Cover not available
Part of
Dynamics of Linguistic Diversity
Edited by Hagen Peukert and Ingrid Gogolin
[Hamburg Studies on Linguistic Diversity 6] 2017
► pp. 195–216

Temporal adverbs as structuring devices in narratives of multilingual students

| Friedrich-Schiller-University Jena
Language development of adolescents and in particular of multilingual adolescents to date does not get the attention it deserves. This contribution gives a brief overview of what later language development means and aims at highlighting some of its features in personal experience narratives written by mono- and multilingual secondary school students. To this end, concepts of narrative structure will also be reviewed briefly. Then a closer look will be taken at the use of the temporal adverbial ‘dann’ (‘then’). This adverbial allows verbalising specific aspects of the event structure in relation to narrative structure. Students display different degrees of convergence with target language patterns of use. The discussion then centres on in how far this is a developmental issue and/or can be traced back to multilingualism. Regarding the latter no clear tendency can be found.
Keywords: later language development, German as a second language, narrative structure, written language
Article outline
  • Introduction
    • On structure and function of narratives
    • Narrative development in the context of later language development
  • Study design and data
  • Some background on temporal expressions in sample narratives
  • Positioning of ‘dann’ in texts by adolescent students
  • Discussion
  • Conclusion
  • Notes
  • References
Published online: 24 May 2017
DOI logo
https://doi.org/10.1075/hsld.6.10gro
References (35)
References
Ahrenholz, B. & Grommes, P. (eds) 2014. Zweitspracherwerb im Jugendalter. Berlin: De Gruyter. DOI logoGoogle Scholar
Bachmann, T. 2005. Kohärenzfähigkeit und Schreibentwicklung. In Literale Textentwicklung, H. Feilke & R. Schmidlin (eds), 155–183. Frankfurt: Peter Lang.Google Scholar
Berman, R.A. 2004. Between emergence and mastery: The long developmental route of language acquisition. In Language Development across Childhood and Adolescence [Trends in Language Acquisition Research 3], R. A. Berman (ed.), 9–34. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Berman, R.A. & Nir-Sagiv, B. 2004. Linguistic indicators of inter-genre differentiation in later language development. Journal of Child Language 31: 339–380. DOI logoGoogle Scholar
Berman, R.A. & Verhoeven, L. (eds) 2002. Cross-linguistic perspectives on the development of text-production abilities in speech and writing. Written Language & Literacy 5(1): 1–43. DOI logoGoogle Scholar
Berman, R. A. & Slobin, D. I. 1994a. Narrative Structure. In Relating Events in Narrative: A Cross linguistic Developmental Study. R. Berman & D. I. Slobin (eds.), 39-84. Hillsdale NJ. Lawrence Erlbaum Associates.Google Scholar
Boueke, D., Schülein, F., Büscher, H., Terhorst, E. & Wolf, D. 1995. Wie Kinder erzählen. Untersuchungen zur Erzähltheorie und zur Entwicklung narrativer Fähigkeiten. München: Fink.Google Scholar
Cantone, K.F. & Haberzettl, S. 2008. Zielsprache „Schuldeutsch“: Entwicklung eines Sprachdiagnose-Instruments für mehrsprachige Schüler der Sekundarstufe I – Ein Werkstattbericht. In Zweitspracherwerb. Diagnosen, Verläufe, Voraussetzungen, B. Ahrenholz (ed.), 93–113. Freiburg: Fillibach.Google Scholar
Dannerer, M. 2012. Narrative Fähigkeiten und Individualität. Tübingen: Stauffenburg.Google Scholar
Dollnick, M. 2013. Konnektoren in türkischen und deutschen Texten bilingualer Schüler. Eine vergleichende Langzeituntersuchung zur Entwicklung schriftsprachlicher Kompetenzen. Frankfurt: Peter Lang. DOI logoGoogle Scholar
Ehlich, K. & Rehbein, J. 1977. Wissen, kommunikatives Handeln und die Schule. In Sprachverhalten im Unterricht, H. Goeppert (ed.), 36–114. München: Fink.Google Scholar
Grommes, P. 2014. Erzählstruktur und Zeitausdruck in Texten mehrsprachiger Jugendlicher. In Ahrenholz & Grommes (eds), 233–251.Google Scholar
