Are Written Syntax Features Related to Writing Quality? An Examination of Spanish and English Compositions by Bilingual Children.
Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, an...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 67; no. 8; pp. 2566 - 2583 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Aug2024
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=178847307&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178847307 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Aug2024 vid: 67 iid: 8 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 178847307 10.1044/2024_JSLHR-23-00270 ppf: 2566 ppct: 17 formats: fmt: @attributes: type: P size: 929KB tig: atl: Are Written Syntax Features Related to Writing Quality? An Examination of Spanish and English Compositions by Bilingual Children. aug: au: Wolters, Alissa Patricia Kim, Young-Suk Grace affil: School of Education, University of California, Irvine su: United States Comparative grammar Multilingualism School children Written communication Children T-test (Statistics) Multiple regression analysis Descriptive statistics Spanish language English language sug: subj: Comparative grammar Multilingualism School children Written communication Children United States T-test (Statistics) Multiple regression analysis Descriptive statistics Spanish language English language ab: Purpose: There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English immersion). We also examined whether Spanish and English syntax features were related cross-linguistically and related to writing quality within languages and whether these relations to writing quality were moderated by grade level, English learner status, and instructional program. Method: We examined written syntax features of Spanish and English essays by simultaneous and emergent bilinguals in Grades 1, 2, and 3 in either Spanish-English dual immersion or English immersion instruction in the United States (N = 278). Essays were scored for quality and evaluated for mean length of T-units, number of verbs, number of noun agreement words, and number of subject agreement words accurately conjugated. Results: Written syntax features significantly differed by language and varied as a function of grade level, English learner status, and instructional program. Grades 2 and 3 wrote longer utterances, more verbs, and greater noun agreement accuracy than Grade 1. Syntax features were related to writing quality within languages, but Spanish relations were weaker for English learners than non-English learners and for dual immersion students than English immersion students. Conclusion: Our findings suggest written syntax features may be useful for evaluation of English-Spanish simultaneous and emergent bilinguals' writing. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|