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The quality of writing tasks and students' use of academic language in Spanish

Crosson, AC and Matsumura, LC and Correnti, R and Arlotta-Guerrero, A (2012) The quality of writing tasks and students' use of academic language in Spanish. Elementary School Journal, 112 (3). 469 - 496. ISSN 0013-5984

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Abstract

This study investigates the quality of the writing tasks assigned to native Spanish speakers in bilingual (Spanish-English) contexts, and the relationship between task quality and students' use of an academic register in their native language. Fifty-six language arts tasks were collected from 26 grade 4 and 5 teachers, and four student writing samples were collected in response to each task (N = 224). Multilevel modeling revealed that variation in students' use of key features of academic language in their writing was associated with the cognitive demand of writing tasks. Findings suggest that students' opportunities to respond to challenging tasks when writing in their native language are rare and that the rigor of writing tasks may relate to students' production and development of academic language. © 2012 by The University of Chicago. All rights reserved.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Crosson, AC
Matsumura, LClclare@pitt.eduLCLARE
Correnti, Rrcorrent@pitt.eduRCORRENT
Arlotta-Guerrero, A
Date: 1 March 2012
Date Type: Publication
Journal or Publication Title: Elementary School Journal
Volume: 112
Number: 3
Page Range: 469 - 496
DOI or Unique Handle: 10.1086/663298
Schools and Programs: School of Education > Learning Sciences and Policy
Refereed: Yes
ISSN: 0013-5984
Date Deposited: 06 Oct 2015 16:41
Last Modified: 02 Feb 2019 14:56
URI: http://d-scholarship.pitt.edu/id/eprint/26183

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