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Article
The Linguistic Complexity of the English Learners’ Writing
Author(s)
John Evar Strid
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DOI:10.17265/2161-623X/2016.03.001
Affiliation(s)
Northern Illinois University, Illinois, USA
ABSTRACT
Based on previous research
suggests that programs which are more supportive of English learners’ (ELs) native language
help them better acquire academic language and skills
and that additional cognitive development allows more linguistically complex writing,
this research study examines compositions of three groups of 15 5th grade students,
including one group of non-ELs and two groups of ELs enrolled in different
types of programs for ELs in order to determine the linguistic complexity of
their writing. The research found that ELs who were in a program more
supportive of their home language wrote longer and more linguistically complex
essays than those who were not and even showed signs of writing longer and more
linguistically complex essays than non-ELs.
KEYWORDS
bilingual education, English learners, English learners’ (ELs), elementary education, writing
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