31 SES 11, Towards a Holistic Approach on Multilingualism: Capturing Multilingual Writing Repertoires in Education
International research pleads for the development of heritage language competencies as they may represent an additional resource, and a basis for the acquisition of the majority language as well as foreign languages (Bialystok, 2002; Bialystok and Poarch, 2014; Cummins, 2000, 2013; Leseman et al., 2009; Verhoeven, 1994). A crucial condition for children to successfully utilize these resources is the ability to read and write in a heritage language. To capture students’ multiliterate skills, Cenoz and Gorter 2011 proposed a “Focus on Multilingualism” approach to conducting a research on the whole linguistic repertoire of multilingual speakers. However, the research covering the diversity and complexity of literacy provided by a multilingual context poses a methodological challenge and is, thus, as jet rarely represented by quantitative studies. The current paper aims to address this methodological challenge and to comparatively investigate students’ multilingual writing ability in three languages: in a majority language – German, in the heritage languages Turkish or Russian, and in English as a foreign language learned in school. Conducting the analysis on students’ writing in all languages from their linguistic repertoire should trace the development of students’ multiliterate skills and unveil the contextual factors which might be fostering or hampering the development of these skills. This paper draws on the first results from the German study, which investigates the development of students’ literacy skills, measured both as students’ writing and reading competence in their heritage languages, in German, and in foreign languages (English, French, and Russian) from a longitudinal perspective. This study is being conducted in Hamburg, Germany and involves two cohorts with approximately 1800 students from the 7th and the 9th grade. This study intends to track students’ language performance witin three years, tested at four measurement points. The testing is conducted with two largest migrant groups, the heritage speakers of Russian and Turkish, as well as monolingual German students. For the current analyses to be presented, we selected the data on students’ writing in heritage and majority language, and in English as well as the background data. The proposed paper discusses a methodological approach for capturing and measuring writing skills in different heritage languages over time. Moreover, the analysed data from the first measurement point should provide first insights into the role of students’ literacy skills in the heritage language to the writing in majority language and in English as foreign language.
Bialystok, Ellen (2002): Acquisition of Literacy in Bilingual Children: A Framework for Research. Language Learning 52(1), 159-199. Bialystok, Ellen & Poarch, Gregory (2014): Language experience changes language and cognitive ability. Zeitschrift für Erziehungswissenschaft ZfE 17(3), 433-446. Cenoz, J. & Gorter, D. (2011): Focus on multilingualism: A study of trilingual writing. Modern Language Journal 95, 356-369. Cummins, J. (2000): Language, Power, and Pedagogy. Bilingual children in Crossfire. Clevedon, UK: Multilingual Matters. Cummins, J. (2013): Immigrant students’ academic achievement: Understanding the intersections between research, theory and policy. In Gogolin, Ingrid; Lange, Imke; Michel, Ute & Reich, Hans. H. (eds.): Herausforderung Bildungssprache und wie man sie meistert [FörMig Edition 9]. Münster: Waxmann, 19-41. Leseman, P. P. M.; Scheele, A.F.; Messer, M. H. & Mayo, A.Y. (2009): Bilingual development in early childhood and the languages used at home: Competition for scarce resources? In Gogolin, Ingrid & Neumann, Ursula (eds): Streitfall Zweisprachigkeit- The Bilingualism Controversy. Wiesbaden: VS Verlag für Sozialwissenschaften, 289-316. Verhoeven, L. T. (1994): Transfer in Bilingual Development: The Linguistic Interdependence Hypothesis Revisited. Language Learning 44(3), 381-415.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.