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Highlights
Citing articles (0)
• Bilingual children exploit their entire linguistic repertoire to
compose text. Article Metrics

• Bilingual children develop within-language and across-language Captures

writing strategies.
Readers: 5
• Writing development progresses similarly to monolinguals but
processes are unique. Social Media

• A range of meaning-based pedagogies support children’s Shares, Likes & Comments: 10

bilingualism and biliteracy. Tweets: 4

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Abstract
The importance of writing to academic achievement has been well-documented.
Substantial research has investigated writing among monolingual speakers, but
less research has examined writing in bilingual students, particularly in early
childhood. Understanding young bilingual children’s writing development and
identifying instructional pedagogies that support their growth as writers, is
imperative. To guide pedagogy and research, we conducted a review of the
research on writing in young bilingual children. A search of databases for studies
published between 2000 and 2017 yielded 35 peer-reviewed articles that met
inclusion criteria. Results of a content analysis demonstrated that young bilingual
children develop knowledge and understandings of print and a range of
composing strategies that support bilingual and biliterate writing. Pedagogies
most supportive of young bilingual students’ growth as writers were meaning-
based, provided explicit instruction on concepts about print that were
contextualized within authentic activities, and created curricular space for
multimodal forms of literacy. Genre-based writing instruction, technology-
mediated composing, and ESL-enhanced content area literacy instruction also
were found to be supportive. The evidence indicated that instruction in the native
language as well as dual language instruction supported biliteracy.

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Keywords
Writing; Writing development; Writing instruction; Bilingual; Translingual; English
learner; ESL; Emergent literacy; Early literacy; Early childhood

Research data for this article

Data for: Writing in Young Bilingual Children: Review of Research

This dataset is under embargo and will be publicly available in 9 months on 26th October
2019 at 12:00am UTC

View more details at Mendeley Data

About research data

Cheri Williams is Professor of Literacy and Second Language Studies at the

University of Cincinnati, where she teaches courses and conducts research on
emergent literacy development and PreK-2 reading and writing instruction. She
has a particular interest in qualitative research methodologies and the ways in
which theoretical frameworks inform the conduct and interpretation of research.

Elizabeth Lowrance-Faulhaber is a doctoral candidate in the Second Language

Studies program in Educational Studies at the University of Cincinnati. Her
primary research interest is early childhood writing instruction in dual language
learners.

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Published by Elsevier Inc.

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