FAKULTÄT 13 FÜR SPRACH- UND LITERATURWISSENSCHAFTEN DEPARTMENT I INSTITUT FÜR DEUTSCH ALS FREMDSPRACHE / IFM. Mehrschriftlichkeit

Transcription

1 FAKULTÄT 13 FÜR SPRACH- UND LITERATURWISSENSCHAFTEN DEPARTMENT I INSTITUT FÜR DEUTSCH ALS FREMDSPRACHE / IFM Mehrschriftlichkeit Multilingual Discourse Competence IBZ München Internationales Begegnungszentrum der Wissenschaft e.v. 12. & 13. Nov. 14

2 Organisation: Julia Meyer, Nikolas Koch und Anne-Katharina Harr

3 MEHRSCHRIFTLICHKEIT MULTILINGUAL DISCOURSE COMPETENCE 12. & 13. November 2014 IBZ München Internationales Begegnungszentrum der Wissenschaft e.v. Amalienstraße 38, München Veranstaltet von Institut für Deutsch als Fremdsprache & Internationale Forschungsstelle für Mehrsprachigkeit IFM Institut für Deutsch als Fremdsprache Ludwigstr München Tel.: +49 (0) 89 / Fax: +49 (0) 89 / koch@daf.lmu.de Internationale Forschungsstelle für Mehrsprachigkeit IFM Ludwigstr München Tel.: +49 (0) 89 / Fax: +49 (0) 89 / meyer@daf.lmu.de

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5 Preface As immigration and emigration increase around the world, the salience of multilingualism will intensify, including the need for multilingual writing abilities. In big European cities, the numbers of students in primary and secondary schools with a multilingual background reach 40%. The vast majority of these children demonstrate high competency in L1 and L2 speaking abilities, however, they remain monolingual in the written medium. Specifically in Germany, only a small percentage of migrant children are offered the option to attend lessons in their heritage language in order to become biliterate. To discuss the importance of multilingual writing skills and their impact on the language competence of bilinguals, the International Research Centre for Multilingualism (IFM) and the Institute for German as a Foreign Language of the Ludwig-Maximilians-University of Munich organise a symposium on multilingual discourse competence which takes place on 12 and 13 November 2014 in Munich. The aim of the symposium is to explore different types of cross-linguistic influence: It will be discussed in which way written texts of bilingual individuals are influenced not only by the transfer of linguistic features (syntactic, semantic etc.) from one language to the other but also by the transfer of discourse strategies. We will have a closer look on how differences in discourse patterns may be expressed in diverse macro-structures, in the creative use of particular language patterns or in a different communication mode (conceptual oral vs. conceptual written). Moreover, we intend to detect educational and societal factors that might influence the discourse competence in both languages (e.g. different types of instruction, socio-economic and educational background of the parents, language attitudes). The conference brings together internationally leading scientists who will provide insights into their current research projects. MEHMET-ALI AKINICI MICHAEL BECKER-MROTZEK RITA FRANCESCHINI & STEPHANIE RISSE SANNE LARSEN DOMINIQUE RAUCH CLAUDIA MARIA RIEHL ANITA SCHILCHER SEDA YILMAZ WOERFEL & TERESA BARBERIO (Université de Rouen) (Universität zu Köln) (Freie Universität Bozen) (University of Copenhagen) (Deutsches Institut für Internationale Pädagogische Forschung, Frankfurt a. Main) (Ludwig-Maximilians-Universität München) (Universität Regensburg) (Ludwig-Maximilians-Universität München) 1

6 Program WEDNESDAY NOVEMBER 12, PROF. DR. CLAUDIA MARIA RIEHL, JULIA MEYER, M.A. & NIKOLAS KOCH Welcome Assessing multilingual discourse competence: Problems of data collection and analysis DR. SANNE LARSEN Reshaping writing knowledge of the internationalised university: A case study of an international student writer in Denmark Coffee break PROF. DR. MICHAEL BECKER-MROTZEK Subcomponents of writing literacy: Cognitive and linguistic predictors of 5th and 9th graders text quality across report, instruction, and argument PROF. DR. ANITA SCHILCHER Writing from textual adaptation to transformation: The influence of sample texts on the writing performance of students with German as a second language 2

7 THURSDAY NOVEMBER 13, PROF. DR. RITA FRANCESCHINI & DR. STEPHANIE RISSE Writing in a multilingual environment: Data from the trilingual Ladin school system in South Tyrol Short coffee break PROF. DR. MEHMET-ALI AKINCI Biliteracy development in migrant context: The case of Turkish of bilingual children and teenagers in France Lunch break SEDA YILMAZ WOERFEL, M.A. & TERESA BARBERIO, M.A. Mehrschriftlichkeit Multiliteracy in bilingual children with Greek, Italian and Turkish background: Primary results of a BMBF project Final discussion 3

