Different types of texts require a variety of written language structures, such as formal text features and syntax in the composition of texts for school subjects (Dean 2014). Text types, such as instruction texts, are therefore an important tool for students’ recurring communication tasks (Becker-Mrotzek & Böttcher 2006) in language of schooling as well as in heritage languages. However, in Germany, little is known in heritage language education regarding multilingual skills and conceptual understanding. This study investigates the interrelation between family background and language and content skills through the elicitation of writing samples in Turkish as a heritage language and German as a school language for multilingual students in lower secondary education with regard to the development of overall biliteracy. The basic assumption of the study is that through the production of text types in both languages, the epistemic function of language can be developed and students’ conceptual understanding thereby strengthened (Velasco & García 2014). The research is being carried out in lower secondary education in the federal German state of North Rhine-Westphalia, among 7th and 8th grades with a high proportion of multilingual students. The data includes assessments of writing skills in German and in Turkish using a statistically relevant sample of around 300 students, language biographies, and interviews with students and teachers. Students were surveyed regarding language skills (general language skills and, more specifically, writing skills in German and Turkish). The results of the linguistic analyses of multilingual skills were calibrated using indicators to reveal differences and commonalities in order to develop interventions based on text types. These interventions are being implemented and evaluated to establish an interconnection to Turkish through the integration of linguistic features in text types by trying to connect them with German as a school language to other subject areas. One finding shows that emergent bilinguals are aware of writing in two languages but not yet aware of how to use written language structures in specific text types or genres. This finding will be used to develop biliteracy skills through genre-based writing activities in both languages.

Becker-Mrotzek, M. & Böttcher, I. (2006). Schreibkompetenz entwickeln und beurteilen. Berlin: Cornelsen Verlag Scriptor. Dean, G. (2014). Grammar for Improving Writing and Reading in the Secondary School. London & New York: Routledge. Velasco, P. & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal: The Journal of the National Association for Bilingual Education, (37)1, 6-23.