Cover not available

In:Plurilingual Education: Policies – practices – language development
Edited by Patrick Grommes and Adelheid Hu
[Hamburg Studies on Linguistic Diversity 3] 2014
► pp. 199–218

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals

 | DIPF – Department of Educational Quality and Evaluation
Published online: 15 July 2014
DOI logo with link
https://doi.org/10.1075/hsld.3.14rau
The paper at hand compares the effects of bilingual language use and biliteracy on third language reading comprehension. Data of 280 9th-graders from 14 schools in Hamburg, Germany, were analyzed for the research. Using a questionnaire on language use at home, 142 students were identified as monolingual speakers of German and 138 students as bilingual speakers of Turkish and German. All students were tested in reading comprehension in German (GRC) and English (ERC), which is the third language of the bilinguals. Students with a background in Turkish were tested in Turkish reading comprehension (TRC), too. On the basis of the TRC and GRC test the bilingual students were grouped into fully biliterate students and partially biliterate. Controlling for a set of comprehensive cognitive and socio-economic variables, multivariate regression analysis revealed a negative association between the oral use of Turkish and German in daily life and English reading comprehension but a positive association of biliteracy in Turkish and German and English reading comprehension. In contrast to a bilingualism, which is related to spoken language only, biliteracy seems to be positively associated with third language acquisition.
References (67)
References
Alderson, J.C. 1984. Reading in a foreign language: A reading or a language problem? In Reading in a Foreign Language , J.C. Alderson & A.H. Urquhart (eds), 1–24. London: Longman.Google Scholar logo with link to Google Scholar
. 2000. Assessing Reading . Cambridge: CUP. Google Scholar logo with link to Google Scholar
Baker, C. 2006. Foundations of Bilingualism . Clevedon: Mulilingual Matters.Google Scholar logo with link to Google Scholar
Baumert, J. & Schümer, G. 2001. Familiäre Lebensverhältnisse, Bildungsbeteiligung und Kompetenzerwerb. In PISA 2000. Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich , Deutsches PISA-Konsortium (eds), 323–410. Opladen: Leske + Budrich.Google Scholar logo with link to Google Scholar
Beck, B. & Klieme, E. (eds). 2007. Sprachliche Kompetenzen. Konzepte und Messung. DESI-Studie . Weinheim: Beltz.Google Scholar logo with link to Google Scholar
Bialystok, E. 1988. Levels of bilingualism and levels of linguistic awareness. Developmental Psychology 24, 560–567. Google Scholar logo with link to Google Scholar
Bild, E.R. & Swain, M. 1989. Minority language students in a French Immersion programme: Their French proficiency. Journal of Multilingual and Multicultural Development 10: 255–274. Google Scholar logo with link to Google Scholar
Bos, W., Lankes, E.-M., Prenzel, M., Schwippert, K. Walter, G. & Valtin, R. (eds). 2003. Erste Ergebnisse aus IGLU. Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich . Münster: Waxmann.Google Scholar logo with link to Google Scholar
Bos, W. & Pietsch, M. 2005. KESS 4. Kompetenzen und Einstellungen von Schülerinnen und Schülern Jahrgangsstufe 4 . Hamburg: Bergmann & Sohn.Google Scholar logo with link to Google Scholar
Bournot-Trites, M. & Tellowitz, U. 2002. Report of current research on the effects of second language learning on first language literacy skills . Hallifax NS: The Printing House.Google Scholar logo with link to Google Scholar
Brisk. M.E. & Harrington, M.M. 2000. Literacy and Bilingualism. A Handbook for Teachers . Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Cenoz, J. 2003. The additive effect of bilingualism on third language acquisition: A review. International Journal of Bilingualism 7: 71–87. Google Scholar logo with link to Google Scholar
Cenoz, J. & Valencia, J.F. 1994. Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics 15: 195–207. Google Scholar logo with link to Google Scholar
Central Institute for Test Development (CITO). In press. TURCAT. Een computergestuurd toetspakket voor Turks als tweede taal . Arnhem: Cito.
