Abstract
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.
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