Autores Bilingues/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires

Autor/in	Serna, Carolina
Titel	Autores Bilingues/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires
Quelle	In: Education, 130 (2009) 1, S.78-95 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Qualitative Research; Writing (Composition); Research Methodology; Bilingual Education; Second Language Learning; Writing Processes; Writing Workshops; Social Environment; Cultural Context; English (Second Language); Grade 4; Interviews; Observation; Classroom Environment; Language Proficiency; Cultural Background; Mexican Americans; Popular Culture; Foreign Countries; California; Mexico + Suchen Sie Ihr Suchwort? Qualitative Forschung; Schreibübung; Research method; Forschungsmethode; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Soziales Umfeld; English as second language; English; Second Language; Englisch als Zweitsprache; School year 04; 4. Schuljahr; Schuljahr 04; Interviewing; Interviewtechnik; Beobachtung; Klassenklima; Unterrichtsklima; Language skill; Language skills; Sprachkompetenz; Hispanoamerikaner; Popkultur; Ausland; Kalifornien; Mexiko
Abstract	This study examined the writing development of English language learners (ELLs) in a fourth-grade bilingual classroom in Northern California. The purpose of this study was to explore the linguistic and cultural resources the students used to inform their writing and determine to what extent, if any, these resources influenced their writing. The writing process for participating students was observed as they developed stories during Writers' Workshop, a process approach to writing. The study examined the writing of three students who represented an emergent, a developing, and a proficient student. The study employed qualitative research methods that included classroom observations, interviews, and the examination of student writing samples. Students' stories, field notes, and interview data were analyzed using thematic analysis. The findings suggest that a supportive social context allowed students to utilize their diverse linguistic and cultural resources to identify themes and topics when writing stories. Students' experiences living in a Mexican and European-American cultural context along with their bilingual proficiency provided additional resources to inform their writing. (Contains 2 tables and 5 figures.) (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10