Understanding the role of discourse markers in middle school writing: Insights from academic language analysis and student language status

• In Event: Multilingual Writing Development

Abstract

Some scholars of bilingualism and literacy argue that the dominant focus on academic language, academic vocabulary, and the use of Standardized American English in U.S. K-12 schools has negative consequences for emerging bilingual and multilingual students (Garcia & Leiva, 2014).

Authors

• Angelica DaSilva, Middle Tennessee State University

• Janna Brown McClain, Middle Tennessee State University