „We are the spark that will light the fire“: Hope, the cyclical pattern of resistance, and concrete dystopia in Disney’s The Last Jedi. In Resist and persist : essays on social revolution in 21st century narratives (S. 186–196). Jefferson, NC: McFarland & Co.
Gonnermann, A. (2020). „You don’t have to be a monster. You have a choice“: Supernatural, free will and the deterministic concept of monstrosity. In Supernatural out of the box : essays on the metatextuality of the series (S. 90–103). Jefferson, NC: McFarland & Co.
Keller, M. (2020). Compositionality: Evidence from Code-Switching. In Formulaic language and new data : theoretical and methodological implications. (S. 197–222). Berllin: De Gruyter.
Kersten, K. (2020). Der Zusammenhang von kognitiven Fähigkeiten und Mehrsprachigkeit im frühen L2-Erwerb: Individuelle und externe Variablen. In Language education and acquisition research : focusing early language learning (S. 82–116). Bad Heilbrunn: Berlag Julius Klinkhardt.
Krautz, A. (2020). The multilingual lexicon : Evidence from primed translation lexical decision. In First language influences on multilingual lexicons (S. 63–81). London ; New York, NY: Routledge.
Percillier, M. (2020). Allostructions, homostructions or a constructional family? Changes in the network of secondary predicate constructions in Middle English. In Nodes and networks in diachronic construction grammar (S. 214–242). Amsterdam: John Benjamins.
Reichardt, U. (2020). Reconsidering agency and choice: The office, the wall, and the tax code (Herman Melville, „Bartleby“ and David Foster Wallace, The Pale King). In Laboring bodies and the quantified self (S. 41–59). Bielefeld: transcript.
Tracy, R. (2020). Spracherwerb und Mehrsprachigkeit. In Handbuch Frühe Kindheit (S. 187–200). Opladen ; Berlin ; Toronto: Verlag Barbara Budrich.
Arghavan, M., Hirschfelder, N. und Motyl, K. (2019). Who can speak and who is heard/hurt? Facing problems of 'race', racism and ethnic diversity in the humanities in Germany: A survey of the issues at stake. In Who can speak and who is heard/hurt? : facing problems of 'race', racism and ethnic diversity in the humanities in Germany (S. 9–42). Bielefeld: transcript.
Glomb, S. (2019). 'You wonderful priest': Community as the essence of Christianity in Broken (2017). In Community, seriality and the State of the Nation : British and Irish television series in the 21st century (S. 239–260). Tübingen: Narr Francke Attempto.
Gonnermann, A. (2019). 'With great power comes'... nothing: Superheroes, teenage delinquents, and dysfunctional community structures in Misfits (2009–2013). In Community, seriality and the State of the Nation : British and Irish television series in the 21st century (S. 213–238). Tübingen: Narr Francke Attempto.
Kersten, K. (2019). Die Ewigkeit in ihr Herz. Gedanken zu Erkenntnis in Wissenschaft und Glauben. In Nachdenken über Spiritualität : Warten – Entscheiden – Suchen (S. 209–226). Hildesheim: Olms ; Universitätsverlag Hildesheim.
Kersten, K. (2019). Einflussfaktoren im bilingualen Fremdsprachenerwerb. In Sprachenvielfalt als Ressource begreifen : Mehrsprachigkeit in bilingualen Kindertagesstätten und Schulen (S. 35–70). Berlin: dohrmannVerlag.
Lusin, C. (2019). Drugs, sheep, and broken lives: Dysfunctional families, violence, and the subversion of nostalgia in Happy Valley (2014-). In Community, seriality and the State of the Nation : British and Irish television series in the 21st century (S. 167–191). Tübingen: Narr Francke Attempto.
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