Effects of a Language‐Minority Family's Activities in Early Second Language Writing Development

Abstract

The impact of social dimensions (e.g., parental involvement) on second language literacy acquisition is not well studied in the field (August & Shanahan, 2008). Although quite a few studies report immigrant parents' belief and perspectives of their children's second language reading and writing, it remains unknown for school teachers and second literacy specialists the steps that immigrant parents take to improve their children's second language learning after the children leave school. This longitudinal case study intends to fill the gap by profiling an ESL child's early second language writing development, from day one of the child's American schooling to the time when the child received above grade level instruction. The detailed data in naturalistic settings are valuable evidence of effective parental intervention in second language acquisition. Due to the parents' linguistic and educational background, their home literacy practices at the early stage of a child's second writing development are invaluable for classroom teachers. Some of their strategies are also applicable for immigrant parents who don't know where or how to start helping their children learn their second language well.