Developmental Corpus Insights into the Writing Life of a Primary School Child in Australia
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| Title: | Developmental Corpus Insights into the Writing Life of a Primary School Child in Australia |
|---|---|
| Language: | English |
| Authors: | M. Obaidul Hamid (ORCID |
| Source: | Australian Review of Applied Linguistics. 2024 47(1):27-50. |
| Availability: | John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education |
| Descriptors: | Computational Linguistics, Intervention, Elementary School Students, Immigrants, English (Second Language), Second Language Learning, Second Language Instruction, Ethics, Foreign Countries, Teaching Methods, Native Language, Language Variation, Family Environment, Parents as Teachers, Self Concept, Writing Evaluation, Grade 2, Phrase Structure, Indo European Languages, Journal Writing |
| Geographic Terms: | Australia |
| DOI: | 10.1075/aral.21062.ham |
| ISSN: | 0155-0640 1833-7139 |
| Abstract: | Children's writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child's writing when immigrant parents assign them writing tasks at home taking into account their writing concerns compounded by their family linguacultural backgrounds in an English-only environment? This paper presents developmental corpus analyses involving data taken from a 1.5-year family writing intervention program for a primary school immigrant child, using multidimensional analysis to determine the latent linguistic traits characteristic of the child's writing development over time. The findings illustrate a range of linguistic features comprising four main dimensions representative of the child's writing development, together with a focus on the emergence of his written self. Although the findings provide data-driven developmental insights into the child's writing life, the parental intervention itself presented ethical dilemmas. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424731 |
| Database: | ERIC |
| Abstract: | Children's writing development is a matter of concern for Australian and other education systems. Factors related to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant environment may account for this educational concern. What happens in a child's writing when immigrant parents assign them writing tasks at home taking into account their writing concerns compounded by their family linguacultural backgrounds in an English-only environment? This paper presents developmental corpus analyses involving data taken from a 1.5-year family writing intervention program for a primary school immigrant child, using multidimensional analysis to determine the latent linguistic traits characteristic of the child's writing development over time. The findings illustrate a range of linguistic features comprising four main dimensions representative of the child's writing development, together with a focus on the emergence of his written self. Although the findings provide data-driven developmental insights into the child's writing life, the parental intervention itself presented ethical dilemmas. |
|---|---|
| ISSN: | 0155-0640 1833-7139 |
| DOI: | 10.1075/aral.21062.ham |
