TY - CHAP
T1 - Leveraging Hidden Resources to Navigate Tensions and Challenges in Writing: A Case Study of a Fourth-grade Emergent Bilingual Student
AU - Wong, Joanna
N1 - Classroom Observation English Language Learner Fairy Tale Writing Process Bilingual Child These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves. I like [writing] better at home because they don't have to like, check it.
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
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - Bilingual Child
KW - Classroom Observation
KW - English Language Learner
KW - Fairy Tale
KW - Writing Process
UR - https://link.springer.com/chapter/10.1057/9781137530981_4
U2 - 10.1057/9781137530981_4
DO - 10.1057/9781137530981_4
M3 - Chapter
BT - Second Language Writing in Elementary Classrooms
ER -