Abstract
For much too long the study of plurilingual pupils has been focussed on their deficits. In the present study special resources of underprivileged adolescents who are successful in their literal socialization were investigated. From a sample of 1500 15-year-olds 76 were asked to fulfil a writing task measuring their functional-pragmatic writing abilities. The results show only minor differences between mono- and plurilingual adolescents. The same trend can be detected for reading abilities as well, especially when empathic reading competence is included and socio-economic status is controlled for. The authors argue in favour of a concept for reading and writing which, in addition to traditional hard criteria like orthography and grammar for writing or information processing for reading, incorporates soft dimensions like emotional involvement (for reading) or communicative strategies (for writing). Reading and writing socialization viewed in such terms can only succeed if schools find ways to embed reading and writing in their students' lives in a way which is perceived by them as meaningful.
Highlights
For much too long the study of plurilingual pupils has been focussed on their deficits
In the present study special resources of underprivileged adolescents who are successful in their literal socialization were investigated
The results show only minor differences between mono- and plurilingual adolescents
Summary
Unsere Studie untersucht ca. 1500 Jugendliche im 8. und 9. In diese Definition nicht eingeschlossen sind Jugendliche, die eine Varietät des Deutschen als Erstsprache gelernt haben und sich durch Fremdsprachunterricht in Richtung funktionaler Mehrsprachigkeit bewegen. Allerdings bezeichnen wir in unserer Studie Jugendliche nur dann als mehrsprachig, wenn sie angeben, die Erstsprache in ihrem Alltag auch zu verwenden. Die Gruppe der mehrsprachigen Kinder ist heterogen, wie es durch Sprachkompetenzen und Sprachgebrauch definierte Gruppen in vielen Fällen sind. Zusätzlich zu den Fragebogendaten sind weitere Daten durch Teilstichproben erhoben worden, die je nach Aufwändigkeit der Erhebung und Möglichkeiten der Auswertung als geringere Teilmengen festgelegt werden mussten. Annelies Häcki Buhofer/Hansjakob Schneider/Christine Beckert: Mehrsprachige Jugendliche im 51 Umgang mit Dialekt und Hochsprache in der Deutschen Schweiz hier nicht näher charakterisiert werden können.[1] Die Daten werden in kombinierten quantitativen und qualitativen Verfahren analysiert. Abb. 1: Die Gesamtstichprobe und Teilstichproben des Projekts "Literale Resilienz"
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