Supporting the Writing Development of Emergent Bilingual Children: Universal and Language-Specific Approaches Academic Article uri icon

abstract

  • AbstractEmergent bilingual children express their ideas in written language through meaningful marks on a page by leveraging their oral language and print focused skills from home and school languages. Because writing is a complex task, particularly for children learning more than one language, teachers must make decisions about how they guide children through the writing process and how they respond in the moment to childrens writing ideas or actions. This article addresses the early writing environments and instructional practices needed to meet the needs of emergent bilingual writers. We examine how universal and language specific oral to written connections can be utilized in every day classroom interactions to support emergent bilingual childrens meaning and print based writing skills. Detailed examples of modeling and scaffolding practices that support preschool childrens writing development are described. Early writing, emergent bilinguals, early literacy, teacher practice, dual language learners, modeling, scaffolding.

published proceedings

  • READING TEACHER

altmetric score

  • 6.05

author list (cited authors)

  • Bingham, G., Gerde, H., Zhang, C., & Zhang, X.

citation count

  • 0

complete list of authors

  • Bingham, Gary EE||Gerde, Hope KK||Zhang, Chenyi||Zhang, Xiao YY

publication date

  • January 2023

publisher