Multiliteracy: Impacts of cognitive and extra-linguistic factors

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1 Multiliteracy: Impacts of cognitive and extra-linguistic factors Seda Yilmaz Woerfel & Claudia Maria Riehl Ludwig-Maximilians-Universität München 10th International Symposium on Bilingualism New Jersey,

2 Agenda: 1. Starting point 2. Research questions 3. The study - Criteria of Analysis 4. Subsample - The impact of extra-linguistic and cognitive factors 5. Discussion & conclusion 2

3 Starting point As a country of immigration Germany is multilingual 32 % of children have a migration background - Numbers are significantly higher in urban areas - Among main countries of origin: Turkey, Italy Greece Approximately one third of the children grow up bilingual The heritage languages constitute a natural resource There is a mutual influence of L1 and L2 Mutual transfer also applies to written abilities Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

4 Research questions How do writing skills in L1 and L2 mutually influence each other? Does a high level of written competence in L1 have a positive impact on textual competence in L2? In what way are writing abilities influenced by cognitive factors (language awareness) and extra linguistic factors? Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

5 The study Project Mehrschriftlichkeit Multiliteracy (funded by the German Federal Ministry of Education and Research - 10/13-09/16 ) Participants (planned): 300 ninth graders with Greek, Italian and Turkish as L1 and German as L2 Instruments: Narrative and argumentative texts in L1 and L2 Sociolinguistic interviews in L1 and L2 Language Awareness Test in L1 and L2 Parental interviews (L1 or German) 5 Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey, 2015

6 Criteria of analysis: Definition of text levels Narrative texts Type 1-5 MACROSTRUCTURE (Boueke et al Augst/Faigel 1986); DISCOURSE MODE (Koch/Oesterreicher 1986) DISCOURSE STANCE (Boueke et al. 1995; Heinrich/Riehl 2011) Argumentative texts Type 1-5 (cf. Riehl, 2013; Woerfel et al. 2014) 6

7 Levels of narrative text types Level 1: - Simple narra+ve structure - Conceptual oral mode - Minimal involvement strategies Level 3: - Narra+ve structure - Wri8en discourse mode with oral elements - Medium involvement strategies. Level 2: - Narra+ve structure - Conceptual oral mode - Minimal to medium involvement strategies Level 4: - Narra+ve structure - Wri8en discourse mode with oral elements - Medium to high involvement strategies Level 5: - Narra+ve structure - Wri8en discourse mode - High involvement strategies Type 3 Type 2 Type 4 Type 1 Type 5 7

8 Levels of argumentative text types Level 1: - Linear developing structure - Oral discourse mode - Strong involvement (self- reference and narra+ve elements) Level 2: - Material oriented structure - Oral discourse mode with wri8en elements - Involvement Level 3: - Material- oriented structure - Wri8en discourse mode with oral elements - Detachment (+/- self- reference) Level 4: - Pa8ern- oriented structure - Wri8en discourse mode with oral elements - Detachment (minimal self- reference) Type 3 Type 2 Type 4 Type 1. Level 5: - Pa8ern oriented structure - Wri8en discourse mode - Detachment (self- reference only in the framing part or conclusion) Type 5 8

9 The presented subsample 50 bilingual ninth graders - mean age family languages Turkish, Italian or Greek (L1) - German as an (early) second language (L2) School type: Realschule (medium-level secondary school) Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

10 Results Distribution of narrative text types in L1 and L % % 30% 26% % 11 % 4% 12% 4% 4% 0 Type 1 Type 2 Type 3 Type 4 Type 5 L1 L2 Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

11 Results Distribution of argumentative text types in L1 and L % 58% % 12% 15% 16 % 8% 0 0 Type 1 Type 2 Type 3 Type 4 Type 5 8% L1 L2 Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

12 Discussion Written language competence in L1 can mainly be derived from narrative texts Global textual structure (macro-structure, discourse mode and discourse stance) of argumentative texts are not practiced in L1 Patterns from L2 are only partially transferred (only from students with higher competence in L2) Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

13 The impact of extra-linguistic and cognitive factors Extra-linguistic factors: - Instruction in the heritage language - Impact of reading and writing activities in L1 à Language use profiles (derived from interview data) Cognitive factors: à Language awareness (extracted from a LA-test) Three levels of language awareness: Pragmatic awareness (use of language in the appropriate context) Semantic awareness (synonyms/rephrasing etc.) Textual awareness (cohesion/coherence) Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

14 Three case studies Viola (L1 Italian, no L1-instruction) Burak (L1 Turkish, 4 years of L1-instruction) Jannis (L1 Greek, 9 years of L1-instruction) Correlation of text levels and language use profiles Correlation of text levels and language awareness Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

15 Text levels and language use profiles Viola Burak Jannis 15

16 Text levels and language use profiles Language Use Factor/Lerner Viola Burak Jannis Speaking L with parents IT TR>GER GR+GER L with siblings GER>IT TR+GER GER L with friends GER TR+GER GER L at school GER TR+GER GER Wri@ng SMS GER GER>TR GER>GR s GER GER>TR GER other text types GER GER>TR GER>GR Recep@on L of visual media IT TR+GER GR+GER Book/Magazine GER TR+GER GER>GR 16

17 Text levels and language awareness L1 Total Lat Score Distribution of LAT Scores in L1 Textual Semantic Viola Burak Jannis Pragmatic Distribution of LAT Scores in L2 L2 Total Lat Score Textual Semantic Viola Burak Jannis Pragmatic

18 Conclusion The results of the three case studies are corroborated by the data of our subsample. High textual competence in L1 usually correlates with a language use profile which includes reading and writing activities in L1 high competence in L2 high language awareness scores Seda Yilmaz Woerfel & Claudia Maria Riehl, ISB 10, New Jersey,

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