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Socioeconomic and sociolinguistic predictors of children’s L2 and L1 writing quality

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Author

  • Sarah Ransdell
  • Åsa Wengelin

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.

Publishing year

2003

Language

English

Pages

22-29

Publication/Series

Arobase

Volume

1-2

Document type

Journal article

Publisher

EPHE, Laboratoire de psychologie du développement Université de Rouen, Faculté des lettres et sciences humaines

Topic

  • General Language Studies and Linguistics

Status

Published

ISBN/ISSN/Other

  • ISSN: 1278-379X