Deutsch als Zweitsprache - Theorie und Didaktik des Zweitspracherwerbs (Prof. Dr. Petra Schulz)


Prof. Dr. Petra Schulz

Curriculum Vitae


Scientific Vita | Degrees | Official Functions at the University | Awards and Stipends

Editorial Boards | Scientific Boards | Reviewing activities | Research Grants

Invited International Teaching | Selected Interational Plenary Lectures | Graduate Supervision

Knowledge TransferMain Peer Reviewed Publication

Scientific vita

2007 - Associated Faculty, Linguistics Department, Goethe University
2006 - Professor (W3) of German as a Second Language, Goethe University, Frankfurt
2004 - 2006 Professor (C3) of Linguistics and Didactics, University of Education Karlsruhe
2001 - 2004 Research Fellow, DFG-research group FOR 381: “Early Language Development”, Charité Berlin
2000 Assistant Professor (C1), Department of Special Language education, University of Education Ludwigsburg
1998 - 2001 Research fellow, DFG-research program SFB 471 „Variation and development in the lexicon”, Konstanz University
1996 - 2000 Elementary School Teacher, Stuttgart


2000 Dr. phil. in Linguistics, Tübingen University (summa cum laude)Supervisors: R. Tracy, U Mannheim, M. Reis, U Tübingen
1995 Magister Artium  in General Linguistics, Psychology, and Informatics, Tübingen University (with distinction)
Juli 1989 Second State Board Exam for Elementary and High School, Heidelberg (with distinction)
1987 First State Board Exam in German, Education, Educational Psychology, University of Education Heidelberg (with distinction)

Official Functions at the University

2019 -  Deputy spokesperson of the DFG Graduate School "Nominal Modification", Goethe University
2017 - Center speaker of the GRADE center "Language"
2013 - 2016 Vice Dean for Research, Faculty of Modern Philologies, Goethe University, Head of the PhD Committee
2013 - Head of the Department of Psycholinguistics and Didactics, Goethe University
2014 - Member of the selection committee of the DFG-Graduate school „Nominal modification”
2011 - Member of the Taskforce Research, Faculty of Modern Philologies
2007 -

Elected Member of the Faculty Board of the Faculty of Modern Philologies 


Awards and Stipends

2019-2024 Elected member of DFG Senate Commitee on Collaborative Research Centres (SFB) and elected scientific member of the DFG Grants Commitee on Collaborative Research Centres, German Science Foundation
2019 Invited researcher, Workshop at Villa Vigoni, "Dimensions of wh-words: a German-Italian question time", Menaggio, Italy, Exchange program DFG - Italy
2016 - 2020 Appointed expert for the Systematic Review „Interventions for Improving Children’s Language in Early-Childhood-Education-and-Care Settings in German-Speaking Countries”, DIPF, Frankfurt
2015 - Appointed member of the expert group “Education” as part of the Asylum Convention, Hesse
2014, 2017, 2020 Formal university recognition: ranked among the 10% most successful faculty members in research and teaching 
2014 Poster Price, Conference Linguistic Evidence, "Acquisition of (non-)restrictivity in relative clauses" (with C. Koch, E. Sanfelici and A. Thiel) 
2013 Short Term Scientific Mission (COST IS0804) to Tel Aviv University (N. Friedmann), March 2013
2013 Founding member of the Centre for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Hesse Excellency Grant LOEWE
2005 Rank 1, for an appointment list, W3-Professorship for German Language and literature and their didactics, Focus on Linguistics and Language didactics, University of education, Heidelberg
1992 - 1993 Visiting student at University of Massachusetts, USA, with a foreign study scholarship for outstanding students, Ev. Studienwerk Villigst
1991 - 1995 Scholarship for outstanding students, Evangelisches Studienwerk Villigst

