Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model

Autor/inn/en	Usanova, Irina; Schnoor, Birger
Titel	Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 25 (2022) 3, S.144-165 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Multiple Literacies; Multilingualism; Writing Skills; Factor Analysis; Secondary School Students; German; Russian; Turkish; English (Second Language); Translation; Language Proficiency; Cognitive Ability; Native Language; Second Language Learning; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Writing skill; Schreibfertigkeit; Faktorenanalyse; Sekundarschüler; Deutscher; Russisch; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Denkfähigkeit; Zweitsprachenerwerb; Ausland; Deutschland
Abstract	In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person's repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students' writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing's dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01