Affiliation:
1. The University of Queensland
Abstract
Abstract
Children’s writing development is a matter of concern for Australian and other education systems. Factors related
to the nature of writing as a literate skill, school writing pedagogy, and diminishing role of writing in a screen-dominant
environment may account for this educational concern. What happens in a child’s writing when immigrant parents assign them writing
tasks at home taking into account their writing concerns compounded by their family linguacultural backgrounds in an English-only
environment? This paper presents developmental corpus analyses involving data taken from a 1.5-year family writing intervention
program for a primary school immigrant child, using multidimensional analysis to determine the latent linguistic traits
characteristic of the child’s writing development over time. The findings illustrate a range of linguistic features comprising
four main dimensions representative of the child’s writing development, together with a focus on the emergence of his written
self. Although the findings provide data-driven developmental insights into the child’s writing life, the parental intervention
itself presented ethical dilemmas.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Language and Linguistics
Cited by
1 articles.
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