Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom.
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| Title: | Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom. |
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| Authors: | Rowe, Lindsey W.1 (AUTHOR) lrowe2@clemson.edu, Smith, Katelin1 (AUTHOR) kateli3@g.clemson.edu |
| Source: | Reading & Writing. Mar2026, Vol. 39 Issue 3, p1033-1053. 21p. |
| Subject Terms: | *Immigrant students, *Written communication, *Classrooms, Spanish language, Social role, Multilingual communication, Social theory |
| Geographic Terms: | United States |
| Abstract: | Classrooms in the United States increasingly serve students from linguistically diverse backgrounds, including newcomer students who enter U.S. schools for the first time and are new speakers of English. Historically, newcomers have been subject to deficit narratives and positioned as primarily needing English-language intervention. However, in classrooms that support translanguaging, newcomers are supported to use all their language resources when speaking, reading, and writing. This paper draws on positioning theory to explore the experiences of newcomers during writing workshop in one second-grade classroom. Specifically, we ask: What were the social and academic functions of Spanish use during writing interactions by/with newcomers? How did this Spanish use position newcomers and the peers and teachers with whom they interacted? Using qualitative methods of data collection and analysis, findings illustrate academic functions of Spanish use, including (1) giving/clarifying writing directions, (2) discussing writing content, and (3) learning lexical items, as well as social functions, including (1) playing and (2) sharing about self. Additionally, findings show how this Spanish use positioned newcomers as learners, experts, and peers. Interactional potential of flexible language use with newcomers during writing instruction is discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192686537 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rowe%2C+Lindsey+W%2E%22">Rowe, Lindsey W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lrowe2@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Smith%2C+Katelin%22">Smith, Katelin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kateli3@g.clemson.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Mar2026, Vol. 39 Issue 3, p1033-1053. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Immigrant+students%22">Immigrant students</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingual+communication%22">Multilingual communication</searchLink><br /><searchLink fieldCode="DE" term="%22Social+theory%22">Social theory</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Classrooms in the United States increasingly serve students from linguistically diverse backgrounds, including newcomer students who enter U.S. schools for the first time and are new speakers of English. Historically, newcomers have been subject to deficit narratives and positioned as primarily needing English-language intervention. However, in classrooms that support translanguaging, newcomers are supported to use all their language resources when speaking, reading, and writing. This paper draws on positioning theory to explore the experiences of newcomers during writing workshop in one second-grade classroom. Specifically, we ask: What were the social and academic functions of Spanish use during writing interactions by/with newcomers? How did this Spanish use position newcomers and the peers and teachers with whom they interacted? Using qualitative methods of data collection and analysis, findings illustrate academic functions of Spanish use, including (1) giving/clarifying writing directions, (2) discussing writing content, and (3) learning lexical items, as well as social functions, including (1) playing and (2) sharing about self. Additionally, findings show how this Spanish use positioned newcomers as learners, experts, and peers. Interactional potential of flexible language use with newcomers during writing instruction is discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-025-10675-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1033 Subjects: – SubjectFull: Immigrant students Type: general – SubjectFull: Written communication Type: general – SubjectFull: Classrooms Type: general – SubjectFull: Spanish language Type: general – SubjectFull: Social role Type: general – SubjectFull: Multilingual communication Type: general – SubjectFull: Social theory Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Functions of Spanish-use during writing interactions: experiences of newcomer elementary students in an English-medium classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rowe, Lindsey W. – PersonEntity: Name: NameFull: Smith, Katelin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 39 – Type: issue Value: 3 Titles: – TitleFull: Reading & Writing Type: main |
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