Supporting the Equitable Writing Development of Spanish-English Dual Language Learners

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Bilingual Education Research SIG Poster Session

Abstract

The primary goal of this study was to examine writing responses produced by Grade 1 students enrolled in Spanish-English Dual Language Immersion (DLI) programs. In response to calls for more research on children’s writing development, this study explored the writing scores in addition to the complexity, accuracy, and fluency features of students’ responses to two persuasive writing tasks in the classroom languages – English and Spanish. Additionally, the study included an analysis of translanguaging practices employed by students. Study findings provide both theoretical and practical implications. Results shed light on the ways in which young children from both Spanish- and English-speaking homes are expanding their emergent writing skills in a DLI classroom context.

Authors

• Jason A. Kemp, Wisconsin Center for Education Research

• Alicia Kim, WIDA, University of Wisconsin-Madison

• Delis Cuellar, University of Wisconsin - Madison