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Amsterdam Institute for Humanities Research (AIHR) AIHR

Prof. S.J. (Sible) Andringa

Professor of second language pedagogy
Faculty of Humanities
Seconde Language Acquisition
Photographer: Kirsten van Santen
Visiting address
  • Spuistraat 134
  • Room number: 6.01
Postal address
  • Postbus 1637
    1000 BP Amsterdam
Contact details
  • Research profile and projects

    My research interests

    I am an applied linguist who specializes in second language acquisition and bilingualism. I investigate the added value of explicit information and instruction for second language learning, how distributional features of the input affect language learning outcomes, and what role awareness plays in language learning trajectories. I also take a keen interest in bi- or multilingual development in educational settings. I value transparency and openness in research and strongly believe that collaboration leads to research of higher methodological rigor and impact.

    On 21 March 2026, I gave a plenary at the AAAL conference in Chicago. You can find an article adapted from my presentation here.

    On 16 June 2023, I was officially inaugurated as professor of second language pedagogy. You can still see or read the lecture (in Dutch).

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    Research projects

    • The role of input, instruction and awareness in second language learning (ongoing)
    • REACH: Research on Educational Success, Academic Language, and Curricula in Higher Education (ongoing)
    • How literacy shapes language learning: the Meta-LLL project (ongoing)
    • The SLA4All project 
    • OASIS: open, accessible summaries of research in the language sciences
    • Multilingualism in Daycare: Project MIND (Finished per 2022)
    • Studies in Listening: the Stilis project (finished per 2012)

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    Positions

    • Academic director of the Institue for Dutch Language Education (INTT): website
    • Coordinator of the Language Learning, Literacy and Multilingualism (LLLM) research group: website
    • Coordinator of the master programme Dutch a second language and Multilingualism (Nederlands als tweede taal en meertaligheid): website
    • General editor of the Dutch Journal of Applied Linguistics (DuJAL), a diamond open access journal: website
    • Member of Meesterschapsteam Moderne Vreemde Talen: website
    • Member of the OASIS project team: website
    • Member of the IRIS database advisory group: website
    • Member of the ACLC advisory board: website

     

    ***Submit your materials to IRIS, or find the materials you need for your research. IRIS is a collection of instruments, materials, stimuli, and data coding and analysis tools used for research into second languages, including second and foreign language learning, multilingualism, language education, language use and processing. Materials are freely accessible and searchable, easy to upload (for contributions) and download (for use).***

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    Ongoing projects

     

     REACH  (Research on Educational Success, Academic Language, and Curricula in Higher Education)

    Higher education hosts students from diverse linguistic and cultural backgrounds. International research shows that non-native speakers often face academic challenges.This project addresses these challenges in Dutch higher education through three interconnected projects. The first develops tools to assess curriculum support for Dutch and English language development. The second aims to establish how academic literacy evolves in Dutch and English tracks, and how curricula can support this development. The third explores the impact of language of instruction, student backgrounds, and curriculum features on academic success. Together, these projects aim to improve curriculum design and enhance academic achievement for all.

    With: Afon Khari, Agnieszka Kluska, Jelke Bloem, Caitlin Meyer, Sybren Spit, Josje Verhagen and colleagues at the Hogeschool Rotterdam

    The Meta-LLL project: How literacy shapes language learning

    Many people learn a language while also developing literacy, the ability to read and write. When becoming literate, people also learn to think about language as an object of thought; they learn that language consists of separate words, that words are comprised of separate sounds, and that sounds can be represented by symbols. Literacy allows people to manipulate and analyze language. There are good theoretical reasons to assume that becoming literate changes how language is acquired. Yet, we know very little about this. This is largely due to the fact that first language acquisition theories are primarily based on work with preliterate infants and young children, while second language acquisition research has not included preliterate learners.
    This project aims to increase our understanding of the relationship between literacy, meta-linguistic cognition, and language acquisition by studying emerging readers: adults and children who learn language while simultaneously learning to read. Qualitative, cross-sectional, and longitudinal time series data will be collected in combination with novel techniques for measuring learning outcomes (visual world eye tracking) and awareness (the opt-out paradigm). In doing so, this project aims to show that language learning changes under the influence of emerging literacy because literacy shapes learners’ ability to become aware of the structural properties of spoken language. The outcomes will assign a proper place to awareness and metalinguistic cognition in theories of language learning and improve learning and instruction for many people that face the difficult task of learning a language while learning to read and write.

    With: Bart Siekman, Sarah der Nederlanden, Sybren Spit, Josje Verhagen Judith Rispens, Michal Korenar and Yesim Sevinc

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    The role of input, instruction and awareness in second language learning

    I am runnning and have run several studies investigating the role of input instruction and awareness in second language learning. I'm particularly interested in the added value of explicit information and instruction for second language learning; how distributional features of the input affect language learning outcomes; what role awareness plays in the language learning trajectory. In many of these studies, I use the visual world eye-tracking paradigm as a measure of learning.

