Constanze
Weth

Constanze Weth has a background in linguistics and language pedagogy. She became Associate Professor for Multilingual Education at University of Luxembourg in 2013 and is Head of the Institute for Research on Multilingualism since 2014. She is a trained linguist and specialist in multiliteracies and spelling development. She has extensive experience in researching spelling development in French and German as second and foreign languages.

One of her main research areas asks how pupils transfer their orthographic knowledge from the first written language into another language. C. Weth analysed the transfer of orthographical forms from written French (first written language) into heritage languages (Arabic, Occitan), as well as from German (first language) into French as a foreign language.

Another main research area is the acquisition of orthographic syntactic markers in German and French that are not present in phonology. These spelling categories are particularly difficult to learn. In this domain, C. Weth is PI of the FNR financed CORE project “Effects of Grammatical Reflection on Spelling among multilingual pupils” (GRASP) (Project duration 2019-2022).

Furthermore, she published on theoretical concepts in the framework of literacy and graphematics. C. Weth is interested in the application of theoretical knowledge in didactic teaching/learning contexts and investigates the visualization of grammatical structures in school contexts and has designed pedagogic materials for grammar development.

Research interests
Spelling Acquisition
Multilingualism
Literacies
German
French
Education
Writing
Luxembourg

Latest content Constanze Weth took part in

Humanities
Using grammatical reflection to get a grasp on syntactic orthographic markers
Although the Latin script focusses on phonological representation, many orthographic forms
in French and German refer to syntactic, grammatical structures. These syntactic markers are not represented in phonology. Therefore, learners must acquire knowledge about these silent syntactic structures in order to spell correctly.
GRASP, a research project of the Institute for Research on Multilingualism from the University of Luxembourg investigates how explicit teaching of grammatical reflection enhances the spelling skills of grade 4 pupils in relation to orthographic syntactic markers that are not orally expressed.
Orbilu