Editorial Boards

2018 Special Issue Editor, University of Massachusetts Occasional Papers in Linguistics (UMOP). Graduate Linguistics Student Association
2017 Special Issue Editor, Zeitschrift für Sprachwissenschaft
2013 - Zeitschrift für Sprachwissenschaft (Journal)
2012 - Diskurs Kindheits- und Jugendforschung (Journal)
2012 - Language Acquisition and Language Disorders (LALD) series, John Benjamins
2011 Special Issue Editor, Lingua, Elsevier (Journal)
1999 - 2003 Annual Review of Language Acquisition (ARLA), John Benjamins

Scientific Boards

2009 Head of the program committee of the Annual Conference of the German Linguistics Society (DGfS), 2010, Berlin
2004 - 2006 Elected Member of the advisory board of the German Linguistics Society (DGfS)

Reviewing activities

Grants DFG (German Science Foundation), NWO (Vidi Programm), NSF (National Science Foundation), Alexander von Humboldt Foundation (Research stipends, Humboldt-research prize), Austria (Sparkling Science, Elise Richter program), Open University, Israel, DAAD (German academic exchange program: research visits, structured PhD programs), Sparkling Science (Austria), University of Vienna (PhD positions), Margarete von Wrangell-Habilitation program, Deutschland Stipendium (national student stipend program), Studienstiftung (PhD positions) 
Journals Applied Psycholinguistics, Bilingualism: Language and Cognition
Clinical Linguistics and Phonetics, Diskurs Kindheits- und Jugendforschung, , Glossa, International Journal for Language and Communication Disorders, International Journal of Bilingualism, International Review of Applied Linguistics in Language Teaching, Journal of Child Language
Journal of Communication Disorders, Journal of Comparative Germanic Linguistics, Journal of Germanic Linguistics, Journal for Speech, Language, and Hearing Research, Language Learning and Development, Language Acquisition, Lingua, Linguistic Variation, Linguistische Berichte, Psychologische Rundschau, Research in Developmental Disabilities, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Zeitschrift für Erziehungswissenschaft
Book chapters Trends in Linguistics. Studies and Monographs (Mouton de Gruyter), Studies on Language Acquisition (SOLA, Mouton de Gruyter), Cognitive Linguistics Research Series (Mouton de Gruyter), Handbook on Information Structure (Oxford University Press), Proceedings of the Romance Turn (Cambridge Scholar Publishing), Generative Approaches to Language Acquisition (GALA, Cambridge Scholar Publishing), Trends in Language Acquisition Research: Semantics in Acquisition (TILAR, Mouton de Gruyter)
Conferences Bi-SLI Tours, Boston University Conference on Language Development (BUCLD), Generative Approaches to Language Acquisition (GALA), International Symposium on Bilingualism (isb), Linguistic Evidence (LE), Generative Approaches to Language Acquisition North America (GALANA), Going Romance, Multilingual Individuals and Multilingual Societies (MIMS), Sinfonija

Research grants (since 2006)

2018–2023 (PI) Child second language acquisition after age 6, Ministry for Higher Education, Research and the Arts, Hesse

2016–2022 (PI) Sprachförderprofis: Professionalization of educators for language support of multilingual children. Ministry of Education, Hesse, Foundation Polytechnische, City of Frankfurt

2016–2020 (PI) DAZHOCHZWEI: Teacher training in German as a second language. Ministry of Education, Hesse

2015–2018 (Co-PI) TRIO: Professionalization of language training in preschool and elementary school. Ministry for education and research (BMBF) and European Social fonds (ESF)

2014–2023 (Deputy Spokesperson) DFG Graduate school Nominal Modification, Goethe University Frankfurt (w/13 colleagues in Linguistics, PI: E. Rinke)

2014–2018 (External Collaborator) The development of syntactic recursion in preschool-aged children: a cross-linguistic approach (PI: A. Pérez-Leroux, U. Toronto), Social Sciences and Humanities Research Council of Canada (SSHRC)

2013–2016 (Co-Applicant) Cooperation with N. Friedmann (Tel Aviv University) and A. Pérez-Leroux (U of Toronto), German academic exchange program (DAAD)

2011–2017 (PI) CARU: Acquisition of (non-)restrictive relative clauses, part of the DFG-Research group on Relative Clauses

