@article{Schroeder2020,
  author    = {Schroeder, Christoph},
  title     = {The advanced acquisition of orthography in heritage Turkish in Germany},
  series = {Written language \& literacy},
  volume    = {23},
  journal   = {Written language \& literacy},
  number    = {2},
  publisher = {John Benjamins Publishing Co.},
  address   = {Amsterdam},
  issn      = {1387-6732},
  doi       = {10.1075/wll.00043.sch},
  pages     = {251 -- 271},
  year      = {2020},
  abstract  = {The paper investigates Turkish texts from heritage speakers of Turkish in Germany in a pseudo-longitudinal setting, looking at pupils' texts from the 5th, 7th, 10th and 12th grades. Two types of dynamics are identified in the advanced acquisition(1) of Turkish orthography in the heritage context. One is the dynamic of language contact, where in certain areas of the orthography, we find a re-interpretation of Turkish principles according to the German model. However, this changes as the pupils grow up. The second dynamic is the heritage situation. The heritage situation on one side leads to the establishment of new practices, and it also leads to a higher degree of variability of spelling solutions in those areas, where the orthographic system of Turkish poses challenges to every writer, whether monolingual and growing up in Turkey or heritage speaker.},
  language  = {en}
}
@article{Schroeder2014,
  author    = {Schroeder, Christoph},
  title     = {Turkish texts of Turkish-German bilingual pupils in Germany},
  series = {Zeitschrift f{\"u}r Literaturwissenschaft und Linguistik},
  volume    = {44},
  journal   = {Zeitschrift f{\"u}r Literaturwissenschaft und Linguistik},
  number    = {174},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Stuttgart},
  issn      = {0049-8653},
  pages     = {24 -- 43},
  year      = {2014},
  abstract  = {This article examines and discusses aspects of the acquisition of Turkish literacy in the minority context in Germany. After describing the particular sociolinguistic and language contact situation of Turkish in Germany, the article focuses on two empirical aspects of the acquisition of Turkish literacy within this situation. First, the development of noun phrase complexity is analyzed in a pseudo-longitudinal approach investigating Turkish texts of German-Turkish bilingual pupils of different grades. Second, strategies of literacy are analyzed in the investigation of Turkish texts from bilingual high school pupils of the 12th grade.},
  language  = {de}
}