Socioeconomic and sociolinguistic predictors of children’s L2 and L1 writing quality
Författare
Summary, in English
Spanish-English bilingual fourth grade children were reliably poorer in English receptive vocabulary and English grammar awareness compared to their English-speaking monolingual peers, but were as skillful in English language assessments of phonological awareness, reading comprehension, and five measures of writing (writing quality, word, clause, and transcribing fluency, and vocabulary diversity). A model with phonological awareness, grammar awareness, receptive vocabulary, reading comprehension, transcribing fluency, home literacy and SES predicted 67% of the variation in children’s writing quality. Bilingual status was not a reliable predictor of writing quality suggesting that studies of L1 and L2 skill should include both sociolinguistic variables as well as socioeconomic ones.
Avdelning/ar
Publiceringsår
2003
Språk
Engelska
Sidor
22-29
Publikation/Tidskrift/Serie
Arobase
Volym
1-2
Länkar
Dokumenttyp
Artikel i tidskrift
Förlag
EPHE, Laboratoire de psychologie du développement Université de Rouen, Faculté des lettres et sciences humaines
Ämne
- General Language Studies and Linguistics
Status
Published
ISBN/ISSN/Övrigt
- ISSN: 1278-379X