Moroccan immigrants learning Spanish writing (compared with L1 children)

Cruz, Antonio Manjón-Cabeza; Sosinski, Marcin

doi:10.1016/j.jslw.2021.100791

Cited by 3 publications

(3 citation statements)

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“…These results add up to existing evidence on the important role of linguistic distance in predicting immigrants' language outcomes-as assessed either with selfreports (Dustmann, 1994;Isphording & Otten, 2011 or with certification exams (Van der Slik, 2010)-and suggest that linguistic proximity confers a significant advantage when it comes to L2 writing in a newly learned language by immigrants. Education level had an additive effect, which is in line with the assumption that low-literate adult immigrant learners progress more slowly in L2 acquisition (Kurvers et al, 2006;Young-Scholten 2006) and corroborates previous findings on the role of L1 literacy in L2 writing (Gonzalves, 2021;Kurvers, 2015;Manjón-Cabeza Cruz & Sosiński, 2021). These results are consistent with Kojima et al's (2022) meta-analysis of the external correlates of L2 writing, which revealed that L1 writing skills explain a considerable amount of the variability in L2 writing performance.…”

Section: Discussionsupporting

confidence: 91%

“…It could even be seen as an indication of progress. Thus, we share Manjón-Cabeza Cruz and Sosiński’s (2021) opinion that deviances from the standard should be seen as “a starting point for improvement” rather than as errors, and we agree with Haswell (1988) that “Writing errors may be not so much mistakes as mis-takes, or missteps, inevitable in traversing new ground, not so much stubbornness—fossils of previous more ignorant learning stages in need of clearing away to allow subsequent progress—as stumbles, wrong turns made when new tactics are attempted” (p. 482). It is also important to stress that writing is a recursive process, and lack of time pressure and anxiety—which are typical of language testing conditions—would have probably helped our participants go through further stages of editing or rewriting to improve the quality of their texts.…”

Section: Discussionmentioning

confidence: 99%

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What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

Mavrou

Chao

2023

Written Communication

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This study examined whether the linguistic distance between the first (L1) and second (L2) language is a significant determinant of L2 writing skills of 292 adult immigrants from 39 different source countries, who were beginner learners of Spanish L2. Gender, age, length of residence in Spain, education level as a proxy for literacy skills in L1, enrolment in Spanish language courses, and overall communicative competence in Spanish were also considered. Using both standard procedures for assessing L2 writing and performance-based psycholinguistic measures of accuracy and text-production fluency, the findings highlight the important role of linguistic proximity in achieving greater accuracy, text-production fluency, and overall L2 writing scores. Other significant predictors were age, enrolment in Spanish courses, and education level for accuracy; and length of residence in Spain and education level for text-production fluency. Although length of residence in Spain was negatively associated with text-production fluency in L2 writing, mediation analyses revealed that the effect of age on text-production fluency was mediated by length of residence in Spain and that L2 proficiency level mediated the link between linguistic distance and text-production fluency. Furthermore, most of the errors that these immigrants made were morphosyntactic and spelling errors, while vocabulary errors were rare.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

Mavrou

Chao

2023

Written Communication

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“…I några studier har mer specifikt skrivutvecklingen hos vuxna andraspråksinlärare undersökts (Gonzalves, 2023;Kurvers & Ketelaars, 2011;Manjón-Cabeza Cruz & Sosiński, 2021)…”

Section: Grundläggande Skriftspråksutveckling Hos Individenunclassified

Sfi students' investment in their basic literacy development in a second language : Literacy practices in the students' everyday lives and in education

Olsson

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This licentiate thesis focuses on Sfi students (municipal adult education in Swedish for immigrants) with limited opportunities to participate in formal education prior to their immigration to Sweden, and their basic literacy development in Swedish as a second language. The overall aim of the research project is to identify experiences of literacy among the students, in their everyday lives as well as within the school setting, in order to explore how the students’ participation in different literacy practices provide a foundation for their investment in their own literacy development. Linguistic ethnography is employed as the overarching methodological approach, and the empirical data was produced through classroom observation, ethnographic shadowing and stimulated recall interviews. As a means of emphasizing the students’ perspectives on literacy and analyzing them in terms of investment, the emic approach has been particularly important. Drawing on examples of literacy events in the empirical data, literacy practices were analyzed. Understood in a broad sense, the concept of literacy here includes the use of a wide repertoire of semiotic resources, languages and technologies, as described within the field of New Literacy Studies (NLS, Barton, 2007). In addition to NLS, the theoretical frame used in the project was transliteracy (García, 2020; Canagarajah, 2013), critical literacy (Martin-Jones, 2007) and theory of investment (Norton, 2000; Darvin & Norton, 2021). The results show that the knowledge, experiences and needs of the students are often marginalized by a deficiency perspective on their abilities as well as an ethnocentric view of functional literacy. In their everyday lives, the students’ various communicative purposes required them to use a multifaceted repertoire of interrelated abilities, modalities and semiotic resources, which differ significantly from those emphasized and utilized in the classroom setting. Through theoretical perspectives on investment, a tension between the students’ agency, on the one hand, and the dominant institutional understanding of how written language should be used and developed, on the other hand, is thereby made visible (see Norton & Darwin 2015, 2020).

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Uso de los apreciativos en cinco grupos migrantes: Adecuación local y prestigio global

Cruz

Midje

2022

Círc. lingüíst. apl. comun.

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En el proceso de adaptación lingüística de migrantes puede suceder que se encuentren en contextos donde las formas mayoritariamente empleadas por sus convecinos no coincidan con las empleadas en las variedades prestigiosas. Es el caso de los sufijos apreciativos diminutivos en Granada, donde, como peculiaridad en el mundo hispánico, se usan tres sufijos productivos: -illo, -ito e -ico. Estudiamos los procesos de acomodación en el uso y aprendizaje de los diminutivos en cinco grupos migrantes. Dos de ellos son hispanohablantes: ecuatorianos y ecuatoguineanos, mientras que los tres restantes no son hispanohablantes en su origen: polacos, rumanos y marroquíes. Los resultados apuntan al rechazo del sufijo más local (-ico) y la alternancia entre -illo e -ito, pero, a diferencia de los granadinos, es -ito el sufijo más empleado.

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Moroccan immigrants learning Spanish writing (compared with L1 children)

Cited by 3 publications

References 6 publications

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

What Does Linguistic Distance Predict When It Comes to L2 Writing of Adult Immigrant Learners of Spanish?

Sfi students' investment in their basic literacy development in a second language : Literacy practices in the students' everyday lives and in education

Uso de los apreciativos en cinco grupos migrantes: Adecuación local y prestigio global

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