Bilingual children's writing: Self-correction and revision of written narratives in Spanish and Nahuatl

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

The article reports on findings from a replication of a study of bilingual children's editing and correction strategies. The earlier study analyzed revisions that 2nd, 4th, and 6th graders made to their own compositions, written in Spanish. The present study applied the same procedure and assessment rubric to the first draft of compositions written in the other language students speak, Nahuatl. Subjects were all fluent speakers of both languages, from an indigenous community in Central Mexico. The discussion of the findings examines how the concept of a Common Underlying Proficiency [Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters] may apply to a situation of community-wide bilingualism that is characterized by wide sociolinguistic disparities between the language of schooling and an indigenous language spoken by both students and teachers. Specifically, how might the access to underlying abilities related to literacy learning be affected by these disparities?

Original languageEnglish (US)
Pages (from-to)74-92
Number of pages19
JournalLinguistics and Education
Volume16
Issue number1
DOIs
StatePublished - 2006

Fingerprint

narrative
language
multilingualism
spoken language
sociolinguistics
community
Mexico
student
literacy
Bilingual children
Nahuatl
Self-correction
Language
ability
teacher
learning
Replication
Proficiency
Indigenous Languages
Draft

Keywords

  • Bilingualism
  • Cognitive Academic Language Proficiency
  • Literacy development
  • Metalinguistic awareness

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

@article{891f3892bf2b4231b5bd30ca01231370,
title = "Bilingual children's writing: Self-correction and revision of written narratives in Spanish and Nahuatl",
abstract = "The article reports on findings from a replication of a study of bilingual children's editing and correction strategies. The earlier study analyzed revisions that 2nd, 4th, and 6th graders made to their own compositions, written in Spanish. The present study applied the same procedure and assessment rubric to the first draft of compositions written in the other language students speak, Nahuatl. Subjects were all fluent speakers of both languages, from an indigenous community in Central Mexico. The discussion of the findings examines how the concept of a Common Underlying Proficiency [Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters] may apply to a situation of community-wide bilingualism that is characterized by wide sociolinguistic disparities between the language of schooling and an indigenous language spoken by both students and teachers. Specifically, how might the access to underlying abilities related to literacy learning be affected by these disparities?",
keywords = "Bilingualism, Cognitive Academic Language Proficiency, Literacy development, Metalinguistic awareness",
author = "Norbert Francis",
year = "2006",
doi = "10.1016/j.linged.2005.10.003",
language = "English (US)",
volume = "16",
pages = "74--92",
journal = "Linguistics and Education",
issn = "0898-5898",
publisher = "Elsevier Limited",
number = "1",

}

TY - JOUR

T1 - Bilingual children's writing

T2 - Self-correction and revision of written narratives in Spanish and Nahuatl

AU - Francis, Norbert

PY - 2006

Y1 - 2006

N2 - The article reports on findings from a replication of a study of bilingual children's editing and correction strategies. The earlier study analyzed revisions that 2nd, 4th, and 6th graders made to their own compositions, written in Spanish. The present study applied the same procedure and assessment rubric to the first draft of compositions written in the other language students speak, Nahuatl. Subjects were all fluent speakers of both languages, from an indigenous community in Central Mexico. The discussion of the findings examines how the concept of a Common Underlying Proficiency [Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters] may apply to a situation of community-wide bilingualism that is characterized by wide sociolinguistic disparities between the language of schooling and an indigenous language spoken by both students and teachers. Specifically, how might the access to underlying abilities related to literacy learning be affected by these disparities?

AB - The article reports on findings from a replication of a study of bilingual children's editing and correction strategies. The earlier study analyzed revisions that 2nd, 4th, and 6th graders made to their own compositions, written in Spanish. The present study applied the same procedure and assessment rubric to the first draft of compositions written in the other language students speak, Nahuatl. Subjects were all fluent speakers of both languages, from an indigenous community in Central Mexico. The discussion of the findings examines how the concept of a Common Underlying Proficiency [Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters] may apply to a situation of community-wide bilingualism that is characterized by wide sociolinguistic disparities between the language of schooling and an indigenous language spoken by both students and teachers. Specifically, how might the access to underlying abilities related to literacy learning be affected by these disparities?

KW - Bilingualism

KW - Cognitive Academic Language Proficiency

KW - Literacy development

KW - Metalinguistic awareness

UR - http://www.scopus.com/inward/record.url?scp=33644597257&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=33644597257&partnerID=8YFLogxK

U2 - 10.1016/j.linged.2005.10.003

DO - 10.1016/j.linged.2005.10.003

M3 - Article

AN - SCOPUS:33644597257

VL - 16

SP - 74

EP - 92

JO - Linguistics and Education

JF - Linguistics and Education

SN - 0898-5898

IS - 1

ER -