Council of Europe. 2001. Common European Framework of Reference for Languages . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Cummins, J. 1976. The influence of bilingualism on cognitive growth: A synthesis of research findings and explanatory hypothesis. Working Papers on Bilingualism 9: 1–43.Google Scholar logo with link to Google Scholar
. 1979. Linguistic interdependence and the educational development of bilingual children. Review of Educational Research 49, 222–251. Google Scholar logo with link to Google Scholar
. 1991. Interdependence of first- and second language proficiency. In Language Processing in Bilingual Children , E. Bialystok (ed.), 70–89. Cambridge: CUP. Google Scholar logo with link to Google Scholar
Droop, M. & Verhoeven, L. 2003. Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly 38: 78–103. Google Scholar logo with link to Google Scholar
Durgunoğlu, A.Y. 1998. Acquiring English and Spanish in the United States. In Literacy Development in a Multilingual Context , A.Y. Durgunoğlu & L. Verhoeven (eds), 135–145. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
European Commission. 2003. Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006 . Brussels: European Commission.Google Scholar logo with link to Google Scholar
Gallardo del Puerto, F. 2007. Is L3 phonological competence affected by the learner’s level of bilingualism? International Journal of Multilingualism 4: 1–16. Google Scholar logo with link to Google Scholar
Ganzeboom, H.B.G., De Graaf, P.M. & Treimann, D.J. 1992. A standard international socio-economic index of occupational status. Social Science Research 21: 1–56. Google Scholar logo with link to Google Scholar
García, G.E. 1998. Mexican-American bilingual students’ metacognitive reading strategies: What’s transferred, unique, problematic? National Reading Conference Yearbook 47: 253–256.Google Scholar logo with link to Google Scholar
van Gelderen, A., Schoonen, R., De Glopper, K., Hulstijn, J., Snellings, P., Simis, A et al.. . 2003. Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: A structural equation modelling approach. The International Journal of Bilingualism 7: 7–25. Google Scholar logo with link to Google Scholar
Gogolin, I. 1994. Der monolinguale Habitus der multilingualen Schule . Münster: Waxmann.Google Scholar logo with link to Google Scholar
Hamada, M., & Koda, K. 2008. Influence of first language orthographic experience on second language decoding and word learning. Language Learning 58: 1–31. Google Scholar logo with link to Google Scholar
Hancin-Bhatt, B. & Nagy, W.E. 1994. Lexical transfern and second language morphological development. Applied Psycholinguistics 15: 289–310.Google Scholar logo with link to Google Scholar
Hansegård, N.E. 1975. Tvåspråkighet eller halvspråkighet? Invandrare och Minoriteter 3: 7–13.Google Scholar logo with link to Google Scholar
Harding, E. & Riley, P. 1996. The Bilingual Family. A Handbook for Parents . Cambridge: CUP.Google Scholar logo with link to Google Scholar
Hasselhorn, M. & Mähler, C. 2000. Transfer: Theorien, Technologien und empirische Erfassung. In Handbuch Evaluation psychologischer Interventionsmaßnahmen. Standards und Kriterien , W. Hager, J.-L. Patry & H. Brezing (eds), 86–101. Bern: Huber.Google Scholar logo with link to Google Scholar
Heller, K.A. & Perleth, C. 2000. Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision . Göttingen: Hogrefe.Google Scholar logo with link to Google Scholar
Hertel, S., Hochweber, J., Steinert, B. & Klieme, E et al.. . 2010. Schulische Rahmenbedingungen und Lerngelegenheiten im Deutschunterricht. In Klieme et al. . (eds), 113–148.
Hesse, H. G., Göbel, K. & Hartig, J. (2008). Sprachliche Kompetenzen von mehrsprachigen Jugendlichen und Jugendlichen nicht-deutscher Erstsprache. In Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie , DESI-Konsortium (eds), 208–230. Weinheim: Beltz.Google Scholar logo with link to Google Scholar
Jiminez, R. T., García, G. E. & Pearson, P. D. 1994. Three children, two languages and strategic reading: Case studies in bilingual/ monolingual reading. American Educational Research Journal 32: 67–98. Google Scholar logo with link to Google Scholar
Keshavarz, M.H. & Astaneh, H. 2004. The impact of bilinguality on the learning of English vocabulary as a foreign language (L3). International Journal of Bilingual Education and Bilingualism 7: 295–302. Google Scholar logo with link to Google Scholar
Klieme, E., Jude, N., Baumert, J. & Prenzel, M. (2010). PISA 2000–2009. Bilanz der Veränderungen im Schulsystem. In Klieme, eds, 277–300.
