HIGHLIGHTS
SUMMARY
In linguistically diverse contexts, language repertoires include various literacy skills in multiple languages across different modes of representation (multiliteracies), where multilingual writing can be conceptualized as a synthesized competence that includes all languages in a person`s repertoire and is continuously evolving. The authors respond to the call to operationalize existing theory on multilingual writing for empirical testing by conducting first- and second-order confirmatory factor analyses that explore whether and how students` writing proficiency in different languages can be modelled as an integrated construct, to analyze multilingual writing`s dimensionality. Based on competence . . .
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