ERIC Number: EJ1093209
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: N/A
Teaching Young Dual Language Learners to Be Writers: Rethinking Writing Instruction through the Lens of Identity
Wagner, Christopher J.
Journal of Education, v196 n1 p31-40 2016
Although young dual language students (DLLs) learn to write and use language expressively in ways that differ from monolingual English speakers, these differences are rarely addressed in curricula and instruction. In particular, despite a recent shift in attention to how identities shape literacy practices and motivations, common frameworks for understanding identity have been used only in a limited way with regard to young children and DLLs. This article reports relevant theory and research on the writing identities of young DLLs that informed an elementary-level instructional framework that supports the language acquisition and writing development of DLLs, including positive self-identification with writing.
Descriptors: Writing Instruction, Writing Skills, Expressive Language, Bilingualism, Bilingual Students, Identification (Psychology), Young Children, Theories, Elementary School Students, Language Acquisition, Teaching Methods
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: firstname.lastname@example.org; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A