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Biscriptuality : writing skills among German-Russian adolescents /
In the context of constantly increasing linguistic diversity in many parts of the world, opportunities and challenges arise for the acquisition of literacy skills. The successful development of literacy skills becomes a crucial prerequisite for educational attainment determining future career prospe...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2019]
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| Colección: | Hamburg studies on linguistic diversity ;
v. 8. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Intro; Biscriptuality; Editorial page; Title page; Copyright page; Financial support info; Dedication page; Table of contents; List of figures; List of tables; Chapter 1. Introduction; 1.1 General research context; 1.2 Introducing the field of research; 1.3 Approaching the investigation of biscriptuality; Chapter 2. Theoretical background; 2.1 Terminology and theoretical framework; 2.1.1 From literacy to biliteracy; 2.1.2 From biliteracy to biscriptuality; 2.1.3 Terminology on writing; 2.1.4 Heritage language and majority language; 2.1.5 Transfer
- 2.2 Continua of biliteracy as framework for this study2.2.1 The continua of biliterate media; 2.2.2 The continua of biliterate development; 2.2.3 Contexts of biliteracy; 2.2.4 Summing up 2.2; 2.3 Predictors of biliteracy development; 2.3.1 Working model by Goldenberg et al.; 2.3.2 Family-level variables; 2.3.3 Individual level variables; 2.3.4 Summing up 2.3; 2.4 Writing skills in different language domains: Linguistic dimensions of writing skills in adolescents; 2.4.1 Developing initial scriptual skills; 2.4.2 Writing skills in monolinguals; 2.4.3 Writing skills in bilinguals
- 2.4.4 Developing biscriptual skills2.4.5 Summing up 2.4; 2.5 The role of scriptual skills within writing models; 2.5.1 Writing models; 2.5.2 Transcription as a subprocess of writing; 2.5.3 Summing up 2.5; 2.6 Biscriptuality: Cyrillic and Latin scripts; 2.6.1 The recoding model of graphematics; 2.6.2 Cyrillic and Latin scripts; 2.6.3 Summing up 2.6; Chapter 3. Research questions and methods; 3.1 Research questions and contributions to the field; 3.2 Study design; 3.2.1 Sample, sampling method and data collection; 3.2.2 The data; 3.3 Measuring biliteracy; 3.3.1 Writing tasks and procedure
- 3.3.2 Methodological approach3.3.3 Data analysis; 3.3.4 Scoring system; 3.3.5 Holistic scoring scale: Task accomplishment; 3.3.6 Holistic scoring scale: Structure of narratives; 3.3.7 Analytic scores: Orthographic, lexical, and syntactical dimensions; 3.3.8 Statistical analysis conducted on scores; 3.3.9 Listing of examples; Chapter 4. Results; 4.1 Results: Script choice in Russian; 4.1.1 Script choice among bilinguals: The classification into three groups; 4.1.2 Cyrillic group; 4.1.3 Mix group; 4.1.4 Latin group; 4.1.5 Summing up 4.1; 4.2 Results: Determinants of biscriptuality
- 4.2.1 Biscriptuality and students' individual characteristics4.2.2 Biscriptuality and students' familial characteristics; 4.2.3 Language practices and literacy resources; 4.2.4 Summing up 4.2; 4.3 Results: Biscriptuality and bilingual writing skills at the orthographic level; 4.3.1 Types of spelling errors produced in German; 4.3.2 Incorrect capitalization of nouns in German and Russian; 4.3.3 The role of biscriptuality in students' spelling in German; 4.3.4 Summing up 4.3; 4.4 Results: Biscriptuality and bilingual writing skills at the lexical level