Relationships between Linguistic Knowledge, Linguistic Awareness, and Argumentative Writing among Upper Elementary Bilingual Students
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| Title: | Relationships between Linguistic Knowledge, Linguistic Awareness, and Argumentative Writing among Upper Elementary Bilingual Students |
|---|---|
| Language: | English |
| Authors: | Qun Yu (ORCID |
| Source: | Reading and Writing: An Interdisciplinary Journal. 2025 38(8):2317-2339. |
| 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: | 23 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A140114 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Bilingual Students, Persuasive Discourse, Writing (Composition), Linguistics, Language Skills, Lexicology, Morphology (Languages), Syntax, Spanish, Portuguese, English, Knowledge Level |
| DOI: | 10.1007/s11145-024-10592-x |
| ISSN: | 0922-4777 1573-0905 |
| Abstract: | Argumentation is a critical genre of writing that elementary school students are expected to develop, but little is known about how different domains of language contribute to argumentative writing. To explore this, we identified two domains of language: linguistic knowledge (lexical, morphological, and syntactic skills) and linguistic awareness (ability to identify and manipulate discourse- and text-level features). We worked with 119 fourth and fifth grade Spanish- and Portuguese-English bilingual students in the Northeast and Mid-Atlantic regions of the United States. We asked whether students' linguistic knowledge served as a direct predictor of argumentative writing, or as an indirect predictor of argumentative writing, mediated by linguistic awareness. We explored this question with two writing outcomes: students' argumentation and counter-argumentation. Controlling for orthographic knowledge, essay length, and English learner status, structural equation modeling revealed that students' linguistic knowledge predicted their argumentative writing indirectly through linguistic awareness, but not directly. Neither the direct nor indirect effects structural model predicted students' counter-argumentation. Our results extend theory on school-related writing tasks by differentiating between linguistic knowledge and linguistic awareness in understanding bilingual students' written argumentation, with implications for instruction. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1489599 |
| Database: | ERIC |
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| Abstract: | Argumentation is a critical genre of writing that elementary school students are expected to develop, but little is known about how different domains of language contribute to argumentative writing. To explore this, we identified two domains of language: linguistic knowledge (lexical, morphological, and syntactic skills) and linguistic awareness (ability to identify and manipulate discourse- and text-level features). We worked with 119 fourth and fifth grade Spanish- and Portuguese-English bilingual students in the Northeast and Mid-Atlantic regions of the United States. We asked whether students' linguistic knowledge served as a direct predictor of argumentative writing, or as an indirect predictor of argumentative writing, mediated by linguistic awareness. We explored this question with two writing outcomes: students' argumentation and counter-argumentation. Controlling for orthographic knowledge, essay length, and English learner status, structural equation modeling revealed that students' linguistic knowledge predicted their argumentative writing indirectly through linguistic awareness, but not directly. Neither the direct nor indirect effects structural model predicted students' counter-argumentation. Our results extend theory on school-related writing tasks by differentiating between linguistic knowledge and linguistic awareness in understanding bilingual students' written argumentation, with implications for instruction. |
|---|---|
| ISSN: | 0922-4777 1573-0905 |
| DOI: | 10.1007/s11145-024-10592-x |
