Audience and young bilingual writers: Building on strengths

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This study explored how an audience-focused writing curriculum mediated the literacy development of bilingual Latina/o first-grade students. Drawing on translingual theories of literacy and scholarship describing the role of audience and audience awareness in skilled writing, this study qualitatively documented and analyzed students’ writing and talk about writing for a variety of audiences. Analysis suggests that children both addressed, or responded to, their intended readers and invoked particular kinds of audiences. Children’s audience awareness influenced their use of language (Spanish, English or both), as well as rhetorical strategies and design choices. This study expands theories of audience to include linguistically diverse settings, and contributes to scholarship on asset-based pedagogies for literacy teaching and learning.

Original languageEnglish (US)
Pages (from-to)92-114
Number of pages23
JournalJournal of Literacy Research
Volume49
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

writer
literacy
Spanish language
Writer
assets
student
curriculum
Teaching
learning
Audience Awareness
Literacy

Keywords

  • Bilingual/ESL
  • Early childhood
  • Multilingual
  • Qualitative
  • Writing

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Audience and young bilingual writers : Building on strengths. / Durán, Leah.

In: Journal of Literacy Research, Vol. 49, No. 1, 01.01.2017, p. 92-114.

Research output: Contribution to journalArticle

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