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What to Write? Elementary Bilingual ...

Wong, Joanna Wah.

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What to Write? Elementary Bilingual Students Writing in a Second Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What to Write? Elementary Bilingual Students Writing in a Second Language./
作者:	Wong, Joanna Wah.
面頁冊數:	316 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3646420
ISBN:	9781321364316

What to Write? Elementary Bilingual Students Writing in a Second Language.
Wong, Joanna Wah.

What to Write? Elementary Bilingual Students Writing in a Second Language. - 316 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2014.

This item must not be sold to any third party vendors.

While research on the writing achievement of K-12 Latina/o students in the U.S. has documented a steady decline in achievement over time, little research examines how elementary-age Latina/o students actually develop as writers within schools. This year-long qualitative dissertation study analyzes six Latina/o focal students' writing practices in a fourth grade Spanish-English dual-language immersion classroom through a triangulation of sources including interviews, classroom observations, student work samples, and instructional artifacts. To understand bilingual students' experiences as developing writers in their L2 of English, this study examines students' understandings, expectations, and experiences around writing. Additionally, findings from analyses of focal students' writing samples describe the impact of instruction on students' L2 writing development. Finally, to elucidate variations in what students learned about writing, my study examines students' writing abilities in relation to their understandings and expectations.

ISBN: 9781321364316Subjects--Topical Terms:

2122778
Bilingual education.

What to Write? Elementary Bilingual Students Writing in a Second Language.
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020 $a 9781321364316
035 $a (MiAaPQ)AAI3646420
035 $a AAI3646420
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wong, Joanna Wah. $3 3173191
245 1 0 $a What to Write? Elementary Bilingual Students Writing in a Second Language.
300 $a 316 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Christian J. Faltis.
502 $a Thesis (Ph.D.)--University of California, Davis, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a While research on the writing achievement of K-12 Latina/o students in the U.S. has documented a steady decline in achievement over time, little research examines how elementary-age Latina/o students actually develop as writers within schools. This year-long qualitative dissertation study analyzes six Latina/o focal students' writing practices in a fourth grade Spanish-English dual-language immersion classroom through a triangulation of sources including interviews, classroom observations, student work samples, and instructional artifacts. To understand bilingual students' experiences as developing writers in their L2 of English, this study examines students' understandings, expectations, and experiences around writing. Additionally, findings from analyses of focal students' writing samples describe the impact of instruction on students' L2 writing development. Finally, to elucidate variations in what students learned about writing, my study examines students' writing abilities in relation to their understandings and expectations.
520 $a Findings indicate that students were socialized through instructional practices into particular understandings of how to write and what constituted good writing. Although most focal students expressed that they improved as writers over the course of the year, data analyses reveal the constraints of instruction on students' writing development. Consequently, the low-ability writers remained low-ability writers, and the medium, and high ability writers remained generally within the same range of writing ability by the end of the year. This dissertation study has two main conclusions: 1) teacher-dependent writing interactions without a balance of opportunities to engage in student-interdependent and independent writing interactions with responsive feedback leads to low levels of writing development; and 2) learning to write well requires that students have ample time to write, opportunities to develop their voices through writing about relevant topics, and writing practices that involve a range of authentic purposes and practices. Implications of this study recommend that writing instruction provides students with opportunities to build on their experiences and interests to write in purposeful ways, supports students to develop agency and voice as writers, allows students to have ample time to write, and that teachers provide responsive feedback to develop students' awareness and control over their writing processes. Additional implications address recommendations for teacher education and professional development to support bilingual students' writing development and theoretical understandings of writing interactions and the constraints of teacher over-modeling.
590 $a School code: 0029.
650 4 $a Bilingual education. $3 2122778
690 $a 0282
710 2 $a University of California, Davis. $b Education. $3 1037322
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0029
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3646420