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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
Language: English
Authors: Lisa B. Hsin (ORCID 0000-0003-0414-9964), Emily Phillips Galloway (ORCID 0000-0001-9654-9716), Catherine E. Snow
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
FullText Text:
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  Data: Supporting Social Strengths amid Emerging Bilingualism: Effects of Word Generation on Social Perspective Taking in English Learners' Writing
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  Data: <searchLink fieldCode="AR" term="%22Lisa+B%2E+Hsin%22">Lisa B. Hsin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0414-9964">0000-0003-0414-9964</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Phillips+Galloway%22">Emily Phillips Galloway</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9654-9716">0000-0001-9654-9716</externalLink>)<br /><searchLink fieldCode="AR" term="%22Catherine+E%2E+Snow%22">Catherine E. Snow</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Bilingual+Education+and+Bilingualism%22"><i>International Journal of Bilingual Education and Bilingualism</i></searchLink>. 2024 27(6):854-869.
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  Data: 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
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  Data: 16
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1080/13670050.2024.2319869
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  Data: 1367-0050<br />1747-7522
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2024
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1427783
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        Value: 10.1080/13670050.2024.2319869
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      – Text: English
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    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: English Language Learners
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      – SubjectFull: Bilingual Students
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      – SubjectFull: Perspective Taking
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Essays
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      – SubjectFull: Word Study Skills
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      – SubjectFull: Bilingualism
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      – SubjectFull: Language Skills
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      – TitleFull: Supporting Social Strengths amid Emerging Bilingualism: Effects of Word Generation on Social Perspective Taking in English Learners' Writing
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