Globally Minded Text Production: Bilingual, Expository Writing of Italian Adolescents Learning English

Autor/inn/en	Danzak, Robin L.; Arfé, Barbara
Titel	Globally Minded Text Production: Bilingual, Expository Writing of Italian Adolescents Learning English
Quelle	In: Topics in Language Disorders, 36 (2016) 1, S.35-51 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000077
Schlagwörter	Foreign Countries; Bilingual Students; Bilingualism; Bilingual Education; English (Second Language); Writing Skills; Writing (Composition); Persuasive Discourse; High School Students; Second Language Learning; Reading Fluency; Difficulty Level; Educational Quality; Expository Writing; Italian; Regression (Statistics); Spelling; Sentences; Transfer of Training; Language Role; Italy + Suchen Sie Ihr Suchwort? Ausland; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Writing skill; Schreibfertigkeit; Schreibübung; Persuasion; Persuasive Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Schwierigkeitsgrad; Quality of education; Bildungsqualität; Italienisch; Regression; Regressionsanalyse; Schreibweise; Sentence analysis; Satzanalyse; Training; Transfer; Ausbildung; Italien
Abstract	This study investigated micro- and macrostructural text features, and the impact of language-specific skills, on the bilingual, persuasive writing of 41 high school students learning English in Italy. Participants composed persuasive essays on 2 topics, each in Italian and English, and completed spelling and sentence generation tasks in both languages. Texts were assessed for fluency, productivity, complexity, and discourse quality. Repeated-measures analysis of variance was used to explore group differences between Italian and English writing. Correlations and regression analyses were used to investigate the impact of spelling and sentence generation on writing skills. Texts were more productive in English and more complex in Italian; however, no significant differences emerged between languages for fluency or discourse quality. In Italian writing, sentence generation skills affected only fluency. In English writing, spelling explained most of the variance in fluency and also impacted productivity, complexity, and quality. Results not only suggest cross-language transfer of discourse-level composition skills but also highlight the role of language-specific constraints in written text production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01