Klieme, E., Artelt, C., Hartig, J., Jude, N., Köller, O., Prenzel, M., Schneider, W. & Stanat, P. (eds). 2010. PISA 2009. Bilanz nach einem Jahrzehnt . Münster: Waxmann.Google Scholar logo with link to Google Scholar
Konsortium Bildungsberichterstattung. 2006. Bildung in Deutschland. Ein indikatorengestützer Bericht mit einer Analyse zu Bildung und Migration . Bielefeld: Bertelsmann.Google Scholar logo with link to Google Scholar
Lambert, W.E. 1974. Culture and learning as factors in learning and education. In Cultural Factors in Learning and Education , F.F. Aboud & R.D. Meade (eds), 91–122. Bellingham WA: Western Washington State University.Google Scholar logo with link to Google Scholar
Lehmann, R. H. & Nikolova, R. 2005. Erhebu ng zum Lese- und Mathematikverständnis: Entwicklungen in den Jahrgangstufen 4 bis 6 in Berlin. Bericht über die Untersuchung 2003 an den Berliner Grundschulen und grundständigen Gymnasien . Berlin: Senatsverwaltung für Bildung, Jugend und Sport.Google Scholar logo with link to Google Scholar
Lervåa, A. & Grøver Aukrust, V. 2010. Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry 51: 612–620. Google Scholar logo with link to Google Scholar
McLaughlin, B. 1985. Second Language Acquisition in Childhood, Vol 2: School Age Children. Hillsdale , NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Mullis, I.V.S., Kennedy, A.M., Martin, M.O. & Sainsbury, M. 2006. PIRLS 2006. Assessment framework and specifications , 2nd edn. Chestnuthill MA: Lynch School of Education, Boston College. TIMSS & PIRLS International Study Center.Google Scholar logo with link to Google Scholar
Muñoz, C. 2000. Bilingualism and trilingualism in school students in Catalonia. In English in Europe: The Acquisition of a Third Language , J. Cenoz & U. Jessner (eds), 7–21. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Naumann, J., Artelt, C., Schneider, W. & Stanat, P et al.. . 2010. Lesekompetenz von PISA 2000 bis PISA 2009. In Klieme et al. . (eds).
Rauch, D.P. 2010. Spracherwerb und Sprachgebrauch als Determinanten der L1- und L2-Lesekompetenz bei Türkisch-Deutsch bilingualen Schülern. Vortrag gehalten auf der Tagung der Deutschen Gesellschaft für Psychologie am 28 September in Bremen.
Rauch, D.P., Jurecka, A. & Hesse, H.-G. 2010. Für den Drittspracherwerb zählt auch die Lesekompetenz in der Herkunftssprache: Untersuchung der Türkisch-, Deutsch- und Englisch-Lesekompetenz bei Deutsch-Türkisch bilingualen Schülern. Zeitschrift für Pädagogik 56(55): 78–100.Google Scholar logo with link to Google Scholar
Rauch, D.P., Naumann, J. & Jude, N. 2012. Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals. The International Journal of Bilingualism 16(4): 402–418. Google Scholar logo with link to Google Scholar
Sanders, M. & Meijers, G. 1995. English as L3 in elementary school. ITL Review of Applied Linguistics 107: 59–78.Google Scholar logo with link to Google Scholar
Sanz, C. 2000. Bilingual education enhances third language acquisition: Evidence from Catalonia. Applied Psycholinguistics 21: 23–44. Google Scholar logo with link to Google Scholar
Schoonen, R., van Gelderen, A., De Glopper, K., Hulstijn, J., Snellings, P., Simis, A et al.., . 2002. Linguistic knowledge, metacognitive knowledge and retrieval speed in L1, L2 and EFL writing. Astructural equation modelling approach. In New Directions for Research in L2 Writing , S. Ransdell & M.-L. Barbier (eds), 101–122. Dordrecht: Kluwer. Google Scholar logo with link to Google Scholar
Skutnabb-Kangas, T. 1981. Bilingualism or Not: The Education of Minorities . Translated by L. Malmberg & D. Crane. Clevedon: Multilingual Matters.Google Scholar logo with link to Google Scholar
Sparks, R., Humbach, N. & Javorsky, J. 2008. Individual and longitudinal differences among high and low-achieving, LD, and ADHD L2 learners. Learning and Individual Differences 18: 29–43. Google Scholar logo with link to Google Scholar
Sparks, R., Patton, J., Ganschow, L., Humbach, N., & Javorsky, J. 2006. Native language predictors of foreign language proficiency and foreign language aptitude. Anals of Dyslexia 56: 129–160. Google Scholar logo with link to Google Scholar
Stanat, P., Rauch, D.P. & Segeritz, M et al.. . 2010. Schülerinnen und Schüler mit Migrationshintergrund. 200–230.
