Writing Motivational Incentives of Elementary-Age Emergent Bilingual Students

• In Event: Critical Perspectives on Writing

Abstract

This study compared the scores of emergent bilinguals (n = 563) and their monolingual English-speaking peers (n = 563) in grades 3-5 on a writing motivation measure and a district writing test. Results indicated that emergent bilinguals scored significantly higher than monolinguals on motivation to write for curiosity, involvement, social recognition, emotional regulation, grades, and relief from boredom. For each group, competition was the highest motivational score. Monolinguals scored significantly higher on the district writing test than emergent bilinguals. Also, unique influences of social recognition and grades were found. These findings shed light on writing motivation for linguistically diverse elementary students, and the importance of centering unique student-author identities alongside effective writing instruction. Limitations and future research are discussed.

Authors

• April Camping, Arizona State University

• Steve Graham, Arizona State University, Editor Journal of Educational Psychology

• Karen R. Harris, Arizona State University