Grommes, P. & Hu, A. (eds) 2014. Plurilingual Education. Policies – Practices – Language Development [Hamburg Studies on Linguistic Diversity 3]. Amsterdam: John Benjamins.Google Scholar
Halm, U. 2010. Die Entwicklung narrativer Kompetenz bei Kindern zwischen 7 und 14 Jahren. Marburg: Tectum Verlag.Google Scholar
Knapp, W. 1997. Schriftliches Erzählen in der Zweitsprache. Tübingen: Niemeyer. DOI logoGoogle Scholar
Labov, W. 1972. Language in the Inner City. Philadelphia PA: University of Pennsylvania Press.Google Scholar
Labov, W. & Waletzky, J. 1967. Narrative analysis: Oral versions of personal experience. In Essays on the verbal and visual arts. Proceedings of the 1966 Annual Spring Meeting of the American Ethnological Society, J. Helm (ed.), 12–44. Seattle WA: University of Washington Press.Google Scholar
Marx, N. 2014. Kasuswahl und Kasuslehre bei Schülern mit Migrationshintergrund: Eine differenzierte Betrachtung. In Ahrenholz & Grommes (eds), 99–123.Google Scholar
Myhill, D. 2009. Becoming a designer: Trajectories of linguistic development. In The Sage Handbook of Writing Development, R. Beard, D. Myhill, J. Riley & M. Nystrand (eds), 402–414. Thousand Oaks CA: Sage. DOI logoGoogle Scholar
Nippold, M.A. (ed.). 1988. Later Language Development: Ages Nine through Nineteen. Austin TX: Pro-Ed.Google Scholar
2007. Later Language Development: School-age Children, Adolescents, and Young Adults, 3rd edn. Austin TX: Pro-Ed.Google Scholar
Nistov, I. 2001. Reference continuation in L2 narratives of Turkish adolescents in Norway. In Verhoeven & Strömqvist (eds), 51–81.Google Scholar
Peterson, C. & McCabe, A. 1991. Linking children’s connective use and narrative macrostructure. In Developing Narrative Structure, A. McCabe & C. Peterson (eds), 29–53. Hillsdale NJ: Lawrence Erlbaum Associates.Google Scholar
Quasthoff, U. 1980. Erzählen in Gesprächen. Linguistische Untersuchungen zu Strukturen und Funktionen am Beispiel einer Kommunikationsform des Alltags. Tübingen: Narr.Google Scholar
1997. An interactive approach to narrative development. In Narrative Development: Six Approaches, M. Bamberg (ed.), 51–83. Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar
Rank, B. 1995. Wege zur Grammatik und zum Erzählen. Grundlagen einer spracherwerbsorientierten Deutschdidaktik. Baltmannsweiler: Schneider Verlag Hohengehren.Google Scholar
Ravid, D. & Tolchinsky, L. 2002. Developing linguistic literacy: A comprehensive model. Journal of Child Language 29(2): 417–447. DOI logoGoogle Scholar
Rehbein, J. 1980. Sequentielles Erzählen. Erzählstrukturen von Immigranten bei Sozialberatungen in England. In Erzählen im Alltag, K. Ehlich (ed.), 64–108. Frankfurt: Suhrkamp.Google Scholar
1984. Beschreiben, berichten, erzählen. In Erzählen in der Schule, K. Ehlich (ed.), 67–124. Tübingen: Gunter Narr.Google Scholar
1989. Biographiefragmente. Nicht-erzählende rekonstruktive Diskursformen in der Hochschulkommunikation. In R. Kokemohr & W. Marotzki (eds), Biographien in komplexen Institutionen, 163–254. Frankfurt: Peter Lang.Google Scholar
Roßdeutscher A. & von Stutterheim, C. 2006. Semantische und pragmatische Prinzipien der Positionierung von dann. Linguistische Berichte 205 : 29–60.Google Scholar
von Stutterheim, C. 1997. Einige Prinzipien des Textaufbaus. Empirische Untersuchungen zur Produktion mündlicher Texte. Tübingen: Niemeyer.Google Scholar
von Stutterheim, C & Klein, W. 1989. Text structure and referential movement. In Language Processing in Social Context, R. Dietrich & C.F. Graumann (eds), 39–76. Amsterdam: North Holland. DOI logoGoogle Scholar
Tolchinsky, L. 2004. The nature and scope of later language development. In Language Development across Childhood and Adolescence [Trends in Language Acquisition Research 3], R. Berman (ed.), 233–247. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Verhoeven, L. & Strömqvist, S. (eds) 2001. Narrative Development in a Multilingual Context [Studies in Bilingualism 23]. Amsterdam: John Benjamins. DOI logoGoogle Scholar