Supporting Social Strengths amid Emerging Bilingualism: Effects of Word Generation on Social Perspective Taking in English Learners' Writing
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| Title: | Supporting Social Strengths amid Emerging Bilingualism: Effects of Word Generation on Social Perspective Taking in English Learners' Writing |
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| Language: | English |
| Authors: | Lisa B. Hsin (ORCID |
| Source: | International Journal of Bilingual Education and Bilingualism. 2024 27(6):854-869. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305F100026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Elementary School Students, Middle School Students, English Language Learners, Bilingual Students, Perspective Taking, Persuasive Discourse, Writing (Composition), Essays, Word Study Skills, Bilingualism, Language Skills, Educational Benefits |
| DOI: | 10.1080/13670050.2024.2319869 |
| ISSN: | 1367-0050 1747-7522 |
| Abstract: | Bilinguals often outperform monolinguals at apprehending the perspectives of others--an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentative writing task, the iPad--Take A Stand assessment (iTAS). The iTAS was designed to assess the efficacy of the Word Generation curriculum (WG), which provides supports for discussing and deploying multiple perspectives, during its 2012-2014 randomized controlled trial. iTAS essays produced in that study by 4th-7th-grade ELs and their non-EL peers were coded along two dimensions of SPT, acknowledgment and articulation. Analyses revealed a positive impact of WG irrespective of language status on social perspective acknowledgment, the less sophisticated dimension; in contrast, a 'bilingual boost' of the curriculum was detected in students' use of social perspective articulation, the more sophisticated dimension. These findings suggest ELs may draw on their SPT skills when constructing written arguments, at least in the presence of WG's sociocognitive and linguistic supports. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1427783 |
| Database: | ERIC |
| Abstract: | Bilinguals often outperform monolinguals at apprehending the perspectives of others--an apparent consequence of their experiences moving across linguistic and sociocultural contexts. Whether English learners' (ELs') use of such skill in academic writing may be affected by literacy curriculum is the focus of this study. The study explored students' use of social perspective taking (SPT) in writing by examining their responses to a novel argumentative writing task, the iPad--Take A Stand assessment (iTAS). The iTAS was designed to assess the efficacy of the Word Generation curriculum (WG), which provides supports for discussing and deploying multiple perspectives, during its 2012-2014 randomized controlled trial. iTAS essays produced in that study by 4th-7th-grade ELs and their non-EL peers were coded along two dimensions of SPT, acknowledgment and articulation. Analyses revealed a positive impact of WG irrespective of language status on social perspective acknowledgment, the less sophisticated dimension; in contrast, a 'bilingual boost' of the curriculum was detected in students' use of social perspective articulation, the more sophisticated dimension. These findings suggest ELs may draw on their SPT skills when constructing written arguments, at least in the presence of WG's sociocognitive and linguistic supports. |
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| ISSN: | 1367-0050 1747-7522 |
| DOI: | 10.1080/13670050.2024.2319869 |