8 November 12, Opening presentation Assessing multilingual discourse competence: Problems of data collection and analysis CLAUDIA MARIA RIEHL (Ludwig-Maximilians-University of Munich) When studying written discourse competence in students we are confronted with a set of different impediments: Since discourse competence is a very complex phenomenon which includes not only lexical and grammatical but also pragmatic skills the criteria describing this capacity are difficult to determine, to quantify and vary conspicuously across different genres. Hence, it is important to create a broad corpus with comparable data and develop a differentiated checklist of criteria to assess and analyse these data. A first issue concerns the instruments of text elicitation: Here the pros and cons of different elicitation types of narrative, argumentative and instructive texts will be discussed. In a next step, the different parameters which have to be controlled will be addressed, e.g. language background, age, school type, gender and group-specific interactional processes. These parameters determine to a great extent the breadth of data which has to be collected. The second part of the talk focusses on the specific criteria of text analysis. Different models will be presented which include the analysis of syntactic complexity, lexical variance and macrostructure as well as grammatical and orthographic correctness. It will be discussed whether and in what way these models are able to interpret textual competence. The presentation finally addresses the role of functional appropriateness, esthetical principles and content related relevance and discusses how these parameters could be operationalised Reshaping writing knowledge for the internationalised university: A case study of an international student writer in Denmark SANNE LARSEN (University of Copenhagen) As the internationalisation of European higher education continues apace, the question of how to cater for the English academic literacy needs of different groups of students in the internationalised university is gaining increased 4

9 importance. A growing body of research has suggested that academic writing in English represents a particular challenge for both domestic and international students, but little insight is available into the exact nature of these challenges. This presentation reports on the results of a qualitative exploration of the challenges that international students in Denmark experience with taking up positions as writers in English in the context of their participation in academic courses in their disciplines. Data were generated from regular interviews with six participants over one semester, supplemented by questionnaires, documentary evidence and observational data. Analyses involved creating case study portraits detailing how the students previous knowledge of and experiences with academic writing in multiple languages interacted with the writing demands that they encountered in their new study contexts. For this presentation, I focus on one of these case study portraits to illustrate one student s dynamic process of reshaping disciplinary writing knowledge for writing in English in a temporary study abroad context Subcomponents of writing literacy: Cognitive and linguistic predictors across genres MICHAEL BECKER-MROTZEK (University of Cologne) In my lecture I will report the results on an interdisciplinary research project at the interface of psychology, linguistics, and instructional science. Wellfunctioning texts can be considered the result of a well-trained ability of text production. This complex ability consists of many different cognitive, linguistic, and motivational subcomponents. Rather than looking for genre-specific skills, we strived to identify overarching subcomponents of writing literacy, concentrating on skills that are compatible with linguistic and psychological insight: (a) the ability to adopt a partner s conceptual, spatial, and/or emotional perspective, (b) the ability to establish and understand coherence, and (c) adequate vocabulary knowledge. To indicate these subcomponents and furthermore general cognitive and linguistic abilities we designed a complex study that is comprised of a variety of instruments, including standardised tests (e.g. of concentration ability, reading fluency and comprehension), reaction time tasks, picture sorting tasks, multiple choice items, and full-text production. Data collection has been conducted in a well-controlled laboratory setting in the schoolhouse and took between four and five lesson units for each student. We have obtained complete data sets from n=277 (154 male, 123 female) students of 5th (n=146) and 9th (n=131) grade from three different school types. Two strategies of analysis were applied: (1) Two-way analyses of variance showed strong and statistically highly significant main effects of grade and school type for almost all variables, including general predictors, subcomponents of 5

10 writing literacy, and text quality ratings. (2) Correlational analyses, regression analyses, and structural equation modelling were performed in order to find the abilities and subcomponents that best predict the quality of reports, instructions, and argumentative texts Writing from textual adaptation to transformation: The influence of sample texts on the writing performance of students with German as a second language ANITA SCHILCHER (University of Regensburg) In my talk, I will give you a first report on RESTLESS - a training program for developing reading and writing skills in grade four in primary school and grade five in secondary school ( Mittelschule ). While our empirical study on the reading component has been finished, our research on the writing component is still ongoing. In our program, we combine reading and writing. In the reading component, we offer the students texts that suit their level of reading comprehension (e.g. readability and narrative text structures). In the writing component, we use those sample texts as models for writing production. The sample texts offer a multidimensional model as far as internal and external textual characteristics are concerned. Internal textual characteristics are, for example, choice of topics and the use of textual patterns. External textual characteristics are functionality and situatedness in communicative contexts. In our research, we investigate the effect of using model texts to help second language learners to perform on a higher writing level. We hope that by providing them first with a firm basis in noticing vocabulary and textual patterns via reading, we can enhance their writing abilities. On top of that, we offer the participants repeated writing tasks to move from textual adaptation to transformation. First results from our preliminary study will be presented for discussion. 6

