Session Information
09 SES 03 C, Linguistic Super-Diversity in Urban Areas: The Challenge of Assessment in Linguistic Super-Diversity (Part 3)
Symposium, continues from 09 Ses 01 C and 09 Ses 02 C
Contribution
This paper presents preliminary results of a German longitudinal study on the development of bilingual competences of migrant minority children. The project is based on previous work in the context of the model program FÖRMIG (‘Support for Immigrant Minority Children and Youth’). Children aged 11 to 13 are observed in a longitudinal perspective focusing their future language development. The project is based on a linguistic theoretical framework, namely the assumption that school success is dependent on the performance in academic language rather than the command of everyday colloquial language. The receptive skills will be measured with a tool of reading comprehension tests that was developed for FÖRMIG derived from the PIRLS and PISA-studies. In order to measure written language production in German, and for bilingual children also in Turkish and Russian, the “FÖRMIG -Boomerang“ tool will be used. Additionally, contextual variables will be determined using parent and student questionnaires. The results to be presented are derived from the first and second wave of data collection and analyses of the reading comprehension test and written test of mono- and bilingual students. The results of the vocabulary test are contrasted with the reading comprehension test. The results include the contextual variables.
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