Exploring SL Writing and SL Sensitivity during Writing Tasks: Poor and Advanced Writing in a Context of Second Language Other than English
This study integrates a larger research empirical
project that examines second language (SL) learners’ profiles and
valid procedures to perform complete and diagnostic assessment in
schools. 102 learners of Portuguese as a SL aged 7 and 17 years
speakers of distinct home languages were assessed in several
linguistic tasks. In this article, we focused on writing performance in
the specific task of narrative essay composition. The written outputs
were measured using the score in six components adapted from an
English SL assessment context (Alberta Education): linguistic
vocabulary, grammar, syntax, strategy, socio-linguistic, and
discourse. The writing processes and strategies in Portuguese
language used by different immigrant students were analysed to
determine features and diversity of deficits on authentic texts
performed by SL writers. Differentiated performance was based on
the diversity of the following variables: grades, previous schooling,
home language, instruction in first language, and exposure to
Portuguese as Second Language. Indo-Aryan languages speakers
showed low writing scores compared to their peers and the type of
language and respective cognitive mapping (such as Mandarin and
Arabic) was the predictor, not linguistic distance. Home language
instruction should also be prominently considered in further research
to understand specificities of cognitive academic profile in a
Romance languages learning context. Additionally, this study also
examined the teachers’ representations that will be here addressed to
understand educational implications of second language teaching in
psychological distress of different minorities in schools of specific
host countries.
[1] N. Furman, D. Goldberg, and N. Lusin, Enrollments in Languages Other
Than English in United States Institutions of Higher Education. The
Modern Language Association of America, 2010.
[2] J. Hulstijn, R. Young, L. Ortega, L., M. Bigelow, R. DeKeyser, N. Ellis,
J. Lantolf, A. Mackey, and S. Talmy, “Bridging the gap: cognitive and
social approaches to research in SL learning and teaching”, Studies in
Second Language Acquisition, pp. 1-61, 2014.
[3] J. Barcroft, “Effects of Word and Fragment Writing During L2
Vocabulary Learning”, Foreign Language Annals, vol. 40, n.º 4, pp. 713-
726, 2007.
[4] T. Odlin, Language transfer: cross-linguistic influence in language
learning. Cambridge University Press, 1989.
[5] S. Figueiredo, and C. Silva, Affective factors and cognitive achievement
in language learning. Portugal: University of Aveiro, 2010.
[6] S. Figueiredo, S., M. Alves Martins, and C. Silva, “New methodologies
for second language assessment: measuring and identifying profiles in
migrant school contexts”, IATED Digital Library, 2014.
[7] D. Trenkic, J. Mirkovic, and G. Altmann, “Real-time grammar
processing by native and non-native speakers: Constructions unique to
the second language”, Bilingualism: Language and Cognition, n.º 17, pp.
237-257, 2014.
[8] H. Fontoura, and L. Siegel, L., “Reading, syntactic, and working memory
skills of bilingual Portuguese-English Canadian children”, Reading and
Writing, vol. 7, n.º 1, pp. 139-153, 1995.
[9] B. Chiswick, and P. Miller, “Linguistic distance: a quantitative measure
of the distance between English and other languages”, Journal of
Multilingual and Multicultural Development, vol. 26 n.º 1, pp. 1-11,
2008.
[10] C. Polio, “Measures of Linguistic Accuracy in Second Language Writing
Research”, Language Learning vol. 47, n.º 1, pp. 101–143, 1997.
[11] J. Liu, and J. Hansen, Peer response in second language writing
classrooms. The Michigan Series on Teaching Multilingual Writers,
2002.
[12] C. Kepner, “An experiment in the relationship of types of written
feedback to the development of second-language writing skills”, The
Modern Language Journal, vol. 75, n.º 3, pp. 305-313, 1991.
[13] D. Overview, Brain Activity During Second Language Processing (ERP).
The Encyclopaedia of Applied Linguistics, 2012.
[14] L. Stowe, L, “When does the neurological basis of first and second
language processing differ? Commentary on Indefrey”, in Gullberg and
Indefrey (Eds.), The Cognitive Neuroscience of Second Language
Acquisition, Oxford: Blackwell Publishing, Ltd, pp. 305-311, 2006.
[15] H. Uylings, “Development of the human cortex and the concept of
“critical” or “sensitive” periods”, in Gullberg and Indefrey (Eds.), The
Cognitive Neuroscience of Second Language Acquisition, Oxford:
Blackwell Publishing, Ltd, pp. 59-90, 2006.
[16] C. Weber-Fox, C., and H. Neville, “Maturational constraints on
functional specializations for language processing: ERP and behavioural
evidence in bilingual speakers”, Journal of Cognitive Neuroscience, vol.
8, n.º 3, pp. 231-256, 1996.
