Exploring the Multimodality of Emerging Writing by Multilingual Kindergarteners
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| Title: | Exploring the Multimodality of Emerging Writing by Multilingual Kindergarteners |
|---|---|
| Language: | English |
| Authors: | Gordon Blaine West (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(6):2073-2087. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Emergent Literacy, Beginning Writing, Childrens Writing, Multilingualism, Bilingual Students, Kindergarten, Young Children, Freehand Drawing, Written Language, Language Proficiency, Writing Tests, Semiotics, Text Structure |
| DOI: | 10.1007/s10643-025-01894-y |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Young, linguistically diverse learners often leverage multimodality to more fully express their ideas in writing. To better support and assess English writing development, it is vital to understand multimodality as part of their emerging writing skills. In this study, we examine how drawings and written language are used jointly in multimodal ensembles by emerging multilingual writers to convey meaning. Specifically, we look at English language writing produced on a screener administered to assess the language proficiency of multilingual learners when they enter school. Students (n = 1,597, aged 5-6) across 25 U.S. states were administered the writing assessment. Our exploratory study examines student responses to a narrative writing task from a subset of 300 students, with 100 students each from high, mid, and low English language proficiency levels, as indicated by their performance on the writing task. Drawing from a social semiotic understanding of multimodality, we developed a coding scheme and used it to code each writing sample for multimodal features. Although students were not asked to draw in addition to writing, emerging writers often used drawings and layout features to convey meaning. Lower proficiency writers were more likely to use drawings, and their drawings were often the most salient mode used to convey meaning in their responses. Higher proficiency writers were more likely to use more complex layout features like text wrapping. Results further show that drawings and layout features functioned to increase the complexity and cohesion in all samples. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479549 |
| Database: | ERIC |
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