A Biliteracy Dialogue Approach to One-on-One Writing Instruction with Bilingual, Mexican, Immigrant Writers

Autor/in	Stegemoller, W. Jason
Titel	A Biliteracy Dialogue Approach to One-on-One Writing Instruction with Bilingual, Mexican, Immigrant Writers
Quelle	In: CATESOL Journal, 24 (2013) 1, S.59-78 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Literacy; Dialogs (Language); Academic Discourse; Bilingualism; Tutoring; Biculturalism; Mexican Americans; Immigrants; English (Second Language); Second Language Learning; Undergraduate Students; Questionnaires; Interviews; Writing (Composition); Course Descriptions; Self Concept; Assignments; Educational Experience; Student Attitudes; Writing Instruction; Puerto Ricans + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Dialog; Dialogs; Dialogue; Dialogues; Discourse; Diskurs; Bilingualismus; Förderkonzept; Nachhilfeunterricht; Bikulturalität; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fragebogen; Interviewing; Interviewtechnik; Schreibübung; Kursstrukturplan; Selbstkonzept; Assignment; Auftrag; Zuweisung; Bildungserfahrung; Schülerverhalten; Schreibunterricht; Puerto Rican; Puerto-Ricaner
Abstract	This interpretive study explores the writing and writing experiences of 2 bilingual, Mexican, immigrant undergraduates at a US university. Hornberger and Skilton-Sylvester's (2003) continua model of biliteracy situates writing interactions to understand how students explore and draw on their bilingual and bicultural resources as they develop academic writing in English in the university. Data include questionnaires, literacy history interview-conversations, text-based conversations, student writing, course syllabi, and assignment sheets. Biliteracy dialogues demonstrate how students approached writing. The 1st student, Diego, focused on negotiating what he perceived as appropriate to include in his writing, while the 2nd student, Nicolas, connected to academic reading and writing through previous educational experiences. The findings illustrate the writers' bilingual and bicultural resources, suggesting that biliteracy dialogues have potential to facilitate bilingual writers in developing more confidence in academic writing. The findings have implications for tutoring, conferencing, and other 1-on-1 work with bilingual students. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01