Content area
Abstract
This is a qualitative one case-study of the writing development of a non-native English speaking child, my son, Mohammad. The main purpose of the study was to describe and analyze the writing activities in which Mohammad was involved, his writing strategies and his writing abilities in the second and third grades. The study was conducted in two public schools (Elliott Elementary and Everett Elementary schools) in Lincoln-Nebraska over a period of two years (1993-1995). The design of this study was grounded in twenty-nine classroom observations, thirty-three interviews and short conversations with Mohammad, eight interviews with Mohammad's teachers and an analysis of more than twenty written pieces which Mohammad completed both at home and in school. To categorize and analyze those data, both Spradley's Domain Analysis (1980) and Hayes and Flower (1986) "Think-aloud Protocol" Analysis were used.
The main conclusions drawn from this the study were: (1) Non-native English speaking children may will continue to make writing mistakes in his early writing development, nevertheless they can produce purposeful, authentic and meaning-rich pieces. (2) Given the chance to reflect on their own writing development, children can point to strengths and weaknesses in their writing which adults may not be able to recognize. (3) Emergent ESL writers can write longer pieces and write on regular basis when they are encouraged to write creatively and not be constrained by phonic rules and take risks as writers.
It was suggested that children should be provided with a safe writing environment where they can take risks and be responsible for their own writing. It was also recommended that other studies be conducted to explore different aspects of children's literacy development and literacy awareness.
