Mehrsprachige Kompetenzen in Abhängigkeit von familialen Sprachpraxen

Duarte, Joana; Gogolin, Ingrid; Klinger, Thorsten; Schnoor, Birger

doi:10.1007/bf03379517

Cited by 22 publications

(1 citation statement)

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“…In this study, we have demonstrated that metalinguistic awareness has a major effect on text competence, but we still do not know what determines language awareness. Since, as evidenced in previous studies, literacy activities (reading and writing activities performed outside the school context) have a major effect on the development of writing abilities (Duarte et al 2014;Riehl et al 2018;Riehl 2020), we might assume that literacy activities also affect language awareness. However, it is difficult to decide what comes first.…”

Section: Discussionmentioning

confidence: 83%

The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers

Riehl¹

2021

Languages

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This paper investigates how language awareness influences the writing abilities of bilingual heritage language speakers. The study includes 175 bilingual 9th and 10th graders with Italian, Greek, or Turkish as their L1 and German as an early L2. The analysis is based on a corpus of narrative and argumentative texts in L1 and L2 and a language awareness test to explore semantic, pragmatic, and textual knowledge that was administered in both languages. We found that the students’ writing abilities in both languages were highly interdependent and there was a significant correlation between achieving high scores in the heritage language test and achieving equally high (or even higher) scores in the L2 test. The results further point to a significant correlation between metalinguistic awareness and writing abilities. However, there was a higher correlation between metalinguistic awareness and text level scores in the heritage language, which shows that writing abilities in this language are more dependent on metalinguistic awareness than in the language of schooling. Moreover, differences were found between the respective language groups and different school types. Based on these results, it is argued that the fostering of language awareness ought to be implemented more intensively in the language classroom.

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Section: Discussionmentioning

confidence: 83%