31 SES 03 A, Bridging Multiliteracies and Fostering Multilingual Writing Skills: A Resource-Oriented Perspective on Multilingual Writing Skills from Qualitative and Quantitative Research
This study focuses on multilingual writing skills in German-Russian and German-Turkish adolescents in Germany. Though the existing research reported promising findings on the interrelation of writing skills in different languages in bilingual and multilingual students (e.g, Danzak, 2011; Schoonen, 2011; Usanova, 2019; Usanova & Schnoor, 2021), the construct underlying multilingual writing skills remains largely unexplored. The German research program “Multiliteracies as a Resource for the Labour Market. Social Conditions and Transformability into Economic Capital (MARE)” investigates multiliteracies as a multidimensional construct involving both, multilingual and multimodal literacy skills. To explore the construct of multiliteracy within the MARE study, we draw on the data from the German panel study “Multilingual Development: A Longitudinal Perspective (MEZ)” (Gogolin et al., 2017) and analyze writing skills in multilinguals in three different languages: the majority language (German), heritage languages (Russian or Turkish), as well as in a foreign language (English). The overall sample is composed of 805 students (mean age = 15.0 years), including 306 German-Russian and 499 German-Turkish bilinguals. The findings of the current study will reveal the construct underlying multilingual writing skills and specify the role of multiliteracy for a multilingual language development within the context of migration.
Danzak, R. L. (2011). The integration of lexical, syntactic, and discourse features in bilingual adolescents’ writing: An exploratory approach. Language, Speech, and Hearing Services in Schools, 42, 491-505. Gogolin, I., Klinger, T., Lagemann, M., & Schnoor, B. (2017). Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) (MEZ Arbeitspapiere No. 1). Hamburg+. Retrieved from Universität Hamburg web- site:http://www.pedocs.de/volltexte/2017/14825/pdf/Gogolin_et_al_2017_Indikatio n_Konzeption_Untersuchungsdesign.pdf Schoonen, R., Gelderen, A. V., Stoel, R. D., Hulstijn, J., & Glopper, K. D. (2011). Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students. Language Learning, 61(1), 31-79. doi:10.1111/j.1467-9922.2010.00590.x Usanova, I. (2019). Biscriptuality: Writing Skills Among German-Russian Adolescents. Amsterdam; Philadelphia: John Benjamins Publishing Company. Usanova, I. & Schnoor, B. (2021) Exploring multiliteracies in multilingual students: Profiles of multilingual writing skills. Bilingual Research Journal.
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