Writing Development Among Speakers of Oral Languages in the Primary Years: A Systematic Review

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: L2 Writing Research Across Contexts: From the Primary School Years to Ph.D. Studies (Table 12)

Abstract

This systematic review explored the characteristics and challenges of writing among children with oral home languages when writing in the language of literacy in the primary years, as well as the nature of writing interventions that have been carried to support these learners. The search strategy yielded 15 quantitative and qualitative studies. Given numerous structural similarities across the oral languages represented in the review, the characteristics of writing and patterns of cross-linguistic influence were strikingly similar, with morphosyntax being the most prolific area of challenge. Findings suggest the superior efficacy of explicit instructional interventions that contrast the features of the home and school languages compared to implicit approaches, as well as the necessity of opportunities for written practice following instruction.

Authors

• Shawna-Kaye Tucker, University of Toronto

• Reshara Amy Alviarez, University of Toronto

• Michelly Peixoto, University of Toronto - OISE