FeSCH (Fehleranalyse Schreiben - bi- und monolinguale Kinder im Vergleich -– Analysis of spelling errors - comparison between bi- and monolingual children)

It has been widely documented that bilingual children have lower spelling ability in German when it is their second language (L2) as compared to their monolingual peers.

In this project we investigate whether bilingual children not only make more errors in spelling tasks than monolingual children, but also experience a qualitatively different kind of spelling development (that is, produce other types of errors). We determine this with a detailed error analysis of the raw spelling production data from the BeLesen study (Merkens & Schründer-Lenzen 2002). Furthermore, we investigate the influence of various relevant factors (among others lexicon size, transfer from the first language particularly by Turkish children, type of instruction) on the qualitative spelling ability.