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ERIC Number: ED308528
Record Type: Non-Journal
Publication Date: 1989
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Written Language Growth in a Multiethnic Classroom.
Piper, Terry
A study analyzed and described the writing development of 24 children in a multiethnic inner city classroom in Canada to learn whether there were measurable differences among native speakers, bilinguals, and English-as-a-Second-Language (ESL) beginners. Writing samples were analyzed for describing, interpreting, generalizing, and speculating language. Results indicated that: (1) the preferred form of language was descriptive, although bilinguals used less descriptive language than the other two groups; (2) the highest incidence (although the incidence was very low) of speculating language and of generalizing language was found in the writing of the bilingual subjects; (3) the most fluent as a group were the native speakers (i.e., speakers of English); and (4) the highest global marks were assigned on average to the native speakers. (One table of data is included.) (SR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada