Bilinguale Schreibförderung : eine Interventionsstudie zur Wirksamkeit sprachlich unterschiedlich profilierter Schreibarrangements im Deutschunterricht auf die Textqualität in der Familiensprache Türkisch bei bilingualen Schülerinnen und Schülern der Sekundarstufe I.

Abstract

Languages are most often viewed as separated constructs in school. Also, there is usually only poor or no literal education in heritage languages. Yet, research has shown that bilinguals process languages in one language system as opposed to separate languages systems for each language. Therefore, supporting the (literal) development in one language may also have effects on the other. The study aims to prove such an effect for German-Turkish bilingual 6th grade students. The students were divided in four groups representing three different experimental conditions and one control condition in German Language class. At different points of time, it was examined whether the different interventions in German also had an effect on text quality in the heritage language Turkish. Based on the results it could be argued that under certain conditions there should be more interaction between language classes in school, thus having one support the other.