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    OASIS

    The OASIS initiative is establishing a systematic and sustainable culture of providing open, accessible summaries of research in the language sciences. The main aim is to address some of the long-attested challenges of communicating research beyond academia. In collaboration with journal editors, professional associations, and language educators, we have developed guidelines for writing Accessible Summaries and we are creating a critical mass of 300 one-page non-technical summaries. We are also working with journal editors to establish procedures for routinely soliciting summaries from their accepted authors. The summaries are searchable and freely available from https://oasis-database.org. We have a large network of collaborators who are writing, editing, and approving summaries in a wide range of research areas, including second and foreign language learning and teaching, multilingualism, language education, and testing. If you wish to participate in the initiative, please contact oasis@oasis-database.org. 

    With: Emma Marsden (coordinator) and many others

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    SLA for all? Reproducing SLA research in non-academic samples

    This project is an initiative to gauge the generalizability of SLA research findings through registered replications of SLA studies with non-academic participant samples. Please visit the project website for more information: SLA for all? Reproducing SLA research in non-academic samples

    with Aline Godfroid

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    Past projects

     

    Project MIND

    MIND is short for 'Multilingualism in Daycare'. This project, that started in February 2018 and ran for four years, aimed to understand how bilingual daycare affects the development of both languages offered (Dutch and English or French) in young children. The daycare centers and their children were followed for several years. The project focused on a range of questions, subdivided into three subprojects. PhD candidate Anne-Mieke Thieme investigated how children respond to bilingual daycare and how much input they need to develop the second language. PhD candidate Darlene Keydeniers investigated what bilingual daycare means for the development of Dutch and wants to know if particular aspects of Dutch are subject to crosslinguistic influence. Josje Verhagen aimed to find out how home language and literacy skills affect the development of both Dutch and English or French.

    • Funded by the Dutch ministry of Social affairs.
    • Collaborators: Suzanne Aalberse, Sible Andringa, Anne-Mieke Thieme, Darlene Keydeniers, Folkert Kuiken (project coordinator), Josje Verhagen and Eva Vos.

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    Studies in Listening (Stilis)

    I was involved in the Stilis project (studies in listening proficiency). The goal of this project was to explore and explain individual differences in listening proficiency. This was done by assessing our participants' sentence processing skills and several related skills/capacities we hypothesize to be predictive of or related to listening comprehension. Both young and elderly native speakers of Duch and nonnative learners of Dutch were assessed. The Stilis project is a five-year project that started in August 2007 (with Catherine van Beuningen, Jan Hulstijn, Nomi Olsthoorn and Rob Schoonen) and ended officially in the summer of 2012.

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    Form-focused instruction

    My PhD research project was titled Form-focused instruction and the development of second language proficiency. In the project, I reviewed previous work comparing the effectiveness of explicit and implicit types of instruction, and I assessed experimentally whether explicit instruction was more effective than implicit instruction all else being equal (most notably: exposure to the target structures). I concluded that the evidence for the superiority of explicit instruction is not as overwhelming as sometimes suggested. The data demonstrated that both approaches were equally effective overall. However, for one of the target structures, there was an interaction with first language background. Explicit instruction was more effective than implicit instruction for participants with a resembling structure in the L1, but less effective if the same meaning was expressed by means of a totally different target structure.

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  • PhD supervision

     

    Ongoing PhD projects, 

    In first name alphabetical order

    • Afon Khari
    • Agnieszka Kluska
    • Annemieke Haarlem - De Jong
    • Anne-Mieke Thieme
    • Bart Siekman
    • Carolina de Groot
    • Lani Freeborn
    • Linda de Mos
    • Mili Gabrovsek Sanders
    • Niklas Abel
    • Sarah der Nederlanden

    Past projects

    In order of completion

    • Kaatje Dalderop (2025)
    • Natalia Rivera-Vera (2024)
    • Darlene Keydeniers (2023)
    • Sybren Spit (2022)
    • Maja Curcic (2018)

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    Afon Khari

    Language and academic achievement in Dutch and English programs

    Afon’s project is part of the REACH project (Research on Educational Success, Academic Language, and Curricula in Higher Education). He investigates how language-related factors shape academic achievement in Dutch higher education. The study adopts an individual differences approach to examine how language of instruction (Dutch or English), students’ linguistic backgrounds, and curriculum features  supporting academic literacy relate to outcomes such as study progress, earned credits, and degree completion.

    Agnieszka Kluska

    Students’ development of Dutch and English academic literacy

    Aga’s project is part of the REACH project (Research on Educational Success, Academic Language, and Curricula in Higher Education). She investigates how Dutch and English academic literacy develop, and how specific curriculum characteristics may support this process. To do so, she will design and validate two automated metrics for scoring academic literacy. These metrics will be applied to a large sample of graded, student-written texts. Using the metrics, I will conduct two additional studies to determine the extent to which students acquire academic language abilities over the course of their studies, and how these abilities relate to the features of the curricula.