[17] T. Bhatia, and W. Ritchie, The Handbook of Bilingualism and
Multilingualism (2nd ed.). Chichester, UK: John Wiley & Sons, Ltd,
2012.
[18] H. Kobayashi, and C. Rinnert, C. “Effects of first language on second
language writing: translation versus direct composition”, Language
Learning, vol. 42, n.º 2, 183-209, 2006.
[19] R. Woodcock, A. Munoz-Sandoval, M. Ruef, and C. Alvarado,
Woodcock-Munoz Language Survey – Revised, English. Itasca, IL:
Riverside Publishing, 2005.
[20] Alberta Education: writing samples
http://www.learnalberta.ca/content/eslapb/writingsamples [21] Alberta Education: teachers resources and benchmarks
http://education.alberta.ca/teachers/resources/connection/archive/january-
2011/curriculum/esl.aspx
[22] Bassetti, B. (2005). “Learning second language writing systems”.
Retrieved June 6, 2007, in
http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2662.
[23] R. Ibrahim, Z. Eviatar, and J. Aharon-Peretz, “The characteristics of
Arabic orthography slow its processing”, Neuropsychology, vol. 16, n.º
3, pp. 322-326, 2002.
[24] V. Collier, “Age and Rate of Acquisition of Second Language for
Academic Purposes”, TESOL Quarterly, vol. 21, pp. 617–641, 1987.
[25] S. Vainio, A. Pajunen, and J. Hyona, J., “ L1 and L2 word recognition in
Finnish: Examining L1 Effects on L2 Processing of Morphological
Complexity and Morphophonological Transparency”, Studies in Second
Language Acquisition, vol. 36, n.º 1, pp. 133-162, 2013.
[26] P. Foster, C. Bolibaugh, and A. Kotula, “The influence of exposure,
memory, age of onset, and motivation in foreign language and immersion
settings”, Studies in Second Language Acquisition, vol. 36, n.º 1, pp.
101-132, 2013.
[27] P. Foster,C. Bolibaugh, and A. Kotula, “The influence of exposure,
memory, age of onset, and motivation in foreign language and immersion
settings”, Studies in Second Language Acquisition, vol. 36, n.º 1, pp.
101-132, 2013.
[28] European Commission, European Common Framework for Languages.
Porto: Edições Asa, 2001.
[1] N. Furman, D. Goldberg, and N. Lusin, Enrollments in Languages Other
Than English in United States Institutions of Higher Education. The
Modern Language Association of America, 2010.
[2] J. Hulstijn, R. Young, L. Ortega, L., M. Bigelow, R. DeKeyser, N. Ellis,
J. Lantolf, A. Mackey, and S. Talmy, “Bridging the gap: cognitive and
social approaches to research in SL learning and teaching”, Studies in
Second Language Acquisition, pp. 1-61, 2014.
[3] J. Barcroft, “Effects of Word and Fragment Writing During L2
Vocabulary Learning”, Foreign Language Annals, vol. 40, n.º 4, pp. 713-
726, 2007.
[4] T. Odlin, Language transfer: cross-linguistic influence in language
learning. Cambridge University Press, 1989.
[5] S. Figueiredo, and C. Silva, Affective factors and cognitive achievement
in language learning. Portugal: University of Aveiro, 2010.
[6] S. Figueiredo, S., M. Alves Martins, and C. Silva, “New methodologies
for second language assessment: measuring and identifying profiles in
migrant school contexts”, IATED Digital Library, 2014.
[7] D. Trenkic, J. Mirkovic, and G. Altmann, “Real-time grammar
processing by native and non-native speakers: Constructions unique to
the second language”, Bilingualism: Language and Cognition, n.º 17, pp.
237-257, 2014.
[8] H. Fontoura, and L. Siegel, L., “Reading, syntactic, and working memory
skills of bilingual Portuguese-English Canadian children”, Reading and
Writing, vol. 7, n.º 1, pp. 139-153, 1995.
[9] B. Chiswick, and P. Miller, “Linguistic distance: a quantitative measure
of the distance between English and other languages”, Journal of
Multilingual and Multicultural Development, vol. 26 n.º 1, pp. 1-11,
2008.
[10] C. Polio, “Measures of Linguistic Accuracy in Second Language Writing
Research”, Language Learning vol. 47, n.º 1, pp. 101–143, 1997.
[11] J. Liu, and J. Hansen, Peer response in second language writing
classrooms. The Michigan Series on Teaching Multilingual Writers,
2002.
[12] C. Kepner, “An experiment in the relationship of types of written
feedback to the development of second-language writing skills”, The
Modern Language Journal, vol. 75, n.º 3, pp. 305-313, 1991.
[13] D. Overview, Brain Activity During Second Language Processing (ERP).
The Encyclopaedia of Applied Linguistics, 2012.
