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ERIC Number: ED312882
Record Type: RIE
Publication Date: 1989
Pages: 21
Abstractor: N/A
Reference Count: N/A
English Writing Development of Young, Linguistically Different Learners.
Seda, Ileana; Abramson, Shareen
A study examined the emergence of English writing in a kindergarten classroom where about three-quarters of the students were limited-English-proficient (LEP) and spoke a variety of native languages, including Spanish, Hmong, Lao, and Cambodian. Regular daily journal writing sessions were videotaped periodically and analyzed over the course of the year. Three case studies illustrating the variety of performances in the classroom are used to present the results. Results indicate that young, linguistically different learners learning a written language for the first time demonstrate stages of writing development similar to those found in native speakers of the language. The study suggests that the relationship between oral and written language is not only transactional, but also that learners need not be proficient speakers of a second language to benefit from oral and written transactions in that language. It is also suggested that childrens's individual differences in ability, personality, and style influence literacy learning in a second language. Instructional implications for LEP children in a regular classroom are discussed. (Author/MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A