Statistisches Bundesamt 2008. Fachsene 1 Reihe 2.2 Migration in Deutschland 2008. Wiesbaden: Statistisches Bundesamt.Google Scholar logo with link to Google Scholar
Swain, M., Lapkin, S., Rowen, N. & Hart, D. 1990. The role of mother tongue literacy in third language learning. Language, Culture and Curriculum 3(1): 65–81. Google Scholar logo with link to Google Scholar
Thomas, J. 1988. The role played by metalinguistic awareness in second and third language learning. Journal of Multilingual and Multicultural Development 9: 235–246. Google Scholar logo with link to Google Scholar
Tiedemann, J. & Billmann-Mahecha, E. 2007. Leseverständnis, Familiensprache und Freizeitsprache. Ergebnisse aus der Hannoverschen Grundschulstudie. Zeitschrift für Pädagogische Psychologie 21: 41–49. Google Scholar logo with link to Google Scholar
Umbel, V.M. & Oller, D.K. 1995. Development changes in receptive vocabulary in Hispanic bilingual school children. In Lexical Issues in Language Learning , B. Harley (ed.), 59–80. Ann Arbor MI: Research Club in Language Learning.Google Scholar logo with link to Google Scholar
Verhoeven, L.T. 1991. Acquisition of biliteracy. In Reading in Two Languages , J.H. Hulstijn & J.F. Matter (eds), 61–74. Amsterdam: AILA.Google Scholar logo with link to Google Scholar
Walter, C. 2007. First- to second-language reading comprehension: Not transfer, but access. International Journal of Applied Linguistics 7: 14–37. Google Scholar logo with link to Google Scholar
Walter, O. & Taskinen, P. 2007. Kompetenzen und bildungsrelevante Einstellungen von Jugendlichen mit Migrationshintergrund in Deutschland: Ein Vergleich mit ausgewählten OECD-Staaten. In PISA 2006: Die Ergebnisse der dritten internationalen Vergleichsstudie , PISA-Konsortium Deutschland (eds), 337–366. Münster: Waxmann.Google Scholar logo with link to Google Scholar
. 2008. Der Bildungserfolg von Jugendlichen mit Migrationshintergrund in den deutschen Ländern. In PISA 2006 in Deutschland: Die Kompetenzen der Jugendlichen im dritten Ländervergleich , PISA-Konsortium Deutschland (eds), 343–374. Münster: Waxmann.Google Scholar logo with link to Google Scholar
Williams, J.D. & Sniper, G.C. 1990. Literacy and Bilingualism . New York NY: Longman.Google Scholar logo with link to Google Scholar
Cited by (5)

Cited by five other publications

Jaekel, Nils, Michael Schurig & Markus Ritter
2024. Investigating cohort effects of early foreign language learning. The Language Learning Journal 52:1 ► pp. 104 ff. DOI logo
Trebits, Anna
2021. Degree of multilingualism, code-switching and intensity of target language contact predict pragma-linguistic awareness in an English as a foreign language context. International Journal of Multilingualism 18:3 ► pp. 475 ff. DOI logo
Busse, Vera
2019. Umgang mit Mehrsprachigkeit und sprachsensibler Unterricht aus pädagogischer Sicht: Ein einführender Überblick. In Sprachsensibler Fachunterricht [Sprachsensibilität in Bildungsprozessen, ], ► pp. 1 ff. DOI logo
Göbel, Kerstin & Svenja Vieluf
2018. Specific Effects of Language Transfer Promoting Teaching and Insights Into the Implementation in EFL-Teaching. ORBIS SCHOLAE 11:3 ► pp. 103 ff. DOI logo
Jaekel, Nils, Michael Schurig, Merle Florian & Markus Ritter
2017. From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. Language Learning 67:3 ► pp. 631 ff. DOI logo

This list is based on CrossRef data as of 11 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue