Contribution to Book
Leveraging Hidden Resources to Navigate Tensions and Challenges in Writing: A Case Study of a Fourth-grade Emergent Bilingual Student
Second Language Writing in Elementary Classrooms
(2016)
Abstract
During this May interview, Lizette shared her preference for writing at home rather than at school and noted some issues she has with writing in class. The first was Lizette’s wariness of having writing constantly checked for form errors. This “checking” of writing was indicative of a culture of correctness (Wong, 2014) that permeated classroom discourse around writing and emphasized mechanical correctness as an essential criterion for good writing. In contrast, during writing experiences at home, Lizette was able to align writing efforts with her own goals for learning, thinking, and expressing ideas, goals that remained invisible and untapped in her classroom writing experiences. Additionally, for Lizette, student talk in the classroom made writing experiences at school less desirable.
Keywords
- Classroom Observation,
- English Language Learner,
- Fairy Tale,
- Writing Process,
- Bilingual Child
Disciplines
Publication Date
2016
Editor
Luciana C. de Oliveira, Tony Silva
Publisher
Palgrave Macmillan
ISBN
9781137530981
DOI
10.1057/9781137530981_4
Citation Information
Wong J.W. (2016) Leveraging Hidden Resources to Navigate Tensions and Challenges in Writing: A Case Study of a Fourth-grade Emergent Bilingual Student. In: de Oliveira L.C., Silva T. (eds) Second Language Writing in Elementary Classrooms. Palgrave Macmillan, London