    Annemieke Haarlem – De Jong

    Improving conversational skills in modern foreign language with digital technology

    Teachers in secondary education find it difficult to teach conversational skills in Modern Foreign Languages (MFL): the motivation for learning a language is low and students may experience speaking anxiety. Furthermore, classes are large and there is little time in the curriculum. This project investigates how a dedicated AI-based, task-oriented chatbot can help resolve these problems. In this project, a learning arrangement will be designed, implemented and simultaneously evaluated by analysing the linguistic output and motivations of pupils interacting with the chatbot.

    Anne-Mieke Thieme

    Emergent multilingual children’s peer interactions in Dutch early childhood education and care

    Abstract: This project examines the impact of children’s language backgrounds on bilingual children’s peer play in daycare. Do language background and language proficiency influence which children play together, and how they play together? The project will take a multi-faceted and interdisciplinary approach to examine these questions. I will first conduct interviews and surveys with preschool teachers to gain a preliminary understanding of this underresearched topic. After this, two types of observations will be carried out: a quantitative social network analysis and a qualitative study of peer interactions among 3-year-olds in various daycare centres in the Netherlands.

    This project is part of Project MIND. Supervision with Josje Verhagen and Folkert Kuiken

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    Bart Siekman

    How literacy shapes language learning in emergent adult readers (LESLLA-learners)

    Abstract: The leading question of my thesis is how the ability of LESLLA-learners, that is: emergent adult readers, to learn a language is shaped by acquiring literacy skills. It is hypothesized that when acquiring literacy skills, metalinguistic abilities will also develop which will be beneficial for language learning. Connections have been found in LESLLA learners between different levels of literacy skills and the ability to uptake information from an orally given recast (Bigelow et al, 2006). Also, Roehr-Brackin & Tellier (2019) found several correlations between metalinguistic awareness measures and L2 proficiency in secondary school students. This thesis will contribute to our knowledge of SLA by providing deeper insight in the connection between literacy, metalinguistic abilities and language learning abilities. 

    This project is part of the Meta-LLL project. Supervision with Sybren Spit, Josje Verhagen and Michal Korenar

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    Carolina de Groot

    Critical Thinking in Foreign Language Education

    Carolina’s research aims to develop students’ critical thinking skills and language awareness in English and Spanish, with a focus on increasing sensitivity to and awareness of disinformation on social media. Conducted in upper-intermediate L2 secondary education, the studies explore students’ critical thinking, language awareness and digital literacy in a foreign language, how teacher competence in critical thinking and media literacy can be fostered, and what principles teaching materials should meet to improve students’ media literacy.

    Lani Freeborn

    The construct of foreign language aptitude

    Abstract: My PhD project reconsiders the construct of foreign language aptitude (FLA) from a dynamic perspective. In my research I take a holistic view of aptitude, considering not only cognitive abilities, but also affective and conative individual differences that influence language learning. This project is inspired by Richard Snow's work on aptitude complexes as well as recent developments in complex systems theory and network psychometrics. 

    Supervision with Judith Rispens

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    Linda de Mos

    Developing Intercultural Feedback Literacy: Theory, Interpretation, and Lecturer Development in Higher Education

    Teachers often struggle to provide effective feedback on writing tasks, are unaware of implicit language norms, and find it challenging to address students’ cultural and linguistic diversity. Existing feedback literacy models rarely consider intercultural perspectives, yet research shows feedback practices are culturally shaped and not always effective for all students. Linda’s research aims to (1) develop and test a conceptual model of intercultural feedback literacy for teachers and (2) design evidence-based professional development through Professional Learning Communities (PLCs). A scoping review, surveys, interviews, focus groups, and case studies with three PLCs will inform a validated model and sustainable teacher training program.

    Mili Gabrovsek Sanders (University of Applied Sciences Amsterdam)

    (Teaching) English as a multilingua franca: Preparing learners for successful communication in multilingual settings

    Abstract: In present-day multilingual society, English functions as a multilingua franca, a global language learned and used by multilingual speakers to communicate across language borders. This important role of English has so far been insufficiently reflected in present-day English language teaching. This four-stage design research project therefore aims to further develop the emerging concept of English as a multilingua franca theoretically, and facilitate its transfer into practice, in order to provide teachers with the necessary tools for enhancing their learners’ capacity to communicate successfully in English in multilingual settings.

    Supervision with Catherine van Beuningen (HvA)

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    Niklas Abel

    Multilingual language teaching in pre-vocational secondary education

    The aim of Niklas’ project is to investigate how secondary school students’ multilingual repertoire can be didactically activated and used to support multilingual learners in acquiring Dutch and English. In this design-oriented research project, a concrete multilingual teaching approach will be developed and evaluated for the subjects Dutch and English. In doing so, the needs of both multilingual students themselves and those of their language teachers will be investigated and integrated into the material development. This way, the research aims at contributing to a more inclusive, efficient, effective and motivating language education of tomorrow.