11 November 13, 2014 Writing in a multilingual environment: Data from the trilingual Ladin school system in South Tyrol RITA FRANCESCHINI & STEPHANIE RISSE (Free University of Bozen-Bolzano) The lecture is based on a transversal study carried out among trilingual pupils in the Ladin Valleys of the Autonomous Province of Bozen-Bolzano ( ). There is a proof that literacy in trilingual pupils undergoing alphabetisation in the same time (Italian, German, Ladin) is not significantly different from L1 learners. The data that covers pupils from the age of 11 up to the end of school could give an overview of how they are on their way of acquiring writing abilities in three languages. We will focus on the strategy of writing that can be described as to explore and to compensate a lack of vocabulary without trying to avoid complex forms. Examples for this strategy are the use of linguistic markers such as connectives and prepositions Biliteracy development in migrant context: The case of Turkish of bilingual children and teenagers in France MEHMET-ALI AKINCI (University of Rouen) The main purpose of this presentation is to characterise the development of biliteracy in both languages (Turkish and French) of Turkish-French bilingual children and adolescents born of immigrant parents in France. The study presented here is part of a larger cross-linguistic study of bilingual language development of older children and adolescents in France and Germany. For this research, we have adapted the method by Berman & Verhoeven (2002), finding it appropriate to the investigation of multilingual competencies. Our corpus consists of data from bilinguals in four age-groups: 5th grade (elementary school), 7th grade (secondary school) and 10th and 12th grade (high school). In each age-group, at least 15 subjects were asked to produce two types of text (personal narrative and expository) in two modalities (spoken and written). In this presentation, I will focus on the written French and Turkish only. Three categories of analysis are made: 1) thematic content of texts; 2) global discourse structure and organisation; and 3) clause-internal constructions. Our analyses reveal that all participants make clear distinction between the two types 7

12 of texts (narratives vs. expository discussions) in content and in linguistic means of expression. The youngest children produce relatively well-organised, though minimal, narrative texts, but expository text construction is not consolidated until high school. The primary and secondary school children made more spelling mistakes and they relied less on conventional punctuation and page layout. Reference: BERMAN, Ruth A. & VERHOEVEN, Ludo (eds.)(2002). Corss-linguistic perspectives on the development of text-production abilities in speech and writing. Special issue of Written Language & Literacy Mehrschriftlichkeit Multiliteracy in bilingual children with Greek, Italian and Turkish background: Primary results of a BMBF project CLAUDIA MARIA RIEHL, SEDA YILMAZ WOERFEL & TERESA BARBERIO (Ludwig-Maximilians-University of Munich) Multiliteracy is argued to be an important resource for individuals and societies. This presentation addresses the ways in which acquisition of language skills in the field of conceptual literacy interrelate (CALP; Cummins, 2000). The purpose of this project is to examine the relationship between the text competence of bilingual 9th graders in L1 (Turkish) and in L2 (German), as well as the interdependencies and the impact of extra-linguistic factors. Firstly, this study concentrates on the ways in which familiar and societal (requirements and) attitudes in different bilingual groups intersect and the ways in which these factors impact on speakers writing competences. Secondly, our study aims to find out the cognitive factors, which have a positive influence on text competence. Corpus consists of large amounts of data (questionnaires, narrative and argumentative texts in L1 and L2, language awareness tests, language biographical interviews) with each 120 students of three language groups. Following questions are the focus of this presentation. 1. How do text competences of bilinguals in different languages affect each other? 2. Does a higher degree of text competence in L1 provoke a positive transfer on the L2? 3. Which external factors have an impact on multiliteracy? The expected findings of this study will contribute to the creative potential of educational authorities and to public awareness as well as being applicable for the development of new approaches within (and out of) the field of education. Reference: CUMMINS, Jim (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters. 8

13 Lageplan des IBZ Restaurants and Cafés in der Nähe des IBZ Al Torchio Trattoria, Vinoteca Amalienstraße 42 Asaka Running Sushi Amalienstraße 39 Atzinger Bavarian restaurant Schellingstraße 9 Bäckerei Wimmer Bakery Amalienstraße 41 Black Bean Coffee Company Amalienstraße 42 Dean & advid Salats and soups Schellingstraße 13 Deli start Bagel Café and snack bar Amalienstraße 40 Limoni Ristoranti Italian restaurant Amalienstraße 38 News Bar Café, bar and restaurant Amalienstraße 55 Nudo Pastabar Italian snack bar Amalienstraße 53 Rosso Pizza Italian restaurant Amalienstraße 46 Piccola Osteria Italian restaurant Amalienstraße 39 Zum Koreaner Korean snack bar Amalienstraße 51 9

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