List of figures
Figure 1.1
Approach to investigating biscriptuality within the conducted study
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Figure 2.1
The continua of biliterate media (Hornberger, 2003, p. 7)
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Figure 2.2
Author’s elaborated version of the nested relationships concept of Bronfenbrenner, adopted for child’s developing scriptual
skills in the context of migration
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Figure 2.3
Community and family influences on language and literacy (Goldenberg et al.,
2011, p. 12)
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Figure 2.4
Individual and family influences on biscriptuality. Author’s elaborated version of the model proposed by Goldenberg et al. (2011)
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Figure 2.5
The Hayes-Flower Model (Hayes & Flower, 1980 reprinted in Hayes, 2012b, p. 370)
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Figure 2.6
Simple View of Writing Model (Berninger & Amtmann, 2003, p. 350)
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Figure 2.7
Hayes’s 2012 Writing Model (Hayes, 2012b)
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Figure 2.8
Hypothetical processing loads for a knowledge-telling writer (Hayes,
2012b, p. 385)
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Figure 2.9
Architecture of domain-specific functional writing system (Berninger et al.,
2002, p. 41)
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Figure 2.10
Architecture of domain-specific functional writing systems in biscriptual bilinguals. Author’s elaborated version of the model
proposed by Berninger et al. (Berninger et al., 2002, p. 41)
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Figure 2.11
Structure of the recoding model of graphematics (Neef, 2012, p. 219)
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Figure 3.1
LiPS study design including the gathered data of 15-year old students
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Figure 3.2
The exploratory sequential design with mixing occurring at the level of data analyses. Authors’s elaborated version of the
Creswell and Plano Clark’s figure (Creswell & Plano Clark, 2011, p. 69)
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Figure 3.3
“Fast Catch Boomerang”. An adopted translated version of the category “task accomplishment” (Klinger et al., 2018(forthcoming))
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Figure 3.4
Scores’ components of differentiated syntactical analysis conducted on “Fast Catch Boomerang” and “Boomerang at the
Park”
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Figure 4.1
The order for revealing the results for the role of biscriptuality in students’ writing skills at different dimensions
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Figure 4.2
The Continuum of Biscriptuality
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Figure 4.3
Number of applied non-italic graphemes in texts of the Cyrillic group
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Figure 4.4
The frequency matrix of non-italic variants of Cyrillic graphemes within the Mix group, established by MAXQDA 12, where each
column of the matrix refers to one subject
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Figure 4.5
Interscriptual and intrascriptual mixing depicted for each subject of the Mix group
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Figure 4.6
The proportions of interscriptual and intrascriptual mixing calculated for the whole Mix group
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Figure 4.7
Percentages of visual and phonetic strategies applied for substituting Cyrillic graphemes with Latin graphemes within the Mix
group
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Figure 4.8
Percentages of visual and phonetic strategies applied for substituting Cyrillic graphemes with Cyrillic graphemes within the
Mix group
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Figure 4.9
Number of Latin variants of Cyrillic graphemes within the Latin group
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Figure 4.10
The continua of biscriptuality
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Figure 4.11
Age at arrival in Germany, by script group
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Figure 4.12
Number of students enrolled at different grades in school outside of Germany, by script group
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Figure 4.13
Country of origin of students’ parents, by script group
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Figure 4.14
Individual and family influences on biscriptuality. Authors’ elaborated version of the model suggested in 2.3.4
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Figure 4.15
Mean percentages of incorrectly capitalized nouns in German and Russian
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Figure 4.16
Mean values of number of words produced in both tasks in Russian
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Figure 4.17
Mean values of number of words produced in both tasks in German
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Figure 4.18
Mean values of types of nouns produced in both tasks in Russian
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Figure 4.19
Mean values of types of nouns produced in both tasks in German
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Figure 4.20
Mean values of types of verbs produced in both tasks in Russian
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Figure 4.21
Mean values of types of verbs produced in both tasks in German
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Figure 4.22
Mean values of types of adjectives produced in both tasks in Russian
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Figure 4.23
Mean values of types of adjectives produced in both tasks in German
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Figure 4.24
Percentage of types of coordinating and subordinating conjunctions in Russian (Task 1: Left side bars, Task 2: Right side
bars)
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Figure 4.25
Percentage of types of coordinating and subordinating conjunctions in German (Task 1: Left side bars, Task 2: Right side
bars)
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Figure 4.26
Percentage of types of sentences in Russian (Task 1: Left side bars, Task 2: Right side bars)
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Figure 4.27
Percentage of types of sentences in German (Task 1: Left side bars, Task 2: Right side bars)
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Figure 4.28
The means of scores on task accomplishment in German and Russian
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Figure 4.29
The mean values of scores on the structure of students’ narratives in Russian
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Figure 4.30
The mean values of scores on the structure of students’ narratives in German
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Figure 4.31
The mean values of
z-scores for students’ writing skills in German and Russian
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Figure 4.32
The continua of biscriptual writing at three language dimensions: The modeled relation of writing skills in German and Russian
in expository (chart on left) and narrative texts (chart on right). Note: L = Latin, M = Mix, C = Cyrillic. The solid and dotted
lines represent both students’ languages
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Figure 4.33
The modeled relation between continua of biscriptual writing skills in German and Russian at macro level
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