Writing Events in a First-Grade Dual-Language Immersion Classroom of Nondominant Students

• In Event: Poster Session 11
  In Poster Session: Bilingual Education Research: Theory, Policy, and Practice Poster Session

Abstract

This study investigated the writing activity in a first grade classroom of non-dominant students in an urban, low-income Spanish-English dual-language immersion elementary school. This study asked how the teacher and students enacted, and participated in, writing events that supported students’ Spanish writing development. Data analyzed included field notes from observations, writing samples, instructional artifacts, and two semi-structured teacher interviews. Results showed that the participants engaged in writing events on multiple levels. The teacher balanced educational policy, curriculum, and students’ needs to advance students’ Spanish writing development. Students were active agents in their writing process and initiated peer collaboration, appropriated new ways to talk about writing, and demonstrated investment in their own writing as well as that of their peers.

Author

• Joanna W. Wong, University of California - Davis