1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 25, Issue 1
  5. Article
Volume 25, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
GBP
Buy:£15.00 + Taxes

Abstract

The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the child’s classroom peers were sampled for comparative analysis. The findings provide evidence that language development in one of the bilingual’s languages tends to enhance the development in the other. Thus there have been differentiated text types in the child’s English writing that were not explicitly taught in English, and also some genres not typically found in the same age monolinguals’ writing. These genres have been scaffolded using the minority language, thus indicating that aspects of the schematic structure and grammar mastered in one of a bilingual’s languages can be carried across to their second language and stimulate the emergence of new written genres in it. Overall the findings support the hypothesis of the interdependence of bilinguals’ languages development (Cummins, 1981; 1984), in the area of written genre learning.

© 2002 John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/aral.25.1.01aid
2002-01-01
2024-04-19

  • From This Site

    /content/journals/10.1075/aral.25.1.01aid
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Aidman, M.
    (1994) Comparative analysis of written genre development by a simultaneous bilingual: a longitudinal case study of emerging biliteracy. Unpublished M.Ed, thesis. University of Melbourne.
  2. Andersson, T.
    (1972) The American experience. In M. Swain (Ed.) Bilingual schooling: some experiences in Canada and the United States. Toronto, Ontario: Institute for Studies in Education.
     [Google Scholar]
  3. Arefi, M.
    (1997) The relationship between first and second language writing skills for Iranian students in Sydney: an application of the interdependence hypothesis. Unpublished PhD thesis. University of Western Sydney.
  4. Barratt-Pugh, C. & Rohl, M.
    (2001) Learning in two languages: a bilingual program in Western Australia. The Reading Teacher, April, 664–676.
     [Google Scholar]
  5. Benson, J.D. & Greaves, W. S.
    (1973) The language people really use. Agincourt, Canada: The Book Society of Canada.
     [Google Scholar]
  6. Christie, F. , Gray, B. , Martin, J. , Macken M. , Gray, P. & Rothery, J.
    (1990a) Exploring reports. Sydney: Harcourt, Brace, Jovanovich.
     [Google Scholar]
  7. Christie, F. , Gray, B. , Martin, J. , Macken M. , Gray, P. & Rothery, J.
    (1990b) Exploring reports: teacher’ manual. Sydney: Harcourt, Brace, Jovanovich.
     [Google Scholar]
  8. Cloran, C.
    (1996) Contexts for learning. Paper presented atthe International Systemics Functional Congress-96, July 15-19, 1996.
     [Google Scholar]
  9. Cumming, A.
    (1994) Writing expertise and L2 proficiency. In A.H. Cumming (Ed.) Bilingual performance in reading and writing (pp.173–221). Ann Arbor, MI: John Benjamins.
     [Google Scholar]
  10. Cumming, A. , Rebutoff, J. & Ledwell, M.
    (1989) Reading and summarising challenging texts in first and second languages. Reading and writing, 2201–219. doi: 10.1007/BF00377643
     https://doi.org/10.1007/BF00377643 [Google Scholar]
  11. Cummins, J.
    (1981) The role of primary language development in promoting educational success for language minority students. Schooling and language minority students. A theoretical framework. Los Angeles: California State Department of Education.
     [Google Scholar]
  12. (1984) Wanted: a theoretical framework for relating language proficiency to academic achievement among bilingual students. In C. Riviera (Ed.) Language proficiency and academic achievement (pp.2–19). Clevedon: Multilingual Matters.
     [Google Scholar]
  13. (1991a) The development of bilingual proficiency from home to school: a longitudinal study of Portuguese-speaking children. Journal of Education, 173, (2), 85–97.
     [Google Scholar]
  14. (1991b) Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.) Language processing in bilingual children (pp.70–89). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511620652.006
     https://doi.org/10.1017/CBO9780511620652.006 [Google Scholar]
  15. Eggins, S.
    (1996) An introduction to systemic functional linguistics. London: Pinter.
     [Google Scholar]
  16. Graves, D.H.
    (1983) Writing: teachers and children at work. New Hampshire: Heinemann.
     [Google Scholar]
  17. Gray, B. & Cowey, W.
    (2000) Scaffolding literacy intervention program. Canberra: Schools and Community Centre, University of Canberra.
     [Google Scholar]
  18. Gregory, M.
    (1967) Aspects of varieties differentiation. Journal of linguistics, 3, 177–198. doi: 10.1017/S0022226700016601
     https://doi.org/10.1017/S0022226700016601 [Google Scholar]
  19. Halliday, M.A.K.