    Sarah der Nederlanden

    How literacy shapes language learning in child second language acquisition

    Abstract: A substantial part of refugee children coming to the Netherlands is pre-literate. These children are faced with the difficult task of mastering the Dutch language while simultaneously learning to read and write. Because theories on language learning rarely consider literacy as a factor, we have little understanding of how the language learning process of the pre-literate child differs from that of the literate child. There is good reason to believe that literacy drastically impacts the way in which we think, and in turn, the way we learn. In this PhD-project, I will investigate how literacy shapes language learning in children.

    This project is part of the Meta-LLL project: Supervision with Sybren Spit, Josje Verhagen and Yesim Sevinc

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    Past projects

     

    Kaatje Dalderop

    Getting good at language learning. An explorative study into language learning skills in non- and low literate second language learners (LESLLA learners)

    Abstract: Non- and low literate second language learners generally face a laborious language learning trajectory, in which they often slowly progress. In order to learn a language successfully, learners need to manage multiple aspects of their learning processes, referred to as strategic self-regulation. Research provides evidence that language learning strategies and strategy instruction contribute positively to language learning outcomes. However, little is known about the effects of strategy use and instruction among non-literate learners. The aim of this explorative study is to develop better understanding of how strategy use and training may contribute to successful language learning and - teaching for LESLLA-learners.

    Supervision with Judith Rispens

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    Natalia Rivera Vera

    Socio-pragmatics and second language acquisition: The effects of speaker-based expectations on word learning

    In a series of experiments, this project explores to what extent listeners take into account features of the speaker when learning new words from this speaker, by maninpulating features of the speaker.

    Supervision with: Judith Rispens, Padraic Monaghan and Edmundo Kronmuller

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    Darlene Keydeniers

    Two languages in daycare: An appraisal of bilingual early childhood education and care in the Netherlands

    Abstract: English is gaining ground in the Dutch educational system. Many secondary schools in the Netherlands offer Dutch-English bilingual programs and early foreign language teaching in primary schools is becoming increasingly popular. This also goes for bilingual childhood education and care (henceforth: ECEC). This dissertation provides an in-depth overview of Dutch-English bilingual ECEC in the Netherlands, by addressing the following research questions: 1) what is the sociolinguistic, educational and sociopolitical context in which bilingual ECEC in the Netherlands transpired, 2) how is bilingual ECEC implemented and carried out, and 3) what are the consequences of the presence of two languages in bilingual ECEC for the actual practice and use of Dutch and English in one classroom, and for how Dutch and English affect each other structurally? The results of this dissertation show that there are links between the context, underlying ideologies and the implementation and organization of bilingual Dutch-English input. In addition, it reveals discrepancies between the Dutch government’s underlying ideologies and those of some of the daycare centers, and between the organization of bilingual input on paper and in practice. The results of this dissertation further indicate that the implementation of bilingual ECEC in the Netherlands is not something that needs to be feared, as time spent in bilingual ECEC on one language does not seem to come at the expense of the other. Rather, the two languages take on different roles in the classroom, and seem to find a way to work together and to support one another.

    This project ws part of Project MIND. Supervision with Suzanne Aalberse and Folkert Kuiken

    Link to thesis

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    Sybren Spit

    Meta-linguistic awarenss in early (second) language acquisition

    It is commonly assumed children learn their first language entirely implicitly and without any conscious awareness of form and grammar. Although the role of meta-linguistic awareness in adult language acquisition has been extensively studied, such research is virtually absent in the field of child language acquisition. This research tries to fill this gap.

    Supervision with Judith Rispens and Enoch Aboh

    Link to thesis

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    Maja Curcic

    The interplay between learner, language, and input characteristics in second language acquisition

    In this project, a series of second language learning experiments will be conducted to investigate how the learnability of a novel syntactic L2 structure is affected by the reliability of the input, the provision of metalinguistic information and by individual differences in aptitude for language learning.

    Supervision with Folkert Kuiken

    Link to thesis

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  • Teaching

    Most of the courses I teach are part of the master programme Dutch as a Second Language and multilingualism (Nederlands als tweede taal en meertaligheid). This is a programme of one and a half years that focuses on learning Dutch as a second language, the individual, societal and educational consequenses of multilingualism, and emerging literacy in an SLA context. The programme includes courses on second language acquisition and pedagogy, the development of language teaching materials, multilingualism and langauge policiy and adult literacy acquisition. The programme aims to bridge the gap between theory and practice.

