ABSTRACT

This study investigated students’ multilingual writing skills in three different languages: the majority language (German), heritage languages (Russian or Turkish), and a foreign language (English). The aim was to empirically explore the Focus on Multilingualism Approach, tracing different profiles of the multiliteracies that exist in multilingual adolescents. Latent class analysis was applied to explore the multiliteracy profiles of 805 German-Russian and German- Turkish bilinguals. Our findings reveal the positive interrelation of writing skills within multiliteracy profiles, which drives the development of literacy skills in each of the languages in the same direction. The results of our study highlight the potential of multiliteracies to provide resources for multilingual language learning within the context of migration.

摘要

本研究调查了学生在三种不同语言中的多语言写作技能：主流语言（德语）、传统语言（俄语或土耳其语）和外语（英语）。目的是实证探索关注多语言方法，追踪多语言青少年中存在的多文化的不同概况。应用潜在类别分析来探索 805 名德国-俄罗斯和德国-土耳其双语者的多元文化概况。我们的研究结果揭示了多种读写能力中写作技能的正相关关系，这推动了每种语言在同一方向上读写技能的发展。我们的研究结果突出了多文化为移民背景下的多语言学习提供资源的潜力。