    (1994) An introduction to functional grammar. London: Arnold.
     [Google Scholar]
  20. Halliday M.A.K. & Hasan, R.
    (1985) Language , context & text: aspects of language in a social-semiotic perspective. Geelong: Deakin University Press.
     [Google Scholar]
  21. Hart, B. & Risley, T.R.
    (1995) Meaningful differences in everyday experience of young American children. Baltimore: Paul Brookes.
     [Google Scholar]
  22. Hasan, R.
    (1991) Questions as a mode of learning in everyday talk. In T. Le & M. McCausland (Eds.) Language education: interaction and development. Proceedings ofthe International Conference held in Ho Chi Minh City, Vietnam. 30 March-1 April, 1991, 70–119.
     [Google Scholar]
  23. Kamler, B.
    (1990) Gender and genre: a case study of a girl and a boy learning to write. Unpublished PhD thesis. Geelong: Deakin University.
  24. Kobayashi, H. & Rinnert, C.
    (1994) Effects of first language on second language writing: translation versus direct composition. In A.H. Cumming (Ed.) Bilingual performance in reading and writing (pp.223–255). Ann Arbor, MI: John Benjamins
     [Google Scholar]
  25. Lambert, W.
    (1975) Culture and language in leaning and education. A. Wolfgang (Ed.), Education of immigrant students (pp.55–83). Toronto: Ontario Institute for Studies in Education.
     [Google Scholar]
  26. Leki, I.
    (1991) Twenty-five years of contrastive rhetoric: text analysis and writing pedagogies. TESOL Quarterly, 25, 123–143. doi: 10.2307/3587031
     https://doi.org/10.2307/3587031 [Google Scholar]
  27. Martin, J. R.
    (1989) Factual writing: exploring and challenging social reality. Deakin University, Victoria: Deakin University Press.
     [Google Scholar]
  28. Martin, J.R.
    (1992) English text: system and structure. Amsterdam: John Benjamins. doi: 10.1075/z.59
     https://doi.org/10.1075/z.59 [Google Scholar]
  29. Martin, J. R. & Rothery, J.
    (1981, 1982) Writing Project Report, 1 and 2. Department of Linguistics, University of Sydney.
     [Google Scholar]
  30. (1984.) Choice of genre in a suburban primary school. A paper given atthe Annual Conference of the Applied Linguistics Association of Australia. Alice Springs, August 1984.
     [Google Scholar]
  31. Painter, C.
    (1997) Preparing for school: developing a semantic style for educational knowledge. Paper presented atthe Annual ASFLA Conference; Wollongong, October 3-5, 1997.
     [Google Scholar]
  32. Raimes, A.
    (1991) Out of the woods: emerging traditions in the teaching of writing. TESOL Quarterly, 25, 407–430. doi: 10.2307/3586978
     https://doi.org/10.2307/3586978 [Google Scholar]
  33. Reese, L. , Garnier, H. , Gallimore, R. , & Goldenberg, C.
    (2000) Longitudinal analysis of the antecedents of emergent Spanish literacy and middle-school English reading achievement of Spanish-speaking students. American Educational Research Journal, 37 (3), 633–663. doi: 10.3102/00028312037003633
     https://doi.org/10.3102/00028312037003633 [Google Scholar]
  34. Romaine, S.
    (1989) Bilingualism. Oxford: Basil Blackwell.
     [Google Scholar]
  35. Rothery, J.
    (1989) Exploring the written mode and the range of factual genres. Writing in schools. Study guide (pp.49–90). Geelong: Deakin University Press.
     [Google Scholar]
  36. Rothery, J. and Christie, F.
    (1995) The craft of writing narrative. Interpretations. 28 (3). Special edition: Linguistics and English. English Teachers’ Association of Western Australia.
     [Google Scholar]
  37. Skutnabb-Kangas, T. & Toukomaa, P.
    (1976) Teaching migrant children’s mother tongue and learning the language of the host country in the context of the socio-cultural situation of the migrant family. Report 15, Department of Sociology and Social Psychology, University of Tampere, Finland.
  38. Sandiford, C.
    (1997) Teaching explanations to primary school children: the ‘how’ and the ‘why’. Unpublished M.Ed, thesis, University of Melbourne.
  39. Stead, A.
    (1995 Report genre writing in the primary curriculum. Unpublished M.Ed, thesis, University of Melbourne.
  40. Swaine, M. & Lapkin, S.
    (1991) Additive bilingualism and French immersion education: the roles of language proficiency and literacy. In A.G. Reynolds (Ed.) Bilingualism, multiculturalism and second language learning (pp.203–216). Hillsdale, N.J.: Lawrence Erlbaum.
     [Google Scholar]
  41. Torr, J.
    (1993) Classroom discourse: children from English-speaking and non-English speaking backgrounds. Australian Review of Applied Linguistics, 16 (1), 37–56.
     [Google Scholar]
  42. Wells, G.
    (1985) Language development in the pre-school years. Cambridge: Cambridge University Press.
     [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/aral.25.1.01aid
Loading
  • Article Type: Research Article

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error