Abstract of

Using Writing to Understand Bilingual Children's Literacy Development

Renée Rubin

Verónica Galván Carlan

Young Spanish–English bilingual children's writing reveals their understanding of the writing process and the relationship between their two languages. After examining more than 100 writing samples of young bilingual children, the researchers found similar developmental patterns to those of monolingual English and monolingual Spanish children. However, there were some differences. For example, young bilingual children sometimes write the same letters in both languages but read them differently. Bilingual children also may use both languages in one sentence or paragraph to convey their message. Spelling in both languages may be affected by the different sounds made in the two languages by the same letters (especially vowels). Children's writing samples are included in the article to demonstrate these points. The findings of this study lead to assessment and instructional recommendations for teachers: Teachers of bilingual children should provide them with many opportunities to write in both languages in order to gain a fuller picture of their writing development. In addition, they should help the children view their bilingualism as a strength that can improve their writing.

Abstract from Rubin, R., & Carlan, V. (2005, May). Using Writing to Understand Bilingual Children's Literacy Development. The Reading Teacher, 58(8), 728–739. doi: 10.1598/RT.58.8.3