Journal Article

Meaningful Writing Opportunities

Linares, Rebecca E.

2019

Overview

The author explores how one teacher at a newcomer school (a school for recently arrived immigrants) used dialogue journaling and write-alouds as instructional and community-building tools in her work with multilingual ninth-grade students with limited or interrupted formal education in their home countries. The analysis shows how the focal teacher used dialogue journaling to engage students in meaningful writing opportunities that identified and built background knowledge and facilitated context-rich literacy instruction through accompanying scaffolded write-alouds in which comprehensible input was provided. The author concludes with recommendations for how other teachers of language learners can utilize write-alouds and dialogue journaling in their instruction of culturally and linguistically diverse students.

• Publisher: Wiley,Wiley-Blackwell,Blackwell Publishing Ltd
• Subject: 4‐Adolescence / Case study < Research methodology / Cultural Background / Cultural Differences / Diaries / Educational Background / English (Second Language) / English as a second language / English as a second language learning / English for speakers of other languages < Language learners / English language learners / English Learners / Ethnography / Ethnography < Research methodology / FEATURE ARTICLE / Grade 9 / High School Students / Identity / Immigrants / Language diversity / Language learners / Linguistic Input / Literacy / Literacy Education / Meaning / Multilingualism / Multilingualism < Language learners / Qualitative < Research methodology / Reading Instruction / Scaffolding (Teaching Technique) / Second Language Learning / Second language writing / Secondary school students / Secondary School Teachers / Student teacher relationship / Students / Teacher Student Relationship / Teachers / Teaching / Teaching Methods / Writing / Writing (Composition)