ERIC Number: ED360849
Record Type: RIE
Publication Date: 1993-Apr-14
Dialogue Journal Writing and the Mediated Development of Writing: How Do Second Language Learners Engaged in Authentic Writing Activities Develop as Writers?
This study examined the writing development of two language minority students over 3 school years, in particular, students' writing samples in the form of dialogue journals. Analyses focus on the function of content features (pragmatics) in their writing, the development of mechanical control (surface features), and the change in content over time. Students' attitudes toward and perceptions about writing and the degree of correspondence with actual writing were also of interest. Two fifth grade students whose first language was Spanish and who were receiving literacy instruction in English served as subjects. The study's design involved collecting writing samples in the form of dialogue journals, interviewing the students, and videotaping students during a journal writing session. Results support the notion that children should have primary language support to facilitate second language literacy acquisition. Important differences in the students' development include mean length of entry, growth toward controlling the mechanical features of their writing, and initial reliance on the Spanish language as a basis for inventing spelling in English. Interview data showed that one student focused on meaning and process while the other student expressed concern over spelling and the skills aspect of learning to write. Dialogue journal evaluation sheets for surface features and content features, and a dialogue journal interview are appended. (JP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 14, 1993).