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This article outlines the social conditions for the acquisition of Turkish literacy of heritage speakers in Germany and discusses structural consequences of this specific acquisition situation. Two examples from written Turkish texts produced by two bilingual pupils are analysed extensively and serve to characterize the range of phenomena.[1] Section 1 introduces some general terms concerning literacy, the acquisition of literacy, and some language-specific characteristics of German and Turkish. In Section 2, these terms are applied to the social conditions for the acquisition of Turkish literacy in the heritage context in Germany. Section 3 gives an exemplary analysis of Turkish texts written by two bilingual pupils of the seventh grade. Section 4 discusses some conclusions from this analysis, Section 5 discusses aspects of biliteracy, and a “postscript” draws the line between literacy and standard language.
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