Latino English Language Learners’ Writing During Literacy-Enriched Block Play

Abstract

Scholars use the term emergent biliteracy as children's ability to think, write, read, speak and listen in two languages (Reyes, 2006, p. 269). In this regard, one of the abilities that are in the spot of research is emergent writing, which is defined by Byington and Kim (2017) as young children's first attempts at the writing process; however, several studies have been focused on emergent writing development in children's first language. Hence, the aim of this research project was to articulate and determine translanguaging and play-based and their impact on children's emergent writing development in English. Five lessons were implemented considering translanguaging and play-based strategies with 10 kindergarten children from a private school in Pereira. Results from the analysis provide evidence that the emergent writing aspects such as stages, features, constructive aspects, and domains, were affected by translanguaging goals and strategies and play-based abilities. Implications for understanding emergent writing development as means of lesson plans, categories of emergent writing, and theory are discussed.

English language learners' writing behaviours during literacy-enriched block play

“…Finally, these findings were consistent with claims by many previous researchers that literacy is a social phenomenon. When playing in a literacy-enriched block centre, children can encounter writing as a social process by learning about writing from peers or by using writing to interact and communicate with others (Dyson, 2001; Mayer, 2007; Rybczynski and Troy, 1995; Snow et al., 2015). It is not clear that the participants in this study learned about writing from each other, since none of the boys were seen or heard to explicitly teach or model writing for each other while they played.…”

“…Although these findings shed light on an effective technique to support young ELLs in an English-language classroom, the author focused only on oral language development without considering ELLs' writing activities or other literacy behaviours. Snow et al (2015) examined the writing behaviours of six kindergarteners in their classroom's literacy-enriched block centre. The participants included three ELLs from low SES backgrounds and three MESs.…”

“…Snow et al. (2015) examined the writing behaviours of six kindergarteners in their classroom's literacy-enriched block centre.…”

“…One of these common practices is the inclusion of literacy-enriched play centres in early childhood classrooms. Over the past two decades, researchers in various international contexts have asserted that playing in these literacy-enriched environments can foster the growth of young children's emergent literacy skills (Burke, 2010; Hall and Robinson, 2013; McLachlan et al., 2006; Neuman and Roskos, 1990, 1992, 1993; Pickett, 1998; Snow et al., 2015; Wellhousen and Giles, 2005; Yelland et al., 2008). However, most of this literature focuses on how literacy-enriched play benefits monolingual English-speaking children's literacy development.…”

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

“…Importantly, limiting our review to RCTs leaves out an important body of literature and undocumented evidence based on case studies (e.g. Boisvert & Rao, 2015;Snow, Eslami, & Park, 2015) and fails to address the historical approach to EAL children's challenges in terms of special educational needs (SEN) (Safford & Drury, 2013).…”