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Blaschitz, Verena: Dimensionen der Erfassung narrativer Qualifizierung bei Zehnjährigen mit Deutsch als Zweitsprache.

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VHS Wien



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Verena Blaschitz


Blaschitz, Verena: Dimensionen der Erfassung narrativer Qualifizierung bei Zehnjährigen mit Deutsch als Zweitsprache. //
Blaschitz, Verena (i. Vorb.): Narrative Qualifizierung. Dimensionen ihrer Erfassung bei Deutsch als Zweitsprache. Münster: Waxmann.




This study was conducted in the context of the sociolinguistic research project „Educational Success through Language Death?“ that concerns the phenomenon of social inequality in the context of migration, multilingualism and school success („Bildungserfolg bei Sprachtod?”, Austrian Science Fund, FWF). One of the aims of the FWF project was to answer the question how linguistic qualifications of children can be objectively described. The present study is directed towards this challenging question. In a first step, the method to analyze the narrative qualification and its parts in a detailed and differentiated way was developed. This method was constructed based on the current state of research and considers the specific multilingual situation of the study participants (160 ten-year-olds who speak German as a second language). The applied method also ensures the possibility of follow-up individual-biographic language support. Besides the focus on narrative qualification, aspects of grammatical and orthographic qualification were analyzed with a smaller group of children. The primary target of the exemplary study of the three linguistic areas narration, grammar and orthography was to get deeper insights into the progress of language acquisition as far as the exemplary kids are concerned. Also possible continuity and discontinuity in the assessment of the three linguistic areas was of utmost interest. The developed method to analyze the narrative qualification is characterized by the fact that the qualifications needed for the production of narrations are analyzed separately of each other. The first part of the method is concerned with the concrete narrative structures that underlie the specific task. The second part covers the linguistic-narrative realization. The two parts of the analysis are assessed separately of each other. For the overall evaluation the two separated assessments were combined, but the separated assessments remain intact. The study reveals the continuity and discontinuity of the linguistic qualification that manifest the combination of the ascertained structure types of the narrative and grammatical-orthographic qualification. As a result of this study it is clearly recognizable that the assessment of the different qualifications (can) lead to different results according to which area of qualification is in the center of interest. The partly strong deviation of the assessments from each other demonstrates in what restricted extent it is possible to transfer the results valid for one qualification area on the other. Also a transfer of results valid for one qualification to the whole linguistic qualification of one study participant is impossible. The study shows on empirical foundation that language acquisition does not proceed synchronously. The acquisition of the different linguistic qualifications can be advanced in different ways. The central result of the study is the development of a method that allows the objective assessment of the narrative – and in much smaller extent also grammatical and orthographic – qualification of ten-year-olds who speak German as a second language. Due to the large number of 160 analyzed texts, statements about narrative qualifications can be made about both, the individual narrative qualification and a general characterization of the narrative qualification of ten-year-olds who speak German as a second language.

Key words

German as a second language / narrative qualification / assessment of linguistic qualification

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