    In the MA programme Dutch as a second langauge, I am teaching or have taught:

    • Second language acquisition and pedagogy
    • Literacy acquisition & SLA
    • The multilingual society: Educational practice and policy
    • Applied Linguistics: The development of literacy
    • Research Design and Statistical Analysis
    • Language in Society
    • Second and foreign language acquisition

    In addition, I supervise theses, research internships and tutorial, and practical and educational internships

  • Publications

    2026

    • Sevinc, Y., Mulder, K., & Andringa, S. J. (2026). Sociaal-affectieve factoren in meertalige taalontwikkeling. In C. van Beuningen, D. Polišenská, M. Günther, & J. Duarte (Eds.), Talenbewust lesgeven in vo en mbo: Inclusief omgaan met taaldiversiteit Boom.

    2025

    • Freeborn, L., Andringa, S., & Rispens, J. (2025). Aptitude complexes: Expanding our view of language aptitude. The Modern Language Journal, 109(4), 775-799. https://doi.org/10.1111/modl.70002 [details]
    • Siekman, B., Spit, S., Verhagen, J., & Andringa, S. (2025). Metalinguistic awareness in adult emergent readers: A scoping literature review of empirical studies. Language Awareness. Advance online publication. https://doi.org/10.1080/09658416.2025.2587298
    • Spit, S. B., Andringa, S. J., & Ryan, O. (2025). Investigating the Relation Between Second Language Proficiency and Study Success Using a Causal Inference Approach. Language Learning. Advance online publication. https://doi.org/10.1111/lang.12713
    • Spit, S., Andringa, S., & Rispens, J. (2025). Word learning in emergent readers: to what extent does written input help? Applied Psycholinguistics, 46, Article e50. https://doi.org/10.1017/S0142716425100362 [details]
    • Thieme, A.-MMM., Kuiken, F., Andringa, S. J., & Verhagen, J. (2025). Teachers’ Reported Experiences With Emergent Multilingual Children’s Peer Interactions in Early Childhood Education and Care in the Netherlands. Journal of Research in Childhood Education. Advance online publication. https://doi.org/10.1080/02568543.2025.2506701

    2024

    • Andringa, S. J., & Spit, S. B. (in press). Implicit knowledge and language learning. In C. Chapelle (Ed.), Encyclopeadia of Applied Linguistics Wiley Online Library.
    • Andringa, S., Mos, M., van Beuningen, C., González, P., Hornikx, J., & Steinkrauss, R. (2024). Diamond is a scientist’s best friend: Counteracting systemic inequality in open access publishing. Dutch Journal of Applied Linguistics, 13. https://doi.org/10.51751/dujal18802 [details]
    • Handley, Z. L., Andringa, S. J., & Wang, H. (2024). Exploring the Influence of Individual Speaking Style, Cross-Linguistic Transfer of Language-Specific Fluency Patterns, and Proficiency on Second Language Oral Fluency. Journal of the European Second Language Association (JESLA), 8(1), 34-47. https://doi.org/10.22599/jesla.124 [details]
    • Verhagen, J., Boom, J., Thieme, A.-M., Kuiken, F., Keydeniers, D., Aalberse, S., & Andringa, S. (2024). Relationships between bilingual exposure at ECEC and vocabulary growth in a linguistically diverse sample of preschoolers. Journal of Applied Developmental Psychology, 93, Article 101657. https://doi.org/10.1016/j.appdev.2024.101657 [details]

    2023

    2022

    2021

    2020

    • Aalberse, S., Andringa, S., Faber, M., & Lippe, P. (2020). Definiteness in Wenzhounese Chinese in the Netherlands and in China: Evidence for generational change in two locations. In B. Brehmer, & J. Treffers-Daller (Eds.), Lost in Transmission: The role of attrition and input in heritage language development (pp. 16-31). (Studies in Bilingualism ; Vol. 59). John Benjamins Publishing Company. https://doi.org/10.1075/sibil.59.01aal [details]
    • Andringa, S. (2020). The emergence of awareness in uninstructed L2 learning: A visual world eye tracking study. Second Language Research, 36(3), 335-357. https://doi.org/10.1177/0267658320915502 [details]
    • Andringa, S., & Godfroid, A. (2020). Sampling bias and the problem of generalizability in Applied Linguistics. Annual Review of Applied Linguistics, 40, 134-142. https://doi.org/10.1017/S0267190520000033 [details]

    2019

    2017

    • Aalberse, S., Zou, Y., & Andringa, S. J. (2017). Extended use of demonstrative pronouns in two generations of Mandarin Chinese speakers in the Netherlands: Evidence of convergence? In E. Blom, L. Cornips, & J. Schaeffer (Eds.), Cross-linguistic Influence in Bilingualism: In honor of Aafke Hulk (pp. 25-48). (Studies in Bilingualism; Vol. 52). John Benjamins. https://doi.org/10.1075/sibil.52.03aal [details]

