Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish-German bilinguals.

Autor/inn/en	Rauch, Dominique P.; Naumann, Johannes; Jude, Nina
Titel	Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish-German bilinguals.
Quelle	In: International journal of bilingualism, 16 (2012) 4, S. 402-418Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1367-0069; 1756-6878
DOI	10.1177/1367006911425819
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Schuljahr 09; Schüler; Spracherwerb; Zweite Fremdsprache; Fremdsprache; Mehrsprachigkeit; Englisch; Bilingualismus; Lesekompetenz; Einflussfaktor; Türke; Deutschland; Hamburg
Abstract	Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic awareness. L1, L2 and L3 reading proficiency and metalinguistic awareness were measured in 299 German and Turkish-German secondary school students. Overall, fully biliterate students outperformed monolingual and partially biliterate students in both L3 (R2 = .07) and metalinguistic awareness (R2 = .06). An effect of full biliteracy on L3 reading proficiency persisted when SES, gender, general cognitive ability and school track were controlled for. In addition, within the group of biliterate students, positive effects of the individual degree of biliteracy on L3 reading proficiency could be shown to be an indirect effect that was mediated through metalinguistic awareness. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/1