Writing development of Year 9 students with and without migration background during the pandemic

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Zusammenfassung

The ability to write well-structured and coherent texts is a prerequisite for students’ educational success. However, many secondary students, and especially students with migration backgrounds, struggle with writing (e.g., Neumann & Lehmann, 2008). Also, recent studies show that school closings during the ongoing COVID-19-pandemic further increase achievement disparities, and can be particularly detrimental for disadvantaged students (Helm et al., 2021). Our paper examines writing competence in terms of structure and coherence of n = 57 Year 9 students at two measurement points during the pandemic, in November 2020 (T1) and June 2021 (T2). In particular, we focus on the writing development of students with and without migration backgrounds (MB). The data suggest that most students had great difficulties structuring their texts and establishing text coherence at T1. Students with MB scored lower than their peers without MB. We found small progress regarding text structure but no progress regarding coherence at T2, although teachers had previously undergone a special training on how to foster writing. Surprisingly, especially students with MB increased their writing scores, yet were not able to close achievement gaps. In sum, our data indicate that both students with and without MB need more writing support.

Vortragende der Universität Münster

Busse, Vera	Professur für Erziehungswissenschaft mit dem Schwerpunkt Mehrsprachigkeit und Bildung (Prof. Busse)
Müller, Nora	Professur für Erziehungswissenschaft mit dem Schwerpunkt Mehrsprachigkeit und Bildung (Prof. Busse)