2011–2015 (PI) Cammino: Multilingualism in kindergarten and primary school, Ministry for education and research (BMBF) and European Social fonds (ESF)

2011–2014 (PI) PROfessio: Professionalization of language training teachers for multilingual children, IDeA center, Hesse Excellency Grant LOEWE

2011–2014 (Co-Applicant) A study of the language of Russian-Hebrew and Russian-German migrant children in preschool and school years, German-Israeli-Foundation (GIF)

2009–2013 (Group Leader w/T. Marinis) Language Impairment in a multilingual society: Linguistic patterns and the road to assessment, EU COST IS0804 (PI:  Sharon Armon-Lotem)

2008–2014 (PI) MILA: Relationship between migration background and language impairment in children’s language achievement, IDeA center, LOEWE

2008–2011 (PI) Language assessment and language training in monolingual and bilingual children, Hertie Foundation and Goethe University Frankfurt

2006–2010 (Group Leader) Crosslinguistic robust stages of children’s linguistic performance with application to language assessment, EU COST A 33,  (PI: Uli Sauerland)

2005–2010 (Co-PI) Development and norming of the language test LiSe-DaZ (mit R. Tracy), Baden-Württemberg Foundation and Hogrefe publishing house

 Invited International Teaching

The acquisition of Semantics. Linguistics Summer School of the DGfS (German Linguistics Society), Tübingen, Germany (August 2016).

Selected International Plenary Lectures

Semantic/pragmatic properties of wh-questions: Exhaustivity and pairing. Villa Vigoni Workshop: Dimensions of wh-words – a German-Italian question time, Menaggio, Italy (May 2019).

First wait - then integrate. How children master the comprehension of complex sentences. Amsterdam Center for Linguistics and Cognition (ACLC) Seminar. University of Amsterdam: The Netherlands (February 2019).

Exhaustivity in wh-questions in typical and impaired acquisition. University of Edinburgh Linguistic colloquium series, Edinburgh, Scotland (March 2018).

Zur Semantik von Verben im Spracherwerb. 53. Jahrestagung des Instituts für Deutsche Sprache „Wortschätze: Dynamik, Muster, Komplexität.“ IDS Mannheim (March 2017).

Telicity in SLI. Workshop on Complexity in Acquisition, University of Toronto (May 2016).

Semantic aspects in the acquisition of wh-questions. Workshop on Non-Canonical Questions and Interface Issues. University of Konstanz, Germany (February 2014).

Differences between typically developing children and children with SLI in a bilingual context: Exhaustivity. Final COST IS0804 Conference on Child Language Impairment in Multilingual Context. Kraków, Poland (May 2013).

What we can learn from research on child second language acquisition. Workshop on Heritage languages (in Germany), University of Stuttgart (November 2012).

Language assessment of bilingual children – Why a monolingual norm is not fair. Joint workshop of the University of Toronto and Goethe-University Frankfurt, The Role of Institutional Practices for Building Successful Multicultural Societies, University of Toronto, Canada (June 2012).

Wer versteht wann was? Sprachverstehen im frühen Zweitspracherwerb des Deutschen. 48. Jahrestagung des Instituts für Deutsche Sprache (IDS) Mannheim, Germany (March 2012).

How to disentangle SLI from successive bilingualism: Evidence from comprehension studies in German. Workshop on Bilingualism and Specific Language Impairment, Hebrew University, Jerusalem, Israel (February 2009).

Some notes on Semantics and SLI. Generative Approaches to Language Acquisition (GALA), Lisbon, Portugal (September 2009).

Language comprehension in bilingualism and SLI. Workshop Windows on Inflection, Amsterdam, Netherlands (December 2008).

Contribution to Graduate supervision

I have supervised 10 PhD theses (plus 5 ongoing) and have served in PhD committees in Bangor, UK, Amsterdam, NE, and Tel Aviv, Israel. In addition, I have supervised 29 Magister/ MA Theses and 12 Diploma Theses (=all graduate level) as well 42 BA theses and 37 first State Board Exam theses (=undergraduate level). Several refereed publications (29) are in collaboration with graduate students.

