Writing Strategies for Elementary Multilingual Writers
A Systematic Review
Datos Bibliográficos
| ID | 22044201 |
|---|---|
| Autores | Bethany P Lewis (0000-0002-5434-6723, North Carolina State University) |
| Año | 2024 |
| Volumen | 14 |
| Número | 7 |
| Páginas | 759 |
| Fecha de publicación | 2024-07-11 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14070759 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 57 |
Because of the Common Core State Standards (2010), all elementary students across the United States, including multilingual learners, must learn to compose written texts in opinion, informational, and narrative genres. By nature, writing also plays many diverse roles in educational settings, and advanced writing skills are needed for students to reach interdisciplinary success. Specifically, writing can be incorporated into content-area learning in subjects such as science, social studies, and math to support genre-based writing development. While advanced writing can be challenging for any student to master, multilingual students may need additional support to develop these crucial composition skills because of the complexities of learning two languages simultaneously. Furthermore, while many educators understand that multilingual students have distinct literacy needs, not all teachers are prepared to meet these specific writing instructional demands. This article presents the results of a systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. This study investigated literacy-based empirical research used to support multilingual learners since the inception of the Common Core (2010–2023) genre-based writing standards. In characterizing effective writing supports, seven themes emerged: (a) the role of the teacher, (b) writing mentor texts, (c) the creation of multimodal texts, (d) writing scaffolds, (e) authenticity, (f) specific teacher instruction, and (g) multilingual language approaches. While this body of research is literacy-focused, these findings provide elementary teachers with specific strategies to support developing multilingual writers when implemented into traditional literacy spaces or content-area instruction
Boosting Writing Success
Creating Written Stories for Primary School Students Based on Personalized Mnemonics
Supporting multilingual learners’ literacy learning in Canadian classrooms
A Multi‐Component Writing Intervention With and Without Peer‐Tutoring on Text Production of Diverse Struggling L1 and L2 Writers
Teachers’ practices of written corrective feedback in English writing
Educating English Language Learners
Research Synthesis and Meta-Analysis
The Effect of Teacher Coaching on Instruction and Achievement
Not a First Language but One Repertoire
Writing to Read
The PRISMA 2020 statement
Linguistic Interdependence and the Educational Development of Bilingual Children
The Effects of Writing on Learning in Science, Social Studies, and Mathematics
Cognition and writing development in early adolescent English learners
Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners
What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners
The Development of Writing Skills in an Italian-English Two-Way Immersion Program
Clarifying translanguaging and deconstructing named languages
The English-only movement
Examining the Impact of Explicit Language Instruction in Writers Workshop on ELL Student Writing
Teaching Through Testimonio
Todas las poems que están creative”
Emergent bilingual students’ translation practices during eBook composing
Privileging bilingualism
The biliterate writing development of bilingual first graders
From Preservice to Practice
Toward a humanizing pedagogy
Translanguaging and the Writing of Bilingual Learners
Google Translate and Biliterate Composing
The Effects of Administration and Response Modes on Grade 1–2 Students’ Writing Performance
It Took Us a Long Time to Go Here”
Changing How Writing Is Taught
Neurolinguists, beware! The bilingual is not two monolinguals in one person
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 5 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |