Macro- and micro-developmental changes in analytical writing of bilinguals from elementary to higher education

Tolchinsky, Liliana; Aparici, Melina; Vilar, Hugo

doi:10.1080/13670050.2021.1923643

Cited by 4 publications

(4 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Según nuestros resultados, el uso de conectores modales para ensamblar las piezas que componen un texto permite a su autor posicionarse deliberadamente con respecto a la información transmitida, adoptar una perspectiva discursiva implicada con respecto a dicha información y producir, así, el efecto esperado en el destinatario del texto. Examinar la conexión tanto a nivel oracional como a nivel textual permite detectar problemas que trascienden la habilidad para conectar oraciones y disponer de los recursos para ello, y que afectan a la estructura del texto analítico (Tolchinsky et al, 2021). Además, si consideramos cuál es la función de esa conexión, cuál es la relación que se establece entre sus constituyentes, detectamos problemas que afectan al propósito general del texto y de su autor.…”

Section: Discussionunclassified

“…2 Dada la importancia de las variables sociodemográficas y sociolingüísticas en el desarrollo y producción de la escritura, recogimos esta información mediante un cuestionario 3 . La lengua en que se recogieron los textos de los participantes es el catalán, que es además lengua de la escuela en nuestro contexto (Cataluña, España); mediante el cuestionario sociolingüístico administrado comprobamos que todos los participantes son en algún grado bilingües de catalán y español (Tolchinsky, Aparici & Vilar, 2021). 4…”

Section: Método Participantesunclassified

See 1 more Smart Citation

El desarrollo de la escritura analítica: aprender a enlazar la información, aprender a posicionarse

Rosado

Navarrete

Gómez

et al. 2021

PEL

View full text Add to dashboard Cite

Estudiantes de todos los niveles muestran problemas con ciertas convenciones del discurso escrito consideradas indicadoras de desarrollo y predictoras de la calidad de los textos: la organización de la información y el uso de recursos específicos. El uso de conectores y marcadores discursivos contribuye a la cohesión del texto y guía la interpretación de las relaciones entre sus componentes. Analizamos los textos analíticos en catalán de 128 alumnos de secundaria y universitarios para identificar las dificultades y las trayectorias evolutivas en la conexión intra e interoracional. Los textos fueron producidos tras aplicar una secuencia didáctica sobre escritura académica. Examinamos el repertorio de marcas de conexión (conjunciones, marcadores parentéticos, marcadores léxicos) y las funciones que desempeñan (proposicional, estructural, modal). Las diferencias entre grupos aparecen 1) en el uso de conjunciones, más empleadas en secundaria, y marcadores parentéticos, en universitarios, y 2) en las funciones de marcadores modales que expresan el posicionamiento del autor. La coherencia de los textos depende del uso de marcas de conexión, su función en la estructura textual y el posicionamiento del autor. Aunque las marcas de conexión interoracional de adolescentes y adultos son escasas, la expresión del posicionamiento discursivo por medio de marcadores modales sí evoluciona.

show abstract

Section: Discussionunclassified

Section: Método Participantesunclassified

El desarrollo de la escritura analítica: aprender a enlazar la información, aprender a posicionarse

Rosado

Navarrete

Gómez

et al. 2021

PEL

View full text Add to dashboard Cite

show abstract

“…In addition, the multidimensional multifaceted nature of bilingualism calls for identifying the components which are relevant to multilingual profiles to develop research approaches where these components are related to specific linguistic and cognitive outcomes (Rothman et al, 2023). For instance, self-evaluated multilingual competence is identified as positively impacting text length in text production in elementary and secondary school children (Tolchinsky et al, 2022); self-reported amount of Spanish used for academic writing in Spanish-English bilinguals accounted for differences in short-term memory tasks (Smith and Briggs Baffoe-Djan, 2019). However, there is still no consensus as to which components of the bilingual profile must be measured.…”

