Abstracts
Abstract
In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person’s repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students’ writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing’s dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English). Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires.
Résumé
Dans des contextes linguistiquement pluriels, les répertoires linguistiques comprennent diverses compétences en littératie dans plusieurs langues et à travers différentes formes de représentation (plurilittératies). À cet égard l’écriture plurilingue peut être conceptualisée comme une compétence synthétisée qui inclut toutes les langues du répertoire d’une personne et qui est en constante évolution. Pour opérationnaliser la théorie sur l’écriture plurilingue pour des tests empiriques, nous effectuons des analyses factorielles confirmatoires de premier et de second ordre qui explore comment on peut modéliser la compétence en écriture plurilingue comme une construction intégrée et qui démontre sa dimensionnalité. Nous nous appuyons sur des données de compétence en écriture plurilingue d’élèves du secondaire (n = 965) dans trois langues différentes : la langue majoritaire (allemand), les langues d’origine des migrants (russe ou turc) et la première langue étrangère (anglais). Les résultats fournissent une approche empirique pour modéliser la compétence en écriture plurilingue dans des répertoires plurilingue complexes.
Appendices
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