Awareness of language: literacy and second language learning of Spanish in Mexico

Silvia Maria Chireac, Norbert Francis, John R McClure

Research output: Contribution to journalArticle

Abstract

This report presents findings from a follow-up exploratory study of the development of writing ability in an attempt to identify key component skills and competencies for elementary school literacy learners, grades 2nd, 4th and 6th. The first evaluation consisted in scoring first draft narrative texts for coherence, the second, an assessment of effective self-correction strategies. These two measures were compared to the results of a third test, of metalinguistic awareness related to children’s ability to distinguish between the two languages that they know, and those of a fourth measure of orthographic knowledge. Participants were bilingual elementary school students from an indigenous community in Central Mexico. Results point to important opportunities in future research for the understanding of how metalinguistic awareness is related to literacy learning.

Original languageEnglish (US)
Pages (from-to)1-14
Number of pages14
JournalInternational Journal of Bilingual Education and Bilingualism
DOIs
StateAccepted/In press - Feb 22 2017

Fingerprint

elementary school
Mexico
literacy
ability
language
learning
narrative
evaluation
community
student
Elementary School
Second Language Learning
Metalinguistic Awareness
Literacy
Language
coherence
Orthographic
Narrative Text
Draft
Indigenous Communities

Keywords

  • bilingual awareness
  • literacy
  • Metalinguistic awareness
  • second language writing
  • Spanish
  • spelling

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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