Approaching the Concept of Multiliteracies - Multilingual Writing Competence as an Integrated Model

Oct 15, 2026

Educational disadvantages of migrant students are linked to unequal access to socioeconomic resources, yet multilingualism can also function as human capital. This study treats multilingual writing as a synthesized competence across languages in developing multiliteracies. Using first- and second-order confirmatory factor analyses on multilingual writing data from 965 secondary students in German, Russian or Turkish, and English, it tests whether writing proficiency across languages forms an integrated construct and clarifies multidimensionality.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Literature Review

Theoretical Framework of Multilingual Writing

Multiliteracies Perspectives

Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model Irina Usanova University of Hamburg Birger Schnoor University of Hamburg Abstract In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies) , where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person’s repertoire and is continuously evolving. We respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first-and second-order confirmatory factor analyses that explore whether and how students’writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing’s dimensionality. We draw on a corpus of multilingual writing in secondary students (n = 965) in three different languages: the majority language (German), the heritage languages of migrants in Germany (Russian or Turkish), and the first foreign language (English) . Based on competence data of a substantial sample of multilingual adolescents, the results provide an empirical approach to modelling multilingual writing competence in complex multilingual repertoires. Résumé Dans des contextes linguistiquement pluriels, les répertoires linguistiques comprennentdiverses compétences en littératie dans plusieurs langues et à travers différentes formes dereprésentation (plurilittératies) . À cet égard l’écriture plurilingue peut être conceptualiséecomme une compétence synthétisée qui inclut toutes les langues du répertoire d’une personne et qui est en constante évolution. Pour opérationnaliser la théorie sur l’écriture plurilingue pour des tests empiriques, nous effectuons des analyses factorielles confirmatoires de premier et de second ordre qui explore comment on peut modéliser la compétence en écriture plurilingue comme une construction intégrée et qui démontre sa dimensionnalité. Nous nous appuyons sur des données de compétence en écriture plurilingued’élèves du secondaire (n = 965) dans trois langues différentes : la langue majoritaire (allemand), les langues d’origine des migrants (russe ou turc) et la première langue étrangère (anglais) . Les résultats fournissent une approche empirique pour modéliser la compétence en écriture plurilingue dans des répertoires plurilingue complexes. . Approaching the Concept of Multiliteracies: Multilingual Writing Competence as an Integrated Model International large-scale studies repeatedly show the educational disadvantages of migrant students (e.g., OECD, 2018) . These disadvantages are rooted in the socioeconomic disparities of resources induced by the disruptive effect of migration on the economic, cultural, and social capital (Nauck & Schnoor, 2015) . However, migration may also bring benefits, with multilingualism being one of the prominent prosperities because it may serve as human capital (Agirdag, 2014a; 2014b; Gándara, 2018; Rumbaut, 2014) . In second-generation immigrant students, multilingual repertoires may comprise the majority language (ML), heritage languages (HLs), and foreign languages (FLs). Literacy skills in the multilingual repertoires referred to as multiliteracies (New London Group, 1996), may vary among the languages within and between individuals (Gogolin et al., 2021; Usanova & Schnoor, 2021a). While learning the ML and FL takes place at schools, only limited learning opportunities are available for the heritage languages that primarily affect the development of literacy skills in these languages (Brehmer & Mehlhorn, 2018; Kubota & Bale, 2020; Payant & Galante, 2022) . The empirical investigation of educational benefits from multilingual repertoires is a growing field. However, most large-scale studies on students’ educational attainment (e.g., PISA; PIRLS) do not focus on multilingualism and conduct the measurement

FAQs

How does the study define multilingual writing competence within multiliteracies?

It conceptualizes multilingual writing as a synthesized competence combining literacy skills across all languages in a learner’s repertoire, viewed as continuously evolving.

What analytical method is used to model multilingual writing competence?

The study applies first- and second-order confirmatory factor analyses to test an integrated construct and examine its dimensionality.

Which languages and learners are included in the empirical corpus?

The corpus includes 965 secondary students writing in German (majority language), heritage languages (Russian or Turkish), and English (first foreign language).

Why are existing large-scale studies not sufficient for understanding multilingual writing?

Most studies focus on receptive majority-language skills and do not directly assess multilingual writing proficiency; multilingual skills are often handled through proxy variables, and adolescents’ multilingual writing evidence remains underrepresented.

Oct 15, 2026

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