Exploring multiliteracies in multilingual students: Profiles of multilingual writing skills

Usanova, Irina; Schnoor, Birger

doi:10.1080/15235882.2021.1890649

Cited by 23 publications

(16 citation statements)

References 45 publications

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“…Furthermore, it was shown that levels of text competence in both languages are substantially related to each other. This corroborates previous findings on the multilingual writing of heritage language speakers, which showed the interrelatedness of writing abilities (Cenoz and Gorter 2011;Uluçam-Wegmann et al 2019;Usanova and Schnoor 2021). Additionally, it can be assumed that a high text competence in L1 is linked to a high competence in L2, a hypothesis that was supported by the qualitative analysis.…”

Section: Discussionsupporting

confidence: 91%

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The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers

Riehl¹

2021

Languages

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This paper investigates how language awareness influences the writing abilities of bilingual heritage language speakers. The study includes 175 bilingual 9th and 10th graders with Italian, Greek, or Turkish as their L1 and German as an early L2. The analysis is based on a corpus of narrative and argumentative texts in L1 and L2 and a language awareness test to explore semantic, pragmatic, and textual knowledge that was administered in both languages. We found that the students’ writing abilities in both languages were highly interdependent and there was a significant correlation between achieving high scores in the heritage language test and achieving equally high (or even higher) scores in the L2 test. The results further point to a significant correlation between metalinguistic awareness and writing abilities. However, there was a higher correlation between metalinguistic awareness and text level scores in the heritage language, which shows that writing abilities in this language are more dependent on metalinguistic awareness than in the language of schooling. Moreover, differences were found between the respective language groups and different school types. Based on these results, it is argued that the fostering of language awareness ought to be implemented more intensively in the language classroom.

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Section: Discussionsupporting

confidence: 91%

“…The multiliteracy profiles of 805 German-Russian and German-Turkish bilinguals revealed positive interrelations of writing skills within multiliteracy profiles, which drove the development of literacy skills in each of the languages in the same direction (cf. Usanova and Schnoor 2021).…”

Section: Writing and Cross-linguistic Influencementioning

confidence: 99%

The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers

Riehl¹

2021

Languages

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“…This research supports Cummins (1991, 1979) Common Underlying Proficiencies (CUP) model that literacy concepts, skills, and knowledge acquired in the native language (L1) may be transferred and demonstrated in another language (L2) and these skills will transfer across languages and become dependent on one another (e.g., Adesope et al, 2010; Bialystok et al, 2005; Chenoweth & Hayes, 2001; Deacon et al, 2009; Durgunoglu & Verhoeven, 2013; Williams & Lowrance-Faulhaber, 2018). Also, research supports that writers will transfer writing abilities and strategies (whether efficient or inefficient) between their L1 and L2 based on the language of instruction received (e.g., Genesee et al, 2006) and students who receive L1 support in writing will have the appropriate strategies to transfer to their L2 (e.g., Edelsky, 1982; Lanauze & Snow, 1989; Usanova & Schnoor, 2021; Valdés et al, 1992). Other bilingual studies have emphasized the importance of cross-linguistic transfer components (e.g., phonological awareness [e.g., word retrieval skills], WM) of L1 literacy development, and how they are related to the performance on similar constructs in the L2, suggesting that common underlying abilities play significant roles in both L1 and L2 development (e.g., Bialystok, Luk, & Kwan, 2005; Bialystok, McBride-Chang, & Luk, 2005; Swanson et al, 2012; Williams & Lowrance-Faulhaber, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Cognition and writing development in early adolescent English learners.

Peng

Orosco

Hui

et al. 2022

Journal of Educational Psychology

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Proficient writing performance in English requires multiple cognitive skills, which can be particularly challenging for English Learners (ELs). However, compared with reading and mathematics, there have been fewer scientific inquiries that explore the relationship between cognitive components and writing. The purpose of this study was to examine the role of three cognitive components (phonological awareness [PA], oral language development [OLD], and working memory [WM]), on writing development in Spanish-speaking EL children. To achieve this goal, 374 children in Grades 3 to 5 were administered a battery of cognitive measures in both Spanish as well as English, and a narrative writing task in English. Using structural equation modeling, three important findings emerged. First, the results showed that PA in both Spanish and English positively predicted English writing performance. Second, English OLD had a positive effect on writing, but Spanish OLD was a negative predictor of writing. Third, WM in both languages had large positive effects on writing in English. Taken together, the findings from this study highlight the important roles firstand second-language PA, OLD, and WM play in upper elementary ELs' English writing. Educational Impact and Implications StatementThe present study suggests that improving foundational cognitive components (i.e., phonological awareness, oral language, and working memory) may be beneficial in promoting writing for upper elementary English Learners who are receiving English-only instruction. It also highlights the roles of these cognitive components in the first language to writing. Additionally, this study provides a cognitive map for practitioners to identify specific skills needed to improve their student's writing development via instruction.

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“…In a multimodal approach, Schmerbeck and Lucht (2017) and Usanova and Schnoor (2021) use the concept of multiliteracies approach, linking it with the active involvement of modern students in interacting with online media, which are explicitly and implicitly transmitted directly or indirectly through visual images. , sound effects and audio, in addition to the usual written way of representing the text format of the language.…”

Section: Literature Reviewmentioning

confidence: 99%

Multimodal Interaction in a Foreign Language Class at Higher Education Institutions of Ukraine

Bilytska¹,

Andriiashyk²,

Tsekhmister³

et al. 2022

JCT

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Multimodality is implemented to the modern learning environment in line with trends towards multidisciplinarity. In the current study, multimodal interaction is based on the mutual integration of understanding of multimodality in philological and pedagogical perspectives. The purpose of the article was to analyze and compare the results of learning a foreign language (German) for professional purposes (German for Economists) with an emphasis on multimodal interaction and without it (in a way of traditional language learning with a predominance of classical methods of classroom and extracurricular activities). There were universal scientific and specific methods used: a controlled-type educational experiment; Likert-scale type questionnaire; reliability test: Cronbach’s alpha using IBM SPSS Statistics 28.0.0.0; qualitative-quantitative interpretation and contrastive-comparative analysis of the obtained experimental data; statistical-mathematical interpretation of empirical data; comparative analysis; the functional analysis. Respondents of empirical intelligence were students of the Faculty of Management and Marketing, specialty 073 “Management”. Averagely in the experimental group, almost all the assessing criteria of the effectiveness of multimodal interaction outreached 4 points. These data were also confirmed by the results of self-reflection-questionnaire. The novelty of the research is in the principle of theoretical substantiation and practical application of the content of multimodal interaction as an umbrella term that integrates the most fundamental concepts of modern pedagogy in general and, in particular, methods of teaching a foreign language.

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Exploring multiliteracies in multilingual students: Profiles of multilingual writing skills

Cited by 23 publications

References 45 publications

The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers

The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers

Cognition and writing development in early adolescent English learners.

Multimodal Interaction in a Foreign Language Class at Higher Education Institutions of Ukraine

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