Mehrschriftlichkeit bei mehrsprachig aufwachsenden Kindern: Wechselwirkungen und außersprachliche Einflussfaktoren.

Woerfel, Till; Koch, Nikolas ; Yilmaz Woerfel, Seda und Riehl, Claudia Maria (2014): Mehrschriftlichkeit bei mehrsprachig aufwachsenden Kindern: Wechselwirkungen und außersprachliche Einflussfaktoren. In: Zeitschrift für Literaturwissenschaft und Linguistik, Bd. 44, Nr. 2: S. 44-65

Abstract

The value of additive mother tongue instruction for children with migration background has become a hot political issue. It has been assumed that L1-instruction has a positive effect on L2 competences. Yet these assumptions have not been investigated by systematic approaches that would consider a broader range of linguistic and extra-linguistic factors and their respective correlation. To explore this correlation, this paper presents a study on qualitative and quantitative multi-literacy skills of 28 bilingual 9th graders (with Turkish as a first language and German as an early L2) analyzing narrative and expository texts in two languages. The data is examined both from macro structural perspective, and considers lexico-semantic, syntactic and text organizing features, with the main focus centered on the correlation between positive transfer and language capability. The outcomes of the analysis are compared to the respective school curriculum, types and duration of L1 instructions (mother tongue instruction outside or as part of the school curriculum, bilingual educational programs and monolingual instruction in the dominant language only).

The results show that mother tongue instruction is not sufficient to obtain a high enough degree of language proficiency to produce positive transfer. Pupils, who didn’t visit L1 instruction courses, produce better texts. Positive effect of L1 on L2 and vice versa can only be found in the written text of pupils, who visited a bilingual educational program over a long period of time. It shows a higher degree of written skills especially in argumentative texts in L1. There are, however, additional extra linguistic factors which influence written text competence. Parents’ education background doesn’t show any influence on the text competences of pupils. As expected, pupils with higher degree of written skills in L1 narrative text were not as successful enough in producing argumentative texts in L1.

• Dokumententyp: Zeitschriftenartikel
• Keywords: Bilingualismus,Textkompetenz, Herkunftssprachenunterricht, außersprachliche Faktoren
• Fakultät: Sprach- und Literaturwissenschaften > Department 1 > Deutsch als Fremdsprache
• Themengebiete: 400 Sprache > 410 Linguistik ; 400 Sprache > 430 Deutsch, germanische Sprachen allgemein
• Sprache: Deutsch