Year: 2016
Type: article
Abstract: This study explored how an audience-focused writing curriculum mediated the literacy development of bilingual Latina/o first-grade students. Drawing on translingual theories of literacy and scholarship describing the role of audience and audience awareness in skilled writing, this study qualitatively documented and analyzed students’ writing and talk about writing for a variety of audiences. Analysis suggests that children both addressed, or responded to, their intended readers and invoked particular kinds of audiences. Children’s audience awareness influenced their use of language (Spanish, English or both), as well as rhetorical strategies and design choices. This study expands theories of audience to include linguistically diverse settings, and contributes to scholarship on asset-based pedagogies for literacy teaching and learning.
Source: Journal of Literacy Research
Author: Leah Durán
Institution: University of Arizona
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2588324545