    2015

    2014

    • Andringa, S. (2014). The use of native speaker norms in critical period hypothesis research. Studies in Second Language Acquisition, 36(3), 565-596. https://doi.org/10.1017/S0272263113000600 [details]
    • Hulstijn, J. H., & Andringa, S. (2014). The effects of age and level of education on the ability of adult native speakers of Dutch to segment speech into words. In J. Caspers, Y. Chen, W. Heeren, J. Pacilly, N. O. Schiller, & E. van Zanten (Eds.), Above and beyond the segments: experimental linguistics and phonetics (pp. 152-164). John Benjamins. https://doi.org/10.1075/z.189 [details]
    • Olsthoorn, N. M., Andringa, S., & Hulstijn, J. H. (2014). Visual and auditory digit-span performance in native and nonnative speakers. International Journal of Bilingualism, 18(6), 663-673. https://doi.org/10.1177/1367006912466314 [details]

    2012

    2011

    2009

    • Olsthoorn, N. M., Andringa, S., & Meijer, N. (2009). Working Memory is more than what is measured by a WM task: a case in point: segmentation proficiency and verbal working memory. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla-conferentie (pp. 274-279). Eburon. [details]

    2008

    2023

    2021

    • Dijkhuizen, M., Oostvriesland, P., Kuiken, F., & Andringa, S. (2021). Evaluatie Kansenaanpak Primair Onderwijs Amsterdam. Schooljaar 2020-2021. Universiteit van Amsterdam, Faculteit der Geesteswetenschappen. [details]
    • Freeborn, L. J. V. (Author), Andringa, S. J. (Author), & Rispens, J. E. (Author). (2021). The Aptitude Project. Web publication or website
    • MIND-team, Aalberse, S. P., Andringa, S. J., Hanekamp, K., Keydeniers, D. J., Kuiken, F., Thieme, A. M. M., Verhagen, J., & Vos, E. M. J. (2021). Meertaligheid in dagopvang: Een onderzoek naar de effecten van het gebruik van twee talen op het kinderdagverblijf. Universiteit van Amsterdam. [details]

    2020

    • Glazenborg, A., Thieme, A.-M., Andringa, S., & Kuiken, F. (2020). Evaluatie Kansenaanpak Primair Onderwijs Amsterdam. Schooljaar 2019-2020. Universiteit van Amsterdam. [details]

    2015

    • Moeken, N., Andringa, S., & Kuiken, F. (2015). De kwaliteit van Taalmeter 1F en Taalmeter 2F: een onderzoek naar de betrouwbaarheid en de validiteit van een tweetal screeningsinstrumenten om laaggeletterde Nederlanders op te sporen. Universiteit van Amsterdam. [details]

    2014

    • Moeken, N., Andringa, S., & Kuiken, F. (2014). De kwaliteit van Taalmeter 1F: een onderzoek naar de betrouwbaarheid en de validiteit van een screeningsinstrument om de laaggeletterde Nederlander op te sporen. Universiteit van Amsterdam. [details]

    2023

    2022

    2021

    2020

    • Thieme, A.-M., Glazenborg, A., Andringa, S., & Kuiken, F. (2020). Tien voorbeeldinterventies Kansenaanpak PO, Amsterdam. Universiteit van Amsterdam. [details]

    2019

    2017

    2016

    • Andringa, S. J. (2016). Lezen in theorie en de praktijk van van het inburgeringsexamen. Vakwerk: achtergronden van de NT2-lespraktijk: lezingen Conferentie BVNT2, 10, 9-17.

    2015

    • Andringa, S. (2015). Hoe zijn ze aan elkaar gekoppeld? Staatsexamen Nederlands als tweede taal & Raamwerk Nederlands als Tweede taal. Les, 33(194), 36-37. http://www.tijdschriftles.nl/inhoud/tijdschrift_artikel/LE-33-194-17/Hoe-zijn-ze-aan-elkaar-gekoppeld [details]
    • Andringa, S. (2015). Over de zuiverheid van toetsen. In B. Bossers (Ed.), Klassiek vakwerk. - 2: Achtergronden van het NT2-onderwijs: de beste artkelen uit Vakwerk 5-9 (pp. 205-216). Boom. [details]
    • Andringa, S. (2015). Toetsing en evaluatie. In B. Bossers, F. Kuiken, & A. Vermeer (Eds.), Handboek Nederlands als tweede taal in het volwassenenonderwijs (2 ed., pp. 359-393). Coutinho. [details]

    2012

    2010

    • Andringa, S. (2010). Toetsing en evaluatie. In B. Bossers, F. Kuiken, & A. Vermeer (Eds.), Handboek Nederlands als tweede taal in het volwassenenonderwijs (pp. 350-382). Coutinho. [details]
    • Andringa, S., de Bakker, I., Bos, J., Kuiken, F., Rietstap, E., & Vedder, I. (2010). Taalvaardigheid Nederlands in de FGw: concretisering en uitwerking van doelen. Faculteit der Geesteswetenschappen, Universiteit van Amsterdam. [details]

