Publications
2026
Schneider, K. M., Bertram, V., Decristan, J., Reitenbach, V. & Rauch, D. P. (online first). Rising beliefs but declining self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2024.2447375
Schneider, K. M., Bertram, V., Reitenbach, V., Decristan, J., & Rauch, D. P. (2016). Teacher and student beliefs regarding multilingualism: Relationships and predictors. Teaching and Teacher Education, 183. https://doi.org/10.1016/j.tate.2026.105794
2025
Bertram, V., Rauch, D., Reitenbach, V., Schneider, K. M. & Decristan, J. (2025). On the role of beliefs about multilingualism in the acceptance and learning success of a multilingualism-sensitive teaching approach. In J. Ziehm-Eicher, M. Hasselhorn, H.-G. Roßbach (Eds.), Children at increased risk of educational failure. Edition Zeitschrift für Erziehungswissenschaft, 20, 191–216. https://doi.org/10.1007/978-3-658-48674-7_7
Schastak, M., Roth, A., Decristan, J., Rauch, D., & Reitenbach, V. (online first). “All children have a skateboards.” Differences between the grammaticality of reading mistakes made by monolingual and bilingual primary school children. Journal of Multilingual and Multicultural Development, 1–20. https://doi.org/10.1080/01434632.2024.2400292
2024
Decristan, J., Bertram, V., Reitenbach, V., Schneider, K. M. & Rauch, D. P. (2024). Translanguaging in today’s multilingual classrooms – Students’ perspectives on classroom management and classroom climate. Teaching and Teacher Education, 139. https://doi.org/10.1016/j.tate.2023.104437
Decristan, J., Bertram, V., Reitenbach, V., Schneider, K. M., Köhler, C. & Rauch, D. P. (2024). Linguistically responsive reciprocal teaching in primary school: Effectiveness of an intervention study on pupils’ reading competence. Journal of Multilingual and Multicultural Development, 45(10), 4102–4120. https://doi.org/10.1080/01434632.2022.2141757
2023
Reitenbach, V. (2023). Interaction that promotes learning in peer-learning in primary school. A mixed-methods study. Springer VS. https://doi.org/10.1007/978-3-658-42331-5
Reitenbach, V., Decristan, J., Rauch, D., Bertram, V. & Schneider, K. (2023). Self-reported reasons for the (non-)use of family languages in multilingual-sensitive reciprocal teaching. Unterrichtswissenschaft, 51, 221–243. https://doi.org/10.1007/s42010-023-00171-4
Reitenbach, V., Decristan, J., Rauch, D., Bertram, V. & Schneider, K. (2023). Self-reported reasons for the (non-)use of family languages in multilingualism-sensitive reciprocal teaching. Unterrichtswissenschaft.
2022
Schastak, M., Decristan, J., Reitenbach, V. & Rauch, D. (2022). The prevalence of bilingual interaction in peer learning. International Journal of Bilingual Education and Bilingualism. 25(6), 1961–1975. https://doi.org/10.1080/13670050.2020.1835812
2021
Decristan, J., Schastak, M., Reitenbach, V. & Rauch, D. (2021). Extracurricular peer tutoring with German-Turkish-speaking primary school children: Accuracy of implementation and extent of bilingual communication. Journal of Educational Science, 24(4), 841–860. doi: 10.1007/s11618-021-01023-6
2020
Schastak, M., Decristan, J., Rauch, D. & Reitenbach, V. (2020, online first). The prevalence of bilingual interaction in peer learning. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2020.1835812
2018
Reitenbach, V., Schastak, M., Rauch, D. (2018). Language proficiency assessment. In D.B. Maehler, A. Shajek & H.U. Brinkmann (Eds.), Handbook of Diagnostic Procedures for Migrants. Göttingen: Hogrefe Verlag, pp. 95–149.
2017
Rauch, D., Decristan, J., Schastak, M. & Reitenbach, V. (2017). Language use within the family and reading comprehension among primary school children with a Turkish migrant background. Empirische Pädagogik, 31 (4), pp. 374–389.
Schastak, M., Reitenbach, V., Rauch, D. & Decristan, J. (2017). Turkish–German bilingual interaction in peer learning at primary school: Self-reported reasons for accepting or rejecting offers of bilingual interaction. Journal of Educational Science, 20 (2017) 2, 213–235.