Section: Introductionmentioning

confidence: 99%

“…The need for tools that measure multilingualism as a multidimensional factor becomes especially relevant in sociolinguistic situations like the one in Catalonia, the context of our study, where two official languages, Catalan, and Spanish, coexist and none of them is a minority language (Serrat et al, 2021). While Catalan is the main language of schooling, both languages are widely used, and there is virtually no monolingual Catalan population (Camus and Aparici, 2020;Tolchinsky et al, 2022). Catalonia has also a large immigrant population with various native languages (Institut d'Estadística de Catalunya (IDESCAT), 2019).…”

Section: Introductionmentioning

confidence: 99%

Multilingual use assessment questionnaire: a proposal for assessing language and literacy experience

Aparici,

Rosado,

Tolchinsky

2024

Front. Commun.

Self Cite

View full text Add to dashboard Cite

The linguistic profile of multilingual individuals can vary significantly due to diversity in linguistic experience. This poses challenges for language researchers, educators, and clinical practitioners. We developed a Multilingual Use Assessment Questionnaire (MUAQ) to capture the heterogeneous nature of multilinguals profiles integrating three dimensions: self-assessment of language(s) competence, language(s) use for mental operations, and language(s) use in different contexts. The questionnaire was administered to bilingual Catalan/Spanish children and adults across three educational levels: elementary school (year 6), secondary school (year 10), and university level. The application of the MUAQ revealed that Catalan/Spanish bilinguals displayed variations in their self-assessed proficiency based on the type of linguistic activity required by each language. While high bilingual competence was concentrated in oral comprehension, production skills exhibited lower bilingual competence and a strong asymmetry between languages emerged in writing. Also, more pronounced preferences for one language were observed for Thinking and Counting. Whereas Catalan (the language of schooling) was more frequently preferred for Counting, a more multilingual approach was observed for Thinking. A significant heterogeneity was also evident in the language(s) used in different contexts, with each third of the study population demonstrating distinct patterns of linguistic behavior depending on the context. An Exploratory Factor Analysis (EFA) identified two key dimensions (linguistic competence skills and languages involved in mental operations) that accounted for a substantial portion of the variance, while the third dimension (language use in different contexts) bifurcated into situational/communicative vs. personal contexts. These results endorse multidimensional approaches for a comprehensive understanding of multilingualism.

show abstract

Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement

Tolchinsky,

Rosado,

Aparici

2023

International Review of Applied Linguistics in Language Teaching

View full text Add to dashboard Cite

This paper introduces Developing analytical writing (DAW), a model of text analysis aimed at capturing how social expectancies of analytical writing become part of students’ linguistic literacy. DAW proposes a multilayer analysis of text features on repeated text production prompted by the same and different topics, control for pedagogical input, and researcher- and reader-based evaluations of text quality. We revise DAW previous implementations that delved into lexical, syntactic-discursive, and structural aspects of analytical essays as indexes for developing writing proficiency. We focus thereafter on a current application of DAW to assess content-related dimensions: explicitness of a central standpoint, flexibility of writers’ positioning, and expression of reflective thinking. Analyses revealed that the probability of explicitness and reflexiveness increases from elementary to higher levels of schooling, while the probability of flexible positioning appeared conditioned by text topic and pedagogical input. The three dimensions showed stronger effect of instruction on high schoolers’ than on elementary and university students’ texts. Regression analyses support a foundational role of development and a significant contribution of the assessed dimensions to an appraisal of text quality. DAW facilitates distinguishing analytical text features that improve in the course of development from those sensitive to pedagogical scaffolding.

show abstract

Macro- and micro-developmental changes in analytical writing of bilinguals from elementary to higher education

Cited by 4 publications

References 42 publications

El desarrollo de la escritura analítica: aprender a enlazar la información, aprender a posicionarse

El desarrollo de la escritura analítica: aprender a enlazar la información, aprender a posicionarse

Multilingual use assessment questionnaire: a proposal for assessing language and literacy experience

Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement

Contact Info

Product

Resources

About