Bilingual Language Proficiency

language; 5. From a country of emigration to a country of immigration; 6. Conclusions: Portuguese as typical heritage language; V. Portuguese-German bilingualism: overview of the survey; 1. Aims and research questions; 2. Sample; 3. Methodology and instruments; 3.1 Written data; 3.2 Oral data; 3.3 Social control factors; 3.4 Educational setting; 3.5 Cognitive skills; 4. Process of data collection; 5. Quantitative data analyses; 6. Methodological challenges; 7. Conclusions: overview of the current study; VI. The bilingual model in Hamburg: summary of the first four years; 1. The model of scientific evaluation; 2. Data collection in the bilingual schools; 3. Main findings related to language development; 4. Main findings related to cognitive academic language; 5. Main findings related to classroom settings; 6. Conclusions: the future of the bilingual primary schools in Hamburg; VII. The sample; 1. Aims of data collection; 2. The parental questionnaire; 3. Description of the sample and data collection; 4. Data processing; 5. Results of the bilingual class at the Rudolf Ross School; 5.1 Language practices within the families; 5.2 Linguistic situation in other socialization institutions; 5.3 Importance of the German and Portuguese languages; 5.4 Parental schooling and occupation; 5.5 General appreciation of the bilingual class; 6. Comparison of the three groups of the sample in relation to the SIOPS and ISEI indexes; 7. Cognitive skills: comparison of the three groups; 8. Conclusions: comparability of the sample; VIII. Development of narrative academic language: narration in bilingual written and oral contexts; 1. Narration as general concept; 1.1 Narrating, reporting and describing; 1.2 The unexpected as a sign of narration; 1.3 Labov and Waletzky: the evaluation of narration; 1.4 Literary narration; 2. Acquisition of narrative competence; 2.1 Discussion: Boueke and Schulein's model and bilingualism; 2.2 Other reflections considering the model; 3. Narration in educational contexts: written vs. oral; 4. Bilingual narration; 5. Conclusions: implications for this research; IX. Development of bilingual narrative competence; 1. Description and application of the tool; 1.1 Main aims of the test; 1.2 Description of the sample, data collection and processing; 2. Data analysis; 2.1 Narrative competence; 2.2 Cognitive academic language; 2.3 Common underlying proficiency; 3. Analysis of the data collected in the Rudolf Ross bilingual class; 3.1 Narrative competence; 3.2 Cognitive academic language; 4. Results comparison for the three groups of the sample; 4.1 Narrative competence; 4.2 Cognitive academic language; 5. Conclusions: bilingual narrative competence; X. Explaining narrative academic language: the role of the families' socioeconomic status and educational level, students' cognitive skills and reading proficiency, and didactic setting; 1. Bilingual narrative competence and family socioeconomic status and educational attainment; 1.1 Narrative competence; 1.2 Cognitive academic language; 2. Bilingual narrative competence and cognitive skills; 2.1 Narrative competence; 2.2 Cognitive academic language; 3. Bilingual narrative competence and reading comprehension; 3.1 Preliminary considerations; 3.2 Description of the test; 3.3 Description of the sample and data analysis; 3.4 Results of the test for the GesamtschuleA"; 3.5 GrundschuleA" vs. GesamtschuleA" results; 3.6 Two years of bilingual schooling: 2004 vs. 2006; 3.7 Bilingual narrative competence and reading comprehension; 4. A model of academic narrative competence in a dual-language instruction environment; 5. Didactic setting in the bilingual programme 5.1 Some notes on the general learning environment; 5.2 Data collection and analysis; 5.3 Evolution of the bilingual class across the two years of data collection; 5.4 Didactic considerations; 5.5 Interactional forms; 5.6 Teacher-student interaction; 5.7 Student-student interaction; 6. Scaffolding towards academic language(s); 6.1 On oracy and writing; 6.2 On narration; 6.3 Note on the role of the school; 7. Conclusions: theoretical framing of the results; XI. Conclusions: development of bilingual narrative competence in a two-way bilingual model