A study investigated the emerging journal-writing skills of 16 monolingual Spanish-speaking Mexican Americans and 10 monolingual English-speaking first-graders in San Diego County, California, in a whole-language, two-way bilingual classroom. The research looked for developmental stages in writing in the primary language, similarities or differences for the second language, the beginning of spontaneous second-language writing, and occurrence and results of social interaction during journal writing. It was found that the children approached the writing task from unique and individual perspectives, combining drawing and writing in early journals, experimenting with alphabetic forms and shapes, writing lists, and repeating patterns of letters, words, and sentences. They used early journals for egocentric writing activities, actively constructing writing schema through manipulation and experimentation. As the year progressed, journals became more audience-oriented as the children interacted with their peers, teachers, and researchers. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Emerging Literacy in a Two-Way Bilingual First Grade Classroom Natalie A. Kuhlman Mary Bastian Lilia Bartolome Michele Barrios rA 177 (.7" rr,nr, r L1/4:,11 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY \\ -ae-\oc TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office of Educabonal Resesfch and ImprOvemern EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) kTrus document has been feproduCed as rece)ned from the person or organ.zabon ong.nating 0 Minor changes nave been made to Improve reproduCbOn quahty Points of v1ew Or opintons Stated m this docu. ment do not necesunly represent off)c)al OERI pos)bon or proaCy EMERGING LITERACY IN A TWO-WAY BILINGUAL FIRST GRADE CLASSROOM Natalie A. Kuhlman Mary Bastian Lila Bartolomi Michele Barrios Abstract As the whole language approach to teaching literacy receives increased emphasis, the effects of whole language instruction on young children's learning requires investigation. This study examines the emerging journal writing skills of sixteen monolingual Spanish-speaking Mexican American and ten monolingual English-speaking rust grade students in a wholelanguage, two-way bilingual first grade classroom. The children in this classroom approached the writing task from unique and individual perspectives. We found that the children combined drawing and writing in their early journals, experimented with alphabetic forms and shapes, wrote lists, repeated patterns of letters, words and sentences. The children were using their early journals for egocentric writing activities, actively constructing writing schema through manipulation and experimentation. As the year progressed, the journals became more audience oriented as the children interacted with peers, teachers and researchers. We hope that classrooms such as the one we are studying will become the norm, where children are allowed to develop interactive literacy skills in a natural and supportive environment.As the whole language approach to teaching literacy receives increased emphasis, the effects of whole language instruction on young children's learning requires investigation. This study examines the emerging journal writing skills of sixteen monolingual Spanish-speaking Mexican American and ten monolingual English-speaking rust grade students in a wholelanguage, two-way bilingual first grade classroom. The children in this classroom approached the writing task from unique and individual perspectives. We found that the children combined drawing and writing in their early journals, experimented with alphabetic forms and shapes, wrote lists, repeated patterns of letters, words and sentences. The children were using their early journals for egocentric writing activities, actively constructing writing schema through manipulation and experimentation. As the year progressed, the journals became more audience oriented as the children interacted with peers, teachers and researchers. We hope that classrooms such as the one we are studying will become the norm, where children are allowed to develop interactive literacy skills in a natural and supportive environment. As the whole language approach to teaching literacy receives increased emphasis, the effects of whole language instruction on young children's learning requires investigation. Especially important is the impact on linguistically diverse children (children whose first language is not English). This paper describes the initial phase of a five-year study designed to examine the emerging writing skills of 26 children who are acquiring English or Spanish as their second language in a two-way bilingual classroom which uses a whole language philosophy. The disproportionate underachievement of Mexican American and other language-minority students in the United States is well documented (Cummins, 1989). The academic failure of Mexican American students historically has been attributed to their lack of English language proficiency (Cummins, 1989). Although research exists that examines the language patterns of Mexican American and other ethnolinguistically distinct students, Mese studies have been limited primarily to descriptions of code switching behavior and oral English and Spanish language usage in the classroom. Few researchers have examined the emerging written academic language skills of linguistically diverse children across languages in nontraditional settings such as the whole language classroom (Y. Goodman, 1986). Studying the emerging literacy of children learning a second language (Spanish and English) may begin to provide a broad picture of patterns of written language
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