- March 10, 2014 @ 10:00 am – 12:00 pm
College of Education, room 650
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
Emergent Bilinguals’ Use of Social, Cultural, and linguistic Resources In a Kindergarten Writing Works
by Sanjuana C. Rodriguez
While many research studies have examined the early literacy development and experiences of monolingual children (e.g. Clay 1982, 1991, 2001; Dyson, 1984, 1993, 2003), there are few studies that investigate the early literacy development of young emergent bHingual students (Dworin & Moll, 2006; McCarthey, 2004; Moll, Saez, Dworin, 2001). Drawing on sociocultural theory (Rogoff, 1990; Vygotsky, 1978), culturally and linguistically responsive pedagogy (Gay, 2000; Ladson-Billings, 1994, 1995), ethic of care perspectives (Noddings, 1984), and Latino critical race theory (Yosso, Villalpando, Delgado Bernal, & Solrzano, 2001), this case study examined emergent bilingual students’ writing development during writing workshop in the context of an “English only” official curriculum. Questions guiding the study were: (1) How do emergent bilingual writers participate in writing events? (2) What social, cultural, and linguistic resources do emergent bilingual writers draw upon when engaged in the composing process? and (3) What impact do these resources have on emergent bilingual writers’ understandings of the writing process?