Contribution to Knowledge Transfer

In 2009 I established Info-DaZ, an Information and Research Center for German as a second language at Goethe-University, Frankfurt. I have given more than 50 outreach talks to educators, teachers, parents, and education policymakers. In 2015 I became appointed member of the expert group “Education” as part of the Asylum Convention, Ministry of Education, Hesse.

Main Peer Reviewed Publications

  1. Schulz, P. (to appear). Acquisition of telicity. In K. Syrett and S. Arunachalam (Eds.), Semantics in Language Acquisition. Series: Trends in Language Acquisition Research. Amsterdam: Benjamins.  

  2. Schulz, P. & Schwarze R. (2017). How robust is the ban on nonfinite verbs in V2? Evidence from early second language learners of German with and without SLI. Zeitschrift für Sprachwissenschaft, 36(1), 51-78.

  3. Foryś, M., Haman, E., Katsos, N. & Schulz, P. (2016). Exploring syntactic, semantic and pragmatic correlates of the acquisition of exhaustivity in wh-questions: A study of Polish monolingual children. Language Acquisition. Published online: 24 May 2016. DOI:10.1080/10489223.2016.1179744.

  4. Grimm, A. & Schulz, P. (2016). Warum man bei mehrsprachigen Kindern dreimal nach dem Alter fragen sollte: Sprachfähigkeiten simultan-bilingualer Lerner im Vergleich mit monolingualen und frühen Zweitsprachlernern. Diskurs Kindheits- und Jugendforschung, 11(1), 27-42. [Why Age Matters Thrice for Multilingual Children: A Comparison of Language Abilities of Simultaneous-Bilingual Learners with Monolingual Children and Early Second Language Learners of German. In Discourse Childhood and Youth Research]

  5. Schulz, P. (2015). Exhaustivity. In S. Armon-Lotem, J. de Jong & N. Meir (Eds.), Methods for assessing multilingual children: disentangling bilingualism from Specific Language Impairment. Book Series: Multilingual Matters.

  6. Grimm, A. & Schulz, P. (2014). Specific Language Impairment and early second language acquisition: The risk of over- and underestimation. Child Indicators Research, 7, 821-841. Published online DOI 10.1007/s12187-013-9230-6.

  7. Schulz, P. (2012). Why and how individual differences matter for linguistic theory and experimental research but not for UG. Linguistic Approaches to Bilingualism, 2(3), 298-303.

  8. Schulz, P. & Tracy, R. (2011). Linguistische Sprachstandserhebung – Deutsch als Zweitsprache (LiSe-DaZ). Göttingen: Hogrefe Verlag. [first standardized language test with norms for eL2 learners of German]

  9. P. Schulz & N. Friedmann (Eds.) (2011). Specific Language Impairment (SLI) across languages: Properties and possible loci. Lingua Special Issue.

  10. Schulz, P. & Roeper, T. (2011). Acquisition of exhaustivity in wh-questions: A semantic dimension of SLI? Lingua, 121(3), 383–407.

  11. Schulz, P. (2010). Some notes on semantics and SLI. In J. Costa, A. Castro, M. Lobo & F. Pratas (Eds.), Language Acquisition and Development. Proceedings of GALA 2009. (pp. 391-406). Cambridge: Cambridge Scholars Press.

  12. Penner, Z., Schulz, P. & Wymann, K. (2003). Learning the meaning of verbs: What distinguishes language impaired from normally developing children? Linguistics, 41(2), 289–319.

  13. Schulz, P. (2003). Factivity: Its Nature and Acquisition. Tübingen: Max Niemeyer Verlag. Linguistische Arbeiten 480.

  14. Schulz, P., Wymann, K. & Penner, Z. (2001). The early acquisition of verb meaning in German by normally developing and language impaired children. Brain and Language, 77, 407-418.

  15. Pérez-Leroux, A. & Schulz, P. (1999). The role of tense and aspect in the acquisition of factivity: Children’s interpretation of factive complements in English, German and Spanish. First Language, 19:1(55), 29-54.

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