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Multiliteracies as an educational resource in the 'boarderless' society
Montag, 14.03.2022:
14:00 - 16:30

Virtueller Veranstaltungsort: Zoom Seminarraum 30

978 8578 1370, 349313
3. Interkulturelle und International Vergleichende Erziehungswissenschaft, Sektion 3, Kommission Interkulturelle Bildung, Sektion 3, Kommission Vergleichende und Internationale Erziehungswissenschaft, quantitativ, Englisch


Multiliteracies as an educational resource in the 'boarderless' society

Chair(s): Prof. Dr. Ingrid Gogolin (University of Hamburg), Dr. Irina Usanova (University of Hamburg)

Diskutant*innen: Prof. Dr. Ingrid Gogolin (University of Hamburg)

The rapid cultural, social, and technological change is altering the requirements for basic cultural skills. Particularly affected are literacy skills as the key to perhaps the most crucial social resource - education (Parveva 2017). Linguistic, cultural, and technological pluralization requires multilingual and multimodal literacy skills - summarized under the term "multiliteracies" (Cope & Kalantzis 2000). Multiliteracies can represent cultural capital for learners, with the potential to be transformed into economic capital (Agirdag 2014). The guiding perspective of our symposium is to discuss theory- and evidence-based arguments for a resource-oriented perspective on components of multiliteracies as a potential basis for educational achievement. We focus on research from Belgium and Germany on multimodal aspects (oral and literate skills; reading and writing) and aspects of multilingualism. The discussion will address the relevance of results for innovation of educational practice.


Beiträge des Panels


The More Languages, the Merrier? Investigating the Role of Children’s Emotion Differentiation Ability

Dr. Graziela Dekeyser, Prof. Dr. Jozefien De Leersnyder
KU Leuven, Belgium

Children’s school well-being (e.g. school belonging) critically depends on their emotional competence (Denham & Brown, 2010). Among monolinguals, more emotion vocabulary is positively associated with emotional competence (Smidt & Suvak, 2015), which improves your ability to select and employ an adequate emotion regulatory strategy (Rieffe & De Rooij, 2012). To date, it remains unclear whether being able to speak and comprehend multiple languages goes hand in hand with increased emotional competence and subsequent school well-being. The currents study aims to address the following research questions: Do multilingual children differ significantly from monolingual children on ratings of school well-being (RQ1)? Does emotional competence mediate the relationship between being monolingual/multilingual and school well-being (RQ2?) And is the relationship between language background and emotional competence conditional upon the role of the school’s language policy (RQ3) and children’s language proficiency (RQ4)? We use survey data from primary school children (aged 10 to 12) from two different datasets: study 1: N = 1049 (MInA, 2014-2015); study 2: N = +/- 2500 (ECDIS, 2021). We expect a multilingual advange in emotional competence which in turn increases children’s school well-being. However, we assume that children may only reap off this advantage if they are fluent enough in the majority and the home language and/or if their school’s language policy welcomes their home language.


Multilingual Reading and writing skills in Students’ Successful Transition from Secondary to Tertiary Education

Dr. Birger Schnoor, Dr. Irina Usanova
University of Hamburg

Large-scale studies on educational success focus on disparities between migrant and non-migrant students in majority-language skills (mostly measured as reading comprehension). Multiliterate skills, i.e. complex linguistic repertoires (reading and writing in the variety of languages) were barely considered. However, previous research shows that heritage language maintenance may have positive effects on educational careers of bilinguals (Rumbaut, 2014; Santibanez & Zarate, 2014). Our presentation is based on a study in which the role of multilingual reading and writing skills of German-Russian and German-Turkish bilinguals in Germany for their transition from secondary to tertiary education is investigated. We analyze writing skills in multilinguals in three languages: the language of schooling (German), heritage languages (Russian or Turkish) and the foreign language (English). The overall sample is composed of 805 students (mean age = 15.0 years), including 306 German-Russian and 499 German-Turkish bilinguals. To explore the role of multiliterate skills in the transition to the tertiary sector, we conduct logistic regression to estimate the odds of university enrollment conditional to students’ literacy skills (reading and writing) in the students’ three languages. The results will reveal the role of multiliteracies in students’ transition from secondary to tertiary education.


Do young adults with deficient reading comprehension share a deficit also in oral comprehension?

Prof. Dr. Irit Bar-Kochva1, Dr. Réka Vágvölgyi2, Prof. Dr. Josef Schrader3, Prof. Dr. Hans-Christoph Nuerk3
1University of Cologne, 2University of Kaiserslautern, 3University of Tübingen

Profound deficits in reading comprehension, despite the completion of compulsory education, is a world-wide phenomenon (OECD, 2016). While previous research of adults with low literacy skills focused mainly on their reading ability, less is known about their oral language skill. Hence, in this study, the listening comprehension skills of young adults (ages 16 to 19) with deficits in reading comprehension were analyzed. Data from 26 participants were selected from a previously collected database of low literate adults (Vagvolgyi, 2018). Participants were included in analysis providing they were enrolled in a professional training, were born in Germany, had a normal non-verbal IQ and a reading comprehension ability below the level expected from 6th graders. Results from standardized listening comprehension tests (ADST, Steinert, 2011) were analyzed. These examined semantic understanding of a story and grammatical understanding of sentences. The raw scores were converted into standardized scores, while relating to norms of 9th graders attending “Hauptschulen”. The mean standard score in story comprehension was -1.73 (SD = 1.40), and -1.06 (SD = 1.49) in grammatical understanding. At the same time, a considerable variance was observed (range of standard scores: -4.58 to 1.44). These results join a line of studies pointing to a great variance of the group in focus, while suggesting that this variance is not restricted to reading skills, but extends also to oral comprehension.