000			06411nam a22005293i 4500
001			EBC5628221
003			MiAaPQ
005			20240724113507.0
006			m o d |
007			cr cnu||||||||
008			240724s2019 xx o ||||0 eng d
020			_a9789027263018 _q(electronic bk.)
020			_z9789027202031
035			_a(MiAaPQ)EBC5628221
035			_a(Au-PeEL)EBL5628221
035			_a(OCoLC)1080638563
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aP94.6.U83 2019
082	0		_a430.0429171
100	1		_aUsanova, Irina.
245	1	0	_aBiscriptuality : _bWriting Skills among German-Russian Adolescents.
250			_a1st ed.
264		1	_aAmsterdam/Philadelphia : _bJohn Benjamins Publishing Company, _c2019.
264		4	_c©2019.
300			_a1 online resource (275 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aHamburg Studies on Linguistic Diversity Series ; _vv.8
505	0		_aIntro -- 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 study -- 2.2.1 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 skills -- 2.4.5 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 approach.
505	8		_a3.3.3 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 characteristics -- 4.2.2 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 -- 4.4.1 Number of words in German and Russian texts in both writing tasks -- 4.4.2 Mean values of types of nouns, verbs and adjectives in German and Russian -- 4.4.3 The role of biscriptuality for students' writing at the lexical level -- 4.4.4 Summing up 4.4 -- 4.5 Results: Biscriptuality and bilingual writing skills at the syntactical level -- 4.5.1 Connectors in German and Russian -- 4.5.2 Types of sentences written in German and Russian -- 4.5.3 The role of biscriptuality in students' writing at the syntactical level -- 4.5.4 Summing up 4.5 -- 4.6 Results: Biscriptuality and bilingual writing skills at the textual level -- 4.6.1 Expository text composition: Task accomplishment.
505	8		_a4.6.2 Narrative text composition: Structure of narratives -- 4.6.3 The role of biscriptuality in students' writing at the textual level -- 4.6.4 Summing up 4.6 -- 4.7 Modeling bilingual biscriptual writing skills -- 4.7.1 The relation of writing skills in German and Russian -- 4.7.2 Overall writing skills in German and Russian -- 4.7.3 The continua of biscriptual writing skills -- Chapter 5. Conclusions -- 5.1 Introducing conclusions -- 5.1.1 Scriptual skills of (bi)scriptual bilinguals -- 5.2 Limitations -- 5.3 Implications -- 5.4 Future research -- 5.5 Final word -- References -- Subject index.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aIntercultural communication.
650		0	_aMultilingual communication.
650		0	_aWritten communication.
650		0	_aLiteracy-Social aspects-Germany.
650		0	_aLiteracy-Social aspects-Russia (Federation).
650		0	_aLanguage arts-Social aspects-Germany.
650		0	_aLanguage arts-Social aspects-Russia (Federation).
655		4	_aElectronic books.
776	0	8	_iPrint version: _aUsanova, Irina _tBiscriptuality _dAmsterdam/Philadelphia : John Benjamins Publishing Company,c2019 _z9789027202031
797	2		_aProQuest (Firm)
830		0	_aHamburg Studies on Linguistic Diversity Series
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5628221 _zClick to View
999			_c7418 _d7418