    2009

    • Andringa, S. (2009). Over de zuiverheid van toetsen. In S. Verhallen (Ed.), Vakwerk 5: achtergronden van de NT2-lespraktijk: lezingen conferentie BVNT2 in Blankenberge 2009 (pp. 9-22). Beroepsvereniging van docenten Nederlands als Tweede Taal. [details]
    • Andringa, S., de Bakker, I., Bos, J., Kuiken, F., Rietstap, E., & Vedder, I. (2009). Taalvaardigheid Nederlands in de FGw: wel kwaliteitsbeleid, geen centrale toets. Faculteit der Geesteswetenschappen, Universiteit van Amsterdam. [details]

    2024

    • Spit, S. B., der Nederlanden, S. J., & Andringa, S. J. (2024). Ik ga op reis en neem mee: mijn leesbril. In De wereld in taal. Een reis in 40 verhalen. Uitgeverij Lias.

    2025

    • Andringa, S. J. (2025). Bewust Taalvaardig? Over impliciet en expliciet taalleren. Paper presented at MBO Taalacademie, Amersfoort.
    • Andringa, S. J. (2025). Word learning in emergent readers: To what extent does written input help?. Poster session presented at The 34th Conference of the European Second Language Association, Tromsø, Norway.
    • Andringa, S. J., Thieme, A. M. M., & Smits, T. (2025). Sampling and generalization practices in second language acquisition research. Paper presented at AAAL, Denver, Colorado, United States.
    • Siekman, B., Korenar, M., Spit, S. B., Verhagen, J., & Andringa, S. J. (2025). The Name Game. Measuring metalinguistic awareness in LESLLA learners.. Poster session presented at The 34th Conference of the European Second Language Association, Tromsø, Norway.
    • Thieme, A. M. M., Andringa, S. J., Kuiken, F., & Verhagen, J. (2025). Multilingual children's peer play in toddler groups in the Netherlands. Abstract from Bilingualism Matters Symposium 2025, Edinburgh. https://virtual.oxfordabstracts.com/event/73450/program

    2024

    • Andringa, S. J. (2024). Navigating the challenges of research with emerging readers. Paper presented at Zurich Doctoral workshop,
      , Zurich, Switzerland.
    • Andringa, S. J. (2024). What literacy means for language acquisition. Paper presented at Meta-LLL workshop, Amsterdam.
    • Marsden, E., & Andringa, S. J. (2024). OASIS as an open resource for work at research-practice interfaces. Paper presented at AILA 2024, Kuala Lumpur, Malaysia.
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2024). Peer interactions in linguistically diverse toddler groups in the Netherlands : A social network study. Abstract from IASCL, Prague.
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2024). Peer interactions in linguistically diverse toddler groups in the Netherlands: A social network study. Abstract from IAM L3, Groningen.
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2024). Teacher perspectives on emergent multilingual children’s peer interactions in early childhood education and care in the Netherlands. Abstract from Multilingualism on My Mind 2024.

    2023

    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2023). Teacher Perspectives on Multilingual Children’s Peer Interactions in Early Childhood Education and Care in the Netherlands. Poster session presented at Society for Research on Child Development (SRCD), United States.
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2023). Teacher perspectives on multilingual children's peer interactions in Dutch ECEC. Abstract from International Symposium on Bilingualism , Sydney, Australia.

    2022

    • Spit, S. B., Ryan, O., & Andringa, S. J. (2022). Investigating the relation between second language proficiency and study success using a causal inference approach..
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2022). Sociale aansluiting en samenspel van meertalige peuters volgens pedagogisch medewerkers. Poster session presented at Taalontwikkeling van Kinderen Dag, Nijmegen, Netherlands.
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2022). Teacher perspectives on multilingual children’s peer interactions in ECEC. Abstract from EARLI SIG5, Utrecht, Netherlands.
    • Thieme, A. M. M., Andringa, S. J., Verhagen, J., & Kuiken, F. (2022). Young multilingual children's peer interactions in ECEC. Abstract from EuroSLA, Fribourg, Switzerland.

    2021

    • Alferink, I., Marsden, E., & Andringa, S. J. (2021). Using OASIS summaries to facilitate a dialogue between research and pedagogy. Paper presented at AILA World Conference 2021, Groningen, Netherlands.

    2019

    • Andringa, S. J., & van Beuningen, C. (2019). De rol van onderzoek in de professionalisering van NT2-docenten: een verkenning van de huidige praktijk en een initiatief voor de toekomst. Paper presented at Het vakmanschap van de NT2-docent, Utrecht.
    • Keydeniers, D. J., Aalberse, S. P., & Andringa, S. J. (2019). The effects of early English foreign language teaching on the acquisition of the Dutch prepositional system. 44-45. Abstract from EuroSLA, Lund, Sweden.

    2018

    • Spit, S. B., Andringa, S. J., Rispens, J. E., & Aboh, E. O. (2018). Kindergarteners’ statistical learning is influenced by instruction.

