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In:Transfer Effects in Multilingual Language Development
Edited by Hagen Peukert
[Hamburg Studies on Linguistic Diversity 4] 2015
► pp. 249–274

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Bilingual resources and school context

Case studies from Germany and Turkey

 | University of Frankfurt, University of Potsdam
 | University of Frankfurt, University of Potsdam
Published online: 29 April 2015
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https://doi.org/10.1075/hsld.4.11meh
Based on data collected in the framework of the LAS-project in primary school settings in Turkey and Germany, nominal phrase structures in the narratives of monolingual (German, Turkish) and bilingual (Turkish-German, Kurdish-Turkish) year one children were analysed under three perspectives: 1. The degree of linguistic expansion (Maas 2008) in spoken, dictated and written texts at the beginning and at the end of the school year; 2. Typological differences and their interplay in the texts of the bilinguals in their two languages; 3. Influences of the different relationships of school and home languages and the teaching methods in the two settings. While the data do not confirm the idea of a greater linguistic expansion in dictated compared to written texts, very few L1 interferences into L2 structures could be observed in Germany, while typological differences are maintained to a lesser extent in the home languages. Some indications of a weaker status of Kurdish in Turkey, compared to Turkish in Germany, were discovered, while the educational settings and the different methods of literacy teaching also intervened into the processes of speaking and writing.
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