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Full-Text Articles in Education
Writing Development Of Spanish-English Bilingual Students With Language Learning Disabilities, Robin L. Danzak, Elaine R. Silliman
Writing Development Of Spanish-English Bilingual Students With Language Learning Disabilities, Robin L. Danzak, Elaine R. Silliman
Communication Disorders Faculty Publications
This chapter addresses Spanish-speaking, English Language Learners (ELLs) in the United States (U.S.) who are sequential bilinguals; that is, oral and written English is acquired as a second language (L2) at school. Within this population, substantial variation exists with regard to individual students’ language and literacy learning experiences. The specific focus here is the writing patterns of ELLs with atypical language development, who often present with multiple complexities in authenticating their language learning profiles in both Spanish and English.
Exploring Writing Of English Language Learners In Middle School: A Mixed Methods Study, Robin L. Danzak
Exploring Writing Of English Language Learners In Middle School: A Mixed Methods Study, Robin L. Danzak
Communication Disorders Faculty Publications
The study's purpose was to assess, through mixed methods, written linguistic features of 20 Spanish-speaking English language learners (ELLs) in middle school. Students came from Mexico, Puerto Rico, and the Dominican Republic. Participants wrote two expository and two narrative formal texts, each in Spanish and English, for a total of eight writing samples each. Additionally, students developed 10 journal entries in their language of choice, and 6 randomly selected, focal participants were interviewed for the qualitative analysis. The quantitative analysis involved scoring formal texts at the lexical, syntactic, and discourse levels. Scores were analyzed using Friedman's 2-way ANOVA by ranks, …