Abstract
This summary reports on an ethnographic study conducted in French immersion concerning the writing development of at-risk and typically developing writers. Eight Grade 7 writers – four at-risk and four typically developing – were observed closely during classroom observations and participated in think-aloud protocols at the beginning and at the end of the school year 2012–2013 as well as in formal and informal interviews. In addition, the context in which those eight writers were learning to write was taken into consideration, therefore a total of 20 students participated in this study. Four teachers, the resource teacher, the counselor, and the two administrators were informants. Adopting a sociocognitive lense, the data reported here provide a detailed description of how the socioaffective, affective, and academic domains affected writing development, especially for at-risk writers. In order to respond to the affective and social needs of the writers of this study, a Sociocognitive Model of Interventions for Writing Instruction is proposed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal of Immersion and Content-Based Language Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.