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Translanguaging during Collaborative Writing Tasks : = Examining a Case of Secondary Emergent Bilinguals.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Translanguaging during Collaborative Writing Tasks :/
Reminder of title:	Examining a Case of Secondary Emergent Bilinguals.
Author:	Santos, Jesus A.
Description:	1 online resource (243 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29999892click for full text (PQDT)
ISBN:	9798358492813

Translanguaging during Collaborative Writing Tasks : = Examining a Case of Secondary Emergent Bilinguals.
Santos, Jesus A.

Translanguaging during Collaborative Writing Tasks :Examining a Case of Secondary Emergent Bilinguals. - 1 online resource (243 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--The University of Texas at San Antonio, 2022.

Includes bibliographical references

Emergent Bilinguals make up a large part of the student population in the State of Texas and the U.S. as a whole. They face a variety of challenges, many of them inside the classroom. Consequently, it is crucial that EBs have at their disposal as many tools for learning as possible. One such tool is language, particularly access to their entire linguistic repertoire. However, implicit and explicit language policies at institutional and classroom levels sometimes deny students access to their whole repertoire. Therefore, this work will demonstrate the utility of permitting translanguaging in various forms for learning tasks within the classroom. This dissertation study explores how EBs use translanguaging in the process of composing persuasive essays within a collaborative writing pair inside the context of a secondary ESL classroom. As a qualitative case study, this dissertation examines the case of one writing pair consisting of two Spanish-English EBs and the written and spoken language that they produced during the data collection period, which spanned the writing process for one persuasive essay. Using multiple iterative cycles of coding and discourse analysis, this study examines the speech of the participants as they collaborated to engage in pre-writing and revising and editing. Their speech was also compared to their final written products which were themselves evaluated. This study found that translanguaging afforded students the ability to discuss the writing task, discuss the structure of the language used for the task, and discuss and navigate the technology used for the task.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358492813Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Collaborative pre-writingIndex Terms--Genre/Form:

542853
Electronic books.

Translanguaging during Collaborative Writing Tasks : = Examining a Case of Secondary Emergent Bilinguals.
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500 $a Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
500 $a Advisor: Langman, Juliet; Christiansen, Sidury.
502 $a Thesis (Ph.D.)--The University of Texas at San Antonio, 2022.
504 $a Includes bibliographical references
520 $a Emergent Bilinguals make up a large part of the student population in the State of Texas and the U.S. as a whole. They face a variety of challenges, many of them inside the classroom. Consequently, it is crucial that EBs have at their disposal as many tools for learning as possible. One such tool is language, particularly access to their entire linguistic repertoire. However, implicit and explicit language policies at institutional and classroom levels sometimes deny students access to their whole repertoire. Therefore, this work will demonstrate the utility of permitting translanguaging in various forms for learning tasks within the classroom. This dissertation study explores how EBs use translanguaging in the process of composing persuasive essays within a collaborative writing pair inside the context of a secondary ESL classroom. As a qualitative case study, this dissertation examines the case of one writing pair consisting of two Spanish-English EBs and the written and spoken language that they produced during the data collection period, which spanned the writing process for one persuasive essay. Using multiple iterative cycles of coding and discourse analysis, this study examines the speech of the participants as they collaborated to engage in pre-writing and revising and editing. Their speech was also compared to their final written products which were themselves evaluated. This study found that translanguaging afforded students the ability to discuss the writing task, discuss the structure of the language used for the task, and discuss and navigate the technology used for the task.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 516208
650 4 $a Multicultural education. $3 526718
650 4 $a Secondary education. $3 2122779
653 $a Collaborative pre-writing
653 $a English as a second language
653 $a Peer review
653 $a TESOL
653 $a Translanguaging
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690 $a 0441
690 $a 0455
690 $a 0533
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710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1043821
773 0 $t Dissertations Abstracts International $g 84-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29999892 $z click for full text (PQDT)