Biscriptuality : writing skills among German-Russian adolescents / Irina Usanova.

Includes bibliographical references and index.

Intro; Biscriptuality; Editorial page; Title page; Copyright page; Financial support info; Dedication page; Table of contents; List of figures; List of tables; Chapter 1. Introduction; 1.1 General research context; 1.2 Introducing the field of research; 1.3 Approaching the investigation of biscriptuality; Chapter 2. Theoretical background; 2.1 Terminology and theoretical framework; 2.1.1 From literacy to biliteracy; 2.1.2 From biliteracy to biscriptuality; 2.1.3 Terminology on writing; 2.1.4 Heritage language and majority language; 2.1.5 Transfer

2.2 Continua of biliteracy as framework for this study2.2.1 The continua of biliterate media; 2.2.2 The continua of biliterate development; 2.2.3 Contexts of biliteracy; 2.2.4 Summing up 2.2; 2.3 Predictors of biliteracy development; 2.3.1 Working model by Goldenberg et al.; 2.3.2 Family-level variables; 2.3.3 Individual level variables; 2.3.4 Summing up 2.3; 2.4 Writing skills in different language domains: Linguistic dimensions of writing skills in adolescents; 2.4.1 Developing initial scriptual skills; 2.4.2 Writing skills in monolinguals; 2.4.3 Writing skills in bilinguals

2.4.4 Developing biscriptual skills2.4.5 Summing up 2.4; 2.5 The role of scriptual skills within writing models; 2.5.1 Writing models; 2.5.2 Transcription as a subprocess of writing; 2.5.3 Summing up 2.5; 2.6 Biscriptuality: Cyrillic and Latin scripts; 2.6.1 The recoding model of graphematics; 2.6.2 Cyrillic and Latin scripts; 2.6.3 Summing up 2.6; Chapter 3. Research questions and methods; 3.1 Research questions and contributions to the field; 3.2 Study design; 3.2.1 Sample, sampling method and data collection; 3.2.2 The data; 3.3 Measuring biliteracy; 3.3.1 Writing tasks and procedure

3.3.2 Methodological approach3.3.3 Data analysis; 3.3.4 Scoring system; 3.3.5 Holistic scoring scale: Task accomplishment; 3.3.6 Holistic scoring scale: Structure of narratives; 3.3.7 Analytic scores: Orthographic, lexical, and syntactical dimensions; 3.3.8 Statistical analysis conducted on scores; 3.3.9 Listing of examples; Chapter 4. Results; 4.1 Results: Script choice in Russian; 4.1.1 Script choice among bilinguals: The classification into three groups; 4.1.2 Cyrillic group; 4.1.3 Mix group; 4.1.4 Latin group; 4.1.5 Summing up 4.1; 4.2 Results: Determinants of biscriptuality

4.2.1 Biscriptuality and students' individual characteristics4.2.2 Biscriptuality and students' familial characteristics; 4.2.3 Language practices and literacy resources; 4.2.4 Summing up 4.2; 4.3 Results: Biscriptuality and bilingual writing skills at the orthographic level; 4.3.1 Types of spelling errors produced in German; 4.3.2 Incorrect capitalization of nouns in German and Russian; 4.3.3 The role of biscriptuality in students' spelling in German; 4.3.4 Summing up 4.3; 4.4 Results: Biscriptuality and bilingual writing skills at the lexical level

Online resource; title from digital title page (viewed on January 24, 2019).

In the context of constantly increasing linguistic diversity in many parts of the world, opportunities and challenges arise for the acquisition of literacy skills. The successful development of literacy skills becomes a crucial prerequisite for educational attainment determining future career prospects of migrant students. Multilingual settings reveal the diversification of languages and scripts prompted in the context of migration. This monograph explores the phenomenon of biscriptuality and aims to provide an approach for investigating the development of biliteracy in the context of divergent scripts. This interdisciplinary mixed-methods study bridges intercultural education science, education research and applied linguistics for gaining a complex view on the role of biscriptuality in students' biliteracy. It considers the extent of students' biscriptual skills, specifies language dimensions in which the influence on biliteracy may occur, and differentiates between the effects of biscriptuality on the development of writing skills in two different genres, narrative and expository.

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