Die Adressatenorientierung in schriftlichen Instruktionen von ein- und mehrsprachigen 2.-KlässlerInnen als Indikator für früh entwickelte Textkompetenz

This study analyzes German writing skills of mono- and multilingual second-graders with an immigrant background (N=318; multilingual students N=250; monolingual students N=68). All students wrote a set of handicraft instructions and were also analyzed in regard to orthographic skills using the <i>Hamburger Schreibprobe</i> (May 2007). According to defined criteria 90 sets of instructions (60 written by multilingual and 30 written by monolingual students) were selected for the comprehensive text analysis. Audience awareness as a major assessment criterion for this type of text is discussed and the outcome of the text analysis is compared with the results of the orthographic test. To date, no study in the German professional literature has compared the instruction writing skills of mono- and multilingual students as pragmalinguistic and textlinguistic aspects are rarely included into research about the writing skills of lower grade students. Furthermore, this field of textlinguistic research has not previously been discussed in the context of migration and multilingualism.