Entwicklung der mündlichen und schriftlichen Kompetenzen in der Erst- Zweit- und Fremdsprache bei mehrsprachigen Kindern und Jugendlichen mit türkischem Hintergrund in Frankreich und Deutschland

该项目涉及法国和德国移民背景的多语种儿童和青少年的语言能力，特别是以土耳其语（和库尔德语）为母语的儿童和青少年。最近对欧洲国家这类儿童的研究一致认为，多数人语言方面的困难是他们在学校遇到问题的主要原因。然而，很少有比较研究的发展，小学生的多语言发展在儿童后期和青春期。也没有对这些儿童的口头和书面文本制作能力以及其他与识字有关的技能进行研究，他们的家庭背景、文化和语言与主流学校系统中的大多数儿童明显不同。对移民少数民族儿童和青少年学习第三语言英语的关注更少，该项目更广泛的目的是根据学习母语的心理语言和社会语言因素审查语言发展情况，居住国语言（法语和德语）和第一外语（英语），并发现如何以及何时达到学术注册的能力。研究结果不仅有助于语言学习和教学，而且有助于有移民背景的儿童融入学校以及他们以后的工作和社会生活，目前的建议建立在我们以前在法国、德国和土耳其对双语和单语儿童和青少年的工作基础上。9 - 20岁的学生用自己的语言（包括外语）制作两种类型的独白口头和书面文本，个人叙事和散文。我们还将获得小组对话的样本。我们将研究语言特征，包括词汇表达（词汇密度，词汇多样性），句法复杂性（句法和话语包装），以及语音在口头文本和正字法在书面文本，调查的学生在学术和非正式寄存器这些功能的增长控制的目的。

The project deals with language abilities of multilingual children and adolescents with migrant background in France and Germany, in particular, those with Turkish (and Kurdish) as home language(s). Recent studies of such children in European countries converge in the view that difficulties with the majority language play a major role in their problems at school. However, there are few comparative investigations of the development of pupils multilingual development in later childhood and adolescence. Nor are there studies of oral and written text production abilities and other literacy-related skills of these children, whose family background, culture, and language differ markedly from the bulk of the children in the mainstream school system. Even less attention has been given to the acquisition of the tertiary language English by immigrant minority children and adolescents.The broader purpose of the project is to examine the linguistic development in light of the psycho-linguistic and sociolinguistic factors in learning home languages, the languages of the country of residence (French and German) and the first foreign language (English) and to discover how and when competence in academic registers is achieved. The findings will facilitate not only language learning and teaching but also the integration of the children with migration background into the school and in their later working and social lives.The present proposal builds on our previous work on bilingual and monolingual children and adolescents in France, Germany and Turkey. Pupils aged 9 - 20 produce monologic oral and written texts in two genres, personal narrative and expository, in each of their languages, including their foreign language. We will also obtain samples of group conversation. We will examine linguistic features including lexical expression (lexical density, lexical diversity), syntactic complexity (syntactic and discursive packaging), as well as phonology in the oral texts and orthography in written texts, with the aim of investigating the pupils growing control of these features in academic and in-formal registers.