Abstracts - Earli

theoretical background consists of a comprehensive model for reading competence, which, inaddition to the cognitive dimension, includes emotional and motivational components. At last the5. presentation is a cross-national, comparative project "Heterogeneity and literacy in pre-schooland primary education in a European comparison" (HeLiE). The project focuses on the last fewmonths before school entry and the first few months in school and involves four Europeancountries: Germany, Finnland, Luxemburg and Switzerland.Reading socialization: A complex process between school, family and peersWassilis Kassis, University of Basel, SwitzerlandIn the process of reading socialization there is relatively little known about the overall interplay ofsocial and educational family variables and variables of personality, gender and school (Bertschi-Kaufmann, A & Kassis, W. & Sieber, P. 2004). The study at hand contributes to filling thisresearch gap. This paper presents a longitudinal research project concerning the readingsocialization of adolescents in secondary schools in Switzerland. The study is based on thehypothesis that reading socialization processes are complex and not only situated in the school.This longitudinal study was aimed to answer the following questions: Which are the relevantdifferences in the family reading socialization between high and low language achievers? How dodifferent types of reading socialization in the school influence language performance? Which is theimpact of socio-demographic factors (socioeconomic status) on language performance and is thisimpact the same for girls and boys? The first data collection was in January 2006 and the second isgoing to be in January 2007. In total the sample includes 1530 adolescents (t1 15 years old/ t2 16years old). A questionnaire study was conducted with adolescents in their 8. and 9. schoolyear.The study used strucural equations models to investigate how school factors and factors of otherdomains contribute – by way of the self concept – to reading socialization. Our results indicatequite clearly that combined (within- and extra-school) models should be used in explaining theeffects on reading competence. Another finding is that models for males and females have to betreated separately. The results also show a high impact of socioeconomic status of the family ofadolescents with multilingual on language performance.Disenchanting plurilingualisms of promise: Two cases of early classroom talk revealing potentialsfor learning languages at primary schoolGudrun Ziegler, University of Luxembourg, LuxembourgCharles Max University of Luxembourg, LuxembourgThe present paper draws conclusions from a unique exploratory study, bringing together classroominteractional data of two linguistically specific settings (1. Plurilingual Luxembourg & 2. French-German border region of "Saarland"), allowing for a general perspective on conditions andpotentials for learning language-s within the primary classroom. Both cases of learners’appropriation of a task through and on behalf of discourse-in-interaction, analyzed from adiscourse-interactionnal account (Mori 2004, Palotti 2004, Ziegler/Franceschini 2006) show thatthe parallel but not analogical problems of early language-s education ("brought-along"-plurilinguals vs. "wanna-be"-plurilinguals) in general are linked with the specific nature oflanguage-s acquisition on early plurilingual grounds as potentials for learning within discourse-ininteraction.The complementary analysis of two very specific cases of early language education inmulticultural environments allows - on a larger scale - for detailed insights in a) learners’ practicesof exploiting and building their repertoires, b) the use generally (un-)made of such learner-specificpractices in discourse-in-interaction within educational settings, and c) the emerging and (un-)– 530 –