[14] L. Stowe, L, “When does the neurological basis of first and second
language processing differ? Commentary on Indefrey”, in Gullberg and
Indefrey (Eds.), The Cognitive Neuroscience of Second Language
Acquisition, Oxford: Blackwell Publishing, Ltd, pp. 305-311, 2006.
[15] H. Uylings, “Development of the human cortex and the concept of
“critical” or “sensitive” periods”, in Gullberg and Indefrey (Eds.), The
Cognitive Neuroscience of Second Language Acquisition, Oxford:
Blackwell Publishing, Ltd, pp. 59-90, 2006.
[16] C. Weber-Fox, C., and H. Neville, “Maturational constraints on
functional specializations for language processing: ERP and behavioural
evidence in bilingual speakers”, Journal of Cognitive Neuroscience, vol.
8, n.º 3, pp. 231-256, 1996.
[17] T. Bhatia, and W. Ritchie, The Handbook of Bilingualism and
Multilingualism (2nd ed.). Chichester, UK: John Wiley & Sons, Ltd,
2012.
[18] H. Kobayashi, and C. Rinnert, C. “Effects of first language on second
language writing: translation versus direct composition”, Language
Learning, vol. 42, n.º 2, 183-209, 2006.
[19] R. Woodcock, A. Munoz-Sandoval, M. Ruef, and C. Alvarado,
Woodcock-Munoz Language Survey – Revised, English. Itasca, IL:
Riverside Publishing, 2005.
[20] Alberta Education: writing samples
http://www.learnalberta.ca/content/eslapb/writingsamples [21] Alberta Education: teachers resources and benchmarks
http://education.alberta.ca/teachers/resources/connection/archive/january-
2011/curriculum/esl.aspx
[22] Bassetti, B. (2005). “Learning second language writing systems”.
Retrieved June 6, 2007, in
http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2662.
[23] R. Ibrahim, Z. Eviatar, and J. Aharon-Peretz, “The characteristics of
Arabic orthography slow its processing”, Neuropsychology, vol. 16, n.º
3, pp. 322-326, 2002.
[24] V. Collier, “Age and Rate of Acquisition of Second Language for
Academic Purposes”, TESOL Quarterly, vol. 21, pp. 617–641, 1987.
[25] S. Vainio, A. Pajunen, and J. Hyona, J., “ L1 and L2 word recognition in
Finnish: Examining L1 Effects on L2 Processing of Morphological
Complexity and Morphophonological Transparency”, Studies in Second
Language Acquisition, vol. 36, n.º 1, pp. 133-162, 2013.
[26] P. Foster, C. Bolibaugh, and A. Kotula, “The influence of exposure,
memory, age of onset, and motivation in foreign language and immersion
settings”, Studies in Second Language Acquisition, vol. 36, n.º 1, pp.
101-132, 2013.
[27] P. Foster,C. Bolibaugh, and A. Kotula, “The influence of exposure,
memory, age of onset, and motivation in foreign language and immersion
settings”, Studies in Second Language Acquisition, vol. 36, n.º 1, pp.
101-132, 2013.
[28] European Commission, European Common Framework for Languages.
Porto: Edições Asa, 2001.
@article{"International Journal of Business, Human and Social Sciences:70756", author = "S. Figueiredo and M. Alves Martins and C. Silva and C. Simões", title = "Exploring SL Writing and SL Sensitivity during Writing Tasks: Poor and Advanced Writing in a Context of Second Language Other than English", abstract = "This study integrates a larger research empirical
project that examines second language (SL) learners’ profiles and
valid procedures to perform complete and diagnostic assessment in
schools. 102 learners of Portuguese as a SL aged 7 and 17 years
speakers of distinct home languages were assessed in several
linguistic tasks. In this article, we focused on writing performance in
the specific task of narrative essay composition. The written outputs
were measured using the score in six components adapted from an
English SL assessment context (Alberta Education): linguistic
vocabulary, grammar, syntax, strategy, socio-linguistic, and
discourse. The writing processes and strategies in Portuguese
language used by different immigrant students were analysed to
determine features and diversity of deficits on authentic texts
performed by SL writers. Differentiated performance was based on
the diversity of the following variables: grades, previous schooling,
home language, instruction in first language, and exposure to
Portuguese as Second Language. Indo-Aryan languages speakers
showed low writing scores compared to their peers and the type of
language and respective cognitive mapping (such as Mandarin and
Arabic) was the predictor, not linguistic distance. Home language
instruction should also be prominently considered in further research
to understand specificities of cognitive academic profile in a
Romance languages learning context. Additionally, this study also
examined the teachers’ representations that will be here addressed to
understand educational implications of second language teaching in
psychological distress of different minorities in schools of specific
host countries.", keywords = "Second language, writing assessment, home
language, immigrant students, Portuguese language.", volume = "9", number = "6", pages = "2141-11", }
