[1] Abramicheva, O. (2023). Refugee Perspectives on Primary School in Switzerland: Ukrainians’ diverse experiences of inclusion. Preschool and Primary Education in European Integration and National Dimensions: Scientific monograph. Riga, Latvia: Baltija Publishing, 1-52. https://doi.org/10.30525/978-9934-26-335-4-1
[2] Abramicheva, O. (2025). Second Language Learning in a Multilingual Environment: Displaced Ukrainian Primary School Students’ Experiences of Learning German in Switzerland. Journal of Vasyl Stefanyk Precarpathian National University, 12(1), 28–57. https://doi.org/10.15330/jpnu.12.1.28-57
[3] Abrams, Z.I. (2020). Intercultural Communication and Language Pedagogy: From Theory to Practice. Cambridge University Press.
[4] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman & Company.
[5] Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
[6] Berndt, T.J., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school. Child Development, 66(5), 1312-1329. https://doi.org/10.2307/1131649
[7] Clément, R. (1980). Ethnicity, contact and communicative competence in a second language. In H. Giles, W.P. Robinson, P.M. Smith (Eds.), Language: Social psychological perspectives (pp. 147-154). Oxford: Pergamon.
[8] Clément, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x
[9] Cohen, L., Manion, L., Morrison, K. (2007). Research Methods in Education. Sixth edition. London and New York: Routledge.
[10] Crookes, G., & Schmidt, R. (1991). Motivation: Re-opening the research agenda. Language Learning, 41(4), 469-512. https://doi.org/10.1111/j.1467-1770.1991.tb00690.x
[11] Deci, E. L., Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
[12] Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273-284. https://doi.org/10.2307/330107
[13] Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
[14] Dörnyei, Z. (2010). The psychology of the Language Learner: Individual Differences in Second Language Acquisition. NY: Routledge.
[15] Dörnyei, Z. & Ushioda, E. (2021). Teaching and researching motivation. Third Edition. New York, NY: Routledge.
[16] Eccles, J.S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of Child Psychology, 5th ed., Vol. 3, (pp. 1017-1095). New York: Wiley.
[17] Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. In S. Makoni & U. Meinhof (Eds.), African and Applied Linguistics. AILA Review, Vol. 16(1), (pp. 38-51). https://doi.org/10.1075/aila.16.05fer
[18] Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
[19] Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
[20] Gass, S. M., Behney, J., Plonsky, L. (2020). Second Language Acquisition. An Introductory Course. 5th edition. New York, NY: Routledge. 749 p.
[21] Goltsev, E. (2023). „Und dann haben sie es sofort verstanden”: Mehrsprachigkeitsnutzung und Wertschätzung in der Vermittlung des Deutschen als Zweitsprache an ukrainische geflüchtete Jugendliche. In: L. Bezugla, A. Ketzer-Nöltge, D. Spaniel-Weise, J. Wolbergs, & L. Höfler, (Hrsg.), Brüche und Kontinuitäten. Aktuelle Themen der Ukrainischen Germanistik nach Februar 2022. Open-Access-Tagungsdokumentation eines Symposiums im Rahmen der Themenwoche „Krieg in der Ukraine – Perspektiven der Wissenschaft“, 74–87. (in Germ.) https://doi.org/10.36730/2023.1.buk
[22] Hattie, J. (2023). Visible Learning: The Sequel. First edition. New York, NY: Routledge.
[23] Herzog-Punzenberger, B., Le Pichon-Vorstman, E., Siarova, H. (2017). ‘Multilingual Education in the light of Diversity: Lessons Learned’, NESET II report, Luxembourg: Publications Office of the European Union. https://doi.org/10.2766/71255
[24] Huber, S., Lüke, M., & Günther, P.S. (2023). Frieden und Krieg in Unterricht und Schule: Eine explorative Studie zu den Erfahrungen und Bedürfnissen geflohener Lehrpersonen und Schüler*innen aus der Ukraine. Schuleverantworten, 3(3), 78–92. https://doi.org/10.53349/schuleverantworten.2023.i3.a359
[25] Johnson, D. W., & Johnson, R. T. (2002). Learning Together and Alone: Overview and Meta‐analysis. Asia Pacific Journal of Education, 22(1), 95–105. https://doi.org/10.1080/0218879020220110
[26] Jurkowski, S., Hänze, M. (2012). Kooperatives Lernen aus dem Blickwinkel sozialer Kompetenzen. Eine Untersuchung des Zusammenhangs sozialer Kompetenzen mit dem Lernerfolg, dem Unterrichtserleben und dem Gruppenarbeitsergebnis in verschiedenen kooperativen Lernumgebungen. Unterrichts-wissenschaft, 40(3), 259-276. (in Germ).
