Multiliteracy in Heritage Language Speakers
The Interdependence of L1 and L2, and Extra-linguistic Factors
Bibliographic Data
| ID | 19524502 |
|---|---|
| Authors | Claudia Maria Riehl (0000-0002-5591-2889, Ludwig-Maximilians-Universität München, corresponding author), Claudia Riehl |
| Year | 2020 |
| Volume | 17 |
| Issue | 3 |
| Pages | 377-408 |
| Publication date | 2020-12-31 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Heritage Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 1550-7076 • E-ISSN: 1550-7076 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.46538/hlj.17.3.4 |
| OpenAlex | W3122889671 |
| Language | EN |
| Citations received | 6 |
Recent research provides evidence for beneficial cross-influences between L1 and L2, but we still know little about how different factors interact. Against this background, this article presents the results of a study that analyzes the interdependence of L1 and L2 text competence and the impact of metalinguistic awareness and extra-linguistic factors. The study was carried out with Italian, Greek and Turkish adolescent heritage speakers in a German-speaking environment. The data encompass narrative and argumentative texts in L1 and L2, sociolinguistic interviews and a bilingual language awareness test (LAT). The texts are analyzed according to holistic scores by defining different levels of text competences. The results indicate that students achieve a significantly higher score in both narrative and argumentative texts in L2. Moreover, there is a genre-specific advantage for the narrative text. Although there is no significant difference between the heritage language groups the Greek students achieve higher upper scores. The different levels of text competence also correlate with metalinguistic knowledge and extra-linguistic factors, most significantly writing practices and schooling in the heritage language. The results therefore provide further support for the assumption that teaching and learning heritage languages has a positive impact on school language literacy development. Other than a few mentions of Turkish speakers at the beginning I don’t see examples of their texts or conclusions about their writing
Argumentative · First language · German · Heritage language · Language proficiency · Linguistic competence · Linguistics · Literacy · Narrative · Pedagogy · Turkish · Linguistic Education and Pedagogy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
Heritage Language Education
Exploring multiliteracies in multilingual students
Newly arrived students’ writer agency at the end of preparatory education
Turkish as a heritage language
Measuring metalinguistic awareness among heritage speakers in the US-based L3 context
The Interplay of Language Awareness and Bilingual Writing Abilities in Heritage Language Speakers
| Unique citing works | 6 |
|---|---|
| Citations per year | 1.2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |