Document Type

Article

Publication Date

2017

Publication Title

International Multilingual Research Journal

Volume

12

Issue

4

First Page

221

Last Page

236

DOI

https://doi.org/10.1080/19313152.2016.1273740

Abstract

Recent analyses of wide-scale writing assessment outcomes indicate that English writing achievement for fourth- and fifth-grade emerging bilingual learners continues to be an area of great concern. Utilizing the theory of holistic bilingualism and a mixed methods design, this study examines the writing skills of 44 emerging bilingual fourth and fifth graders. The purpose of this study was to compare and correlate various writing outcomes as measured by the state’s high-stakes writing assessment, English language proficiency writing assessment, and an informal biliterate writing rubric. Results indicate that the majority of students are not acquiring proficiency in English writing as measured by English-only assessments. When students’ Spanish and English outcomes are considered holistically, students’ outcomes in Spanish surpassed English for the majority. Findings indicate the potential for a writing assessment protocol that is intentionally biliterate and that displays Spanish and English together as a part of the assessment process.

Comments

This is the author's final manuscript version of this article. See here for the published version: https://doi.org/10.1080/19313152.2016.1273740

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