Chapter 2
Theoretical background
Article outline
- 2.1Terminology and theoretical framework
- 2.1.1From literacy to biliteracy
- 2.1.2From biliteracy to biscriptuality
- 2.1.3Terminology on writing
- 2.1.4Heritage language and majority language
- 2.1.5Transfer
- 2.2Continua of biliteracy as framework for this study
- 2.2.1The continua of biliterate media
- 2.2.2The continua of biliterate development
- 2.2.3Contexts of biliteracy
- 2.2.4Summing up 2.2
- 2.3Predictors of biliteracy development
- 2.3.1Working model by Goldenberg et al.
- 2.3.2Family-level variables
- 2.3.2.1Family demographics and family literacy resources
- 2.3.2.2Language and literacy practices
- 2.3.3Individual level variables
- 2.3.3.1Individual demographics
- 2.3.3.2Individual educational characteristics
- 2.3.4Summing up 2.3
- 2.4Writing skills in different language domains: Linguistic dimensions of writing skills in adolescents
- 2.4.1Developing initial scriptual skills
- 2.4.2Writing skills in monolinguals
- 2.4.3Writing skills in bilinguals
- 2.4.4Developing biscriptual skills
- 2.4.4.1Transliteration
- 2.4.4.2Script as a predictor for biliteracy and biscriptuality
- 2.4.5Summing up 2.4
- 2.5The role of scriptual skills within writing models
- 2.5.1Writing models
- 2.5.2Transcription as a subprocess of writing
- 2.5.3Summing up 2.5
- 2.6Biscriptuality: Cyrillic and Latin scripts
- 2.6.1The recoding model of graphematics
- 2.6.2Cyrillic and Latin scripts
- 2.6.2.1Insights into grapheme-phoneme correspondences in Cyrillic and Latin scripts
- 2.6.2.2Some visual properties of Cyrillic and Latin graphemes
- 2.6.3Summing up 2.6
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Notes