Sturm, S., Jakisch, J., Kieseier, T., & Hopp. H. (in press). Plurilingual Foreign-language Teaching in Early EFL: Exploring Student Perspectives and Profiles. International Journal of Multilingualism.
Hopp, H., Thoma, D., Jakisch, J., Kieseier, T., Sturm, S. (2022). Early plurilingual foreign language teaching in mixed classrooms: Linguistic and metalinguistic development of majority-language and minority-language students in EFL classes. System, 108, 102828. DOI: https://doi.org/10.1016/j.system.2022.102828
Kieseier, T., Thoma, D., Vogelbacher, M., & Hopp, H. (2022). Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar. Language Awareness.
Sturm, S., Jakisch, J. Kieseier, T., Thoma, D., & Hopp, H. (2022). Pedagogical translanguaging in early foreign-language teaching and its effects on minority-language and majority-language students. In. S. Dietrich-Grappin, L. Wei, & B. Hufeisen (eds.). Compétence plurilingue - TL im schulischen Tertiärsprachenunterricht. Frankfurt: Peter Lang.
Hopp, H. & Thoma, D. (2021). Effects of plurilingual teaching on grammatical development in early foreign-language learning. Modern Language Journal, 105 (2), 464-483. DOI: 10.1111/modl.12709
Hopp, H., Kieseier, T., Jakisch, J., Sturm, S., & Thoma, D. (2021). Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development? Multilingua. DOI: 10.1515/multi-2020-0164
Hopp, H., Kieseier, T., Vogelbacher, M., & Thoma, D. (2021). Cognitive and linguistic profiles in early foreign language vocabulary and grammar. In A. Steinlen & T. Piske (Eds.). Cognition and Second Language Acquisition. Tübingen: Narr.
Hopp, H. & Thoma, D. (2020). Foreign Language Development During Temporary School Closures in the 2020 Covid-19 Pandemic. Frontiers in Education, 5, 601017. DOI: 10.3389/feduc.2020.601017
Hopp, H., Jakisch, J., Sturm, S., Becker, C., & Thoma, D. (2020). Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives. International Multilingual Research Journal, 14(2), 146–162. doi.org/10.1080/19313152.2019.1669519
Jakisch, J., & Sturm, S. (2019). Do you know this word in another language?: Mehrsprachigkeit im Englischunterricht der Grundschule nutzen. Grundschule Englisch, 69(4), 30–33.
Hopp, H., Vogelbacher, M., Kieseier, T., & Thoma, D. (2019). Bilingual advantages in early foreign language learning: Effects of proficiency in the minority and the majority language. Learning and Instruction, 61, 99 – 110. doi.org/10.1016/j.learninstruc.2019.02.001
Hopp, H. (2018). Cross-linguistic influence in the child L3 acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English. International Journal of Bilingualism, 23(2), 567 - 583. DOI: 10.1177/1367006917752523
Hopp, H., Kieseier, T., Vogelbacher, M., & Thoma, D. (2018). L1 effects in the early L3 acquisition of vocabulary and grammar. In A. Bonnet & P. Siemund (Eds.) Foreign language education in multilingual classrooms (pp. 305-330). Amsterdam: John Benjamins.
Hopp, H., Kieseier, T., Vogelbacher, M., & Thoma, D. (2018). Einflüsse und Potenziale der Mehrsprachigkeit im Englischerwerb in der Primarstufe. In G. Mehlhorn & B. Brehmer (Eds.), Potenziale von Herkunftssprachen: Sprachliche und außersprachliche Einflussfaktoren (pp. 57-80). Tübingen: Stauffenburg.
Hopp, H., Kieseier, T., Vogelbacher, M., Köser, S., & Thoma, D. (2017). Mehrsprachigkeit und metalinguistische Bewusstheit im Englischerwerb in der Grundschule. In I. Fuchs, S. Jeuk, & W. Knapp (Eds.), Mehrsprachigkeit: Spracherwerb, Unterrichtsprozesse, Schulentwicklung (pp. 55-74). Stuttgart: Fillibach bei Klett.