    2017

    2012

    • van Beuningen, C. G., Andringa, S. J., Olsthoorn, N. M., Schoonen, J. J. M., & Hulstijn, J. H. (2012). Predictors of age-related differences in native speaker listening. Poster session presented at Anéla Conferentie 2012.

    Talk / presentation

    • Curcic, M. (speaker), Andringa, S. J. (speaker) & Kuiken, F. (speaker) (27-8-2016). Individual differences in L2 learners’ ability to process determiners online., Eurosla 26..
    • Andringa, S. J. (speaker) & Curcic, M. (speaker) (4-9-2014). How Metalinguistic Information affects online L2 processing: Evidence from Differential Object Marking (DOM) Acquisition, Eurosla 24, York.
    • Andringa, S. J. (speaker) (1-2-2014). Working memory in young and senior, native and nonnative language users, Grote Taaldag, Utrecht.
    • van Beuningen, C. G. (speaker), Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker), Schoonen, J. J. M. (speaker) & Hulstijn, J. H. (speaker) (16-3-2013). Predictors of age-related differences in native speaker listening: a multivariate approach, AAAL conference, Dallas.
    • Andringa, S. J. (speaker), van Beuningen, C. G. (speaker) & Hoek, P. (speaker) (10-11-2012). Luistervaardigheid toetsen: Wat maakt een toetsvraag moeilijk of juist makkelijk?, Lescongres, Amsterdam.
    • Hulstijn, J. (speaker), van Beuningen, C. (speaker), Andringa, S. (speaker), Olsthoorn, N. (speaker) & Schoonen, R. (speaker) (6-9-2012). An empirical approach to the logical problem of first and second language acquisition, Annual Conference of the European Second Language Association, Poznań, Poland.
    • Aarnoudse, I. (speaker) & Andringa, S. J. (speaker) (31-8-2012). Het belang van het Staatsexamen NT2: Onderzoek naar de motieven van Staatsexamenkandidaten, Jubileumconferentie Staatsexamens NT2, Amsterdam.
    • Andringa, S. J. (speaker) & van Beuningen, C. G. (speaker) (9-6-2012). Wat maakt een goede luisteraar?, NT2-conferentie Beroepsvereniging van docenten Nederlands als Tweede Taal, Hoeven.
    • Hoek, P. (speaker) & Andringa, S. J. (speaker) (10-5-2012). Tekstbegrip en meerkeuze, Anéla conferentie, Lunteren.
    • Andringa, S. J. (speaker), Hulstijn, J. H. (speaker), Schoonen, R. (speaker), van Beuningen, C. G. (speaker) & Olsthoorn, N. M. (speaker) (24-3-2012). Determinants of success in listening proficiency, AAAL conference, Boston.
    • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (10-9-2011). The use of native speaker norms in Critical Period Hypothesis research, Eurosla, Stockholm.
    • Olsthoorn, N. M. (speaker), Andringa, S. J. (speaker) & Hulstijn, J. H. (speaker) (26-8-2011). Explaining individual differences in listening proficiency in L1 and L2, AILA, Beijing, China.
    • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (17-6-2011). A decomposition of non-native speaker listening comprehension, International Symposium of Bilingualism 8, Oslo.
    • Olsthoorn, N. M. (speaker), Andringa, S. J. (speaker) & Hulstijn, J. H. (speaker) (15-6-2011). Verbal Working Memory testing in bilinguals, International Symposium of Bilingualism 8, Oslo.
    • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (29-3-2011). Sources of Individual differences in native speaker utterance comprehension, AAAL, Chicago.
    • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (4-9-2010). Sources of individual differences in native and nonnative utterance comprehension, EUROSLA, Reggio Emilia, Italy.
    • Andringa, S. J. (speaker), Olsthoorn, N. M. (speaker) & Hulstijn, J. H. (speaker) (11-7-2009). The role of working memory in L1 and L2 comprehension, International Symposium on Bilingualism, Utrecht.
    • Olsthoorn, N. M. (speaker), Andringa, S. J. (speaker) & Hulstijn, J. H. (speaker) (28-5-2009). Working memory is more than what is measured by a WM task, Anéla Conference, Rolduc.
    • Andringa, S. J. (speaker) (30-1-2009). Toetstheoretische aspecten van de beoordeling van spreek- en schrijfproducten, Bijeenkomst MBO Taalcoach Academie (invited).
    • Andringa, S. J. (speaker) (23-5-2008). Over de zuiverheid van toetsing, NT2 aan zee: NT2 conference 2008, Blankenberge, Belgium.

    2021

    • Kuiken, F., Andringa, S., Aalberse, S., Keydeniers, D., Thieme, A.-M. & Verhagen, J. (2021). Project MIND / Meertaligheid in Dagopvang / Multilingualism in Daycare. EASY. https://doi.org/10.17026/dans-xnp-yq64
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