[27] Juvonen, Y., Knifsend, C. (2016). School-based peer relationships and achievement motivation. In K.R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school 2nd ed., (pp. 231-250). New York: Routledge.
[28] Juvonen, Y., Wentzel, K.R. (1996). Social motivation: Understanding children’s school adjustment. New York: Cambridge University Press.
[29] Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development. Second edition. Pearson Education Inc.
[30] Lewis, M., Sullivan, M. W. (2007). The development of self-conscious emotions. In A.J. Elliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp. 185-201). Guilford Publications.
[31] Luginbühl, M., & Schmidlin, R. (2024). “Müemer jetz würklich Hochdütsch rede?” Sprachwahl und Sprachwechsel in schulischen Gruppengesprächen. In S. Houser, A. Schiesser (Hrsg.), Standarddeutsch und Dialekt in der Schule. Bern: hep Verlag AG, 106-134. (in Germ) https://doi.org/10.36933/9783035522785
[32] Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26(3-4), 399-427. https://doi.org/10.1080/00461520.1991.9653140
[33] Noels, K. A. (2001). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51, 107-144.
[34] Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 53, 97-136. https://doi.org/10.1111/1467-9922.53225
[35] Noels, K. A., Clément, R., Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57(3), 424-442. https://doi.org/10.3138/cmlr.57.3.424
[36] Oertig, M. (2012). Going Local: your guide to Swiss schooling. Basel: Bergli Books.
[37] Ota, D. W. (2014). Safe passage: How mobility affects people and what international schools should do about it. Summertime Publishing.
[38] Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
[39] Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28. https://doi.org/10.1111/j.1540-4781.1994.tb02011.x
[40] Oxford Dictionary of Media and Communication. (2020). D. Chandler & R. Munday (Eds.). Third edition, New York: Oxford University Press.
[41] Pomerantz, E.M., Cheung, C. S.-S., & Qin, L. (2019). Relatedness between children and parents: Implications for motivation. In R.M. Ryan (Ed.), The Oxford handbook of human motivation 2nd ed., (pp. 337-351). New York: Oxford University Press.
[42] Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge, UK: Cambridge University Press.
[43] Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61 (101860). https://doi.org/10.1016/j.cedpsych.2020.101860
[44] Salili, F., Chiu, C. J., Hong, Y. Y. (2001). Student motivation: The culture and context of learning. New York: Kluwer Publishers.
[45] Schiesser, A., & Nell-Tuor, N. (2025). Kooperative Lernsequenzen unter mehrsprachiger Perspektive: Code-Switching in Peer-Interaktionen. Zeitschrift für Interaktionsforschung in DaFZ, 5(1), 35-54. (in Germ) https://doi.org/10.17192/ziaf.2025.5.1.8798
[46] Sealey, A., & Carter, B. (2004). Applied linguistics as social science. London: Continuum.
[47] Simpkins, S. D., & Fredricks, J. A. (2015). Familial influences on motivation. In J. Wright (Ed.), International encyclopedia of the social and behavioral sciences 2nd ed., (pp. 921-927). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26096-0
[48] Unamuno, V. (2008). Multilingual switch in peer classroom interaction. Linguistics and Education, 19(1), 1-19. https://doi.org/10.1016/j.linged.2008.01.002
[49] Ushioda, E. (1996). Developing a dynamic concept of L2 motivation. In T. Hickey & J. Williams (Eds.), Language, education and society in a changing world (pp. 239-245). Dublin/Clevedon: IRAAL/Multilingual Matters.
[50] Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol: Multilingual Matters. https://doi.org/10.21832/9781847691293-012
[51] Wigfield, A., Turci, L., Cambria, J., Eccles, J.S. (2019). Motivation in education. In R.M. Ryan (Ed.), The Oxford handbook of human motivation 2nd ed., (pp. 443-462). New York: Oxford University Press.
[52] Woltran, F., Hassani, S., & Schwab, S. (2024). Pull-Out Classes for Newly Arrived Students from Ukraine – An Obstacle to Social Inclusion. Journal of Immigrant & Refugee Studies, 1-13. https://doi.org/10.1080/155 62948.2024.2433515
[53] Yim, O., Clément, R., & MacIntyre, P.D. (2019). The contexts of SLA motivation: Linking ideologies to situational variations. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (eds.), The Palgrave handbook of motivation for language learning (pp. 225-244). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-28380-3_11