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PRI CE  \nDESCRI PTORS  \nI DENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nEdelsky,Carole  \nDevelopment of Writing in a Bilingual Program.FinalReport.Volumes l and 2.  \nArizona State Univ.,Tempe.Dept.of ElementaryEducation.  \nNational Inst.of Education(ED),Washington,DC.Mar 82  \nNIE-G-81-0051509p.  \nM  \nMF02/PC21 Plus Postage.  \n*Bilingual Education Programs;*Bilingualism;Bilingual Students;Child Language;Code Switching(Language);Language Proficiency;Literacy;MigrantChildren;Primary Education;*writing Instruction;*Writing SkillsArizona(Phoenix)  \nThe writing development of 27 first through thirdgraders in an English/Spanish bilingual program was investigated.,Samples of the children's writing were collected at four intervalsduring the school year,coded for computer tallying,and analyzed interms of code-switching,spelling,punctuation and segmentation,structural features,stylistic devices,and content in addition,thecontext in which the writing developed was evaluated by means ofclassroom observations,teacher interviews,review of the children'sfamily backgrounds,and a survey of the community language situation.The findings provided evidence to counter prevailing myths about thelanguage proficiency of bilinguals,biliteracy,bilingual education,research on writing,literacy and writing instruction,and learningto write.For example,the subjects,all children of migrant workersor settled migrants,demonstrated varied vocabulary,complex syntax,acknowledgement of the reader,knowledge that context constrainsform,and movement toward stylistic sophistication in their writing.In a discussion of implications,the concept of a whole languageapproach to writing instruction is supported,in which authentic andfunctional texts are offered to and produced by children.(RW)  \n***★****★**★★*★*★★★*★*★★*★*★*★★*★★*★*★★*★★★★★★★★★★★★★★*★★★★★★★★★★★★★★★★*   Reproductions supplied by EDRS are the best that can be made ★*                             from the original document.                            ★  \n*******★*************★*★**★★*★*★*******★★★★*★*★******★★******★*★★*★*★★★  \n75012203  \nFL013 203  \nJ  \n# Developmentof Writing in a Bilingual Program\n\nFINAL REPORT FOR GRANT NO.NIE G-81-0051  \nCarole EdelskyElementary Educt1c..Arizona State UniversityTempe,Arizona 85287  \nM  k 1982( o2  \nWith special help from Sarah Hudelson,Florence Barkin,and Kristina Jilbert.  \nU.8.DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATIONEOUCATIONAL RESOURCES INFORMATIONCENTER IERICI  \nX Thes document has been raproducad aracervod from the person or organizationoriginating it  \nMnor changes have ben made to improvereproduction quaity  \n● Points of view or opinions stated in this document do not necessanly represent offical NIEposition or policy.  \n\"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY  \nCarole  Edelsky  \nTO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC).\"  \n# Development of Writing in a B1lingua1 Program\n\nTable of Contents  \nVolumePagePreface  \n11Introduction31Methodology52Contexts125The Myths and the Reality167Talliea Findings from Codingsof Writing21Looking Ahead by Looking Back185References218  \n3  \nPREFACE  \nIt's still possible to hear it in teachers'lounges andread itin the popular press---\"they don't know Spanish andthey don't know English either.There is also an academic,version.  In that one,the deficit notion goes by the name of\"semilingualism\"or \"1imited English dominant\"and the refer-ent is a condition supposedly underlying low test scores orlow achievement in traditionally-defined reading and LanguageArts programs.  It is a condition suffered by many poorminority language children(Cummins,1979;Skutnabb-Kangas6 Toukonaa,1976)who usually live in language-contactsituations.  \nNo matter that the systenaticity and'legitimacy ofnon-standard dialects has been demonstratedso well byLabov(1970a)and so many others.No matter that rapidcode switching,which is often a feature ","cbCaibniRMdt13mK","https://ap.wps.com/l/cbCaibniRMdt13mK","pdf",6096652,485,"English","# Introduction\n## Methodology\n## Contexts\n## The Myths and the Reality\n## Tablea Findings from Codingsof Writing\n## Looking Ahead by Looking Back\n# References","[{\"question\":\"本研究调查的对象是谁？\",\"answer\":\"研究对象为英语/西班牙双语项目中的27名一年级到三年级学生，并在学年期间的多个时间点收集其写作样本。\"},{\"question\":\"研究如何分析学生写作发展？\",\"answer\":\"样本被编码以统计并分析代码转换、拼写、标点与分段、结构特征、文体装置及内容；同时结合课堂观察、教师访谈、家庭背景资料与社区语言状况调查进行情境评估。\"},{\"question\":\"研究结论支持哪些关于双语写作的观点？\",\"answer\":\"结果提供证据反驳关于双语者语言能力与写作教学的常见误解，表明学生在词汇、句法复杂度、对读者的回应意识以及写作风格成熟度方面存在多样且积极的发展，并支持使用整体语言（whole language）写作教学理念。\"}]","Development of Writing in a Bilingual Program - Final Report for Grant No. NIE-G-81-0051509p | PDF",1222]