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Relevant bibliographies by topics / Writing/written language

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Dissertations / Theses
Books
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Academic literature on the topic 'Writing/written language'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Writing/written language"

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Aidman, Marina. "Early bilingual writing." Australian Review of Applied Linguistics 25, no. 1 (2002): 1–18. http://dx.doi.org/10.1075/aral.25.1.01aid.

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Abstract The paper reports some influences of the mother tongue uses on the majority language writing in a simultaneously bilingual child. The child was observed over a five-year period (from the pre-school through mid-primary years) when receiving mainstream schooling in English, whereas her communication with the parents largely occurred in a minority language (Russian). The written texts produced by the child in both her languages over this five-year period, both in the school and at home, were analysed using the systemic functional methodology (Halliday 1994). The written texts of the chil

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Miller, Catherine. "Juba Arabic as a written language." Journal of Pidgin and Creole Languages 29, no. 2 (2014): 352–84. http://dx.doi.org/10.1075/jpcl.29.2.06mil.

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This paper deals with the issue of Juba Arabic (JA) as a written language and investigates various written materials produced from early 20th century up to the early 21st century. The investigated writings are presented in their socio-historical context in order to determine in which ways genres and contexts impact writing practices, particularly regarding orthographic and grammatical choices. These choices are analyzed following the notions of sameness and distance used for evaluating literacy processes in non-standard languages. The paper highlights the key moments and key agents of the codi

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Khodjaniyazova, Umida Kulmagambetovna. "SIMILARITIES AND DIFFERENCES OF SPOKEN AND WRITTEN LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (2021): 20–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-06.

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This article deals with linguistic and pragma linguistic view of speaking and writing competence, and explores the similarities and differences between them. The definition of a “linguistic personality” as a key factor in product creation is discussed. Moreover, the article provides the examples that show the difference between written and spoken language in the field of syntax.

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Brayner, Izabelly C. Dos Santos, Antonio H. Coutelo de Moraes, and Wanilda Maria Alves Cavalcanti. "WRITTEN PORTUGUESE LANGUAGE AS SECOND LANGUAGE." Diacrítica 32, no. 2 (2019): 19. http://dx.doi.org/10.21814/diacritica.440.

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Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual

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Li, Yili. "Assessing Second Language Writing." ITL - International Journal of Applied Linguistics 127-128 (January 1, 2000): 37–51. http://dx.doi.org/10.1075/itl.127-128.02li.

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Abstract This article examines the relationship between two kinds of methods used to assess the quality of second language writing : 1) objective computerised text analysis focusing on the linguistic features of written texts, and 2) subjective evaluation performed by human raters using a combination of holistic and analytical scoring procedures. In particular, it attempts to explore the potentials and possible limitations of using computerised programs as research tools in second language writing research. The written sample consisted of a total of 132 short essays written b y ESL students en

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Mackiewicz, Jo, and Isabelle Thompson. "Spoken written-language in writing center talk." Linguistics and Education 47 (October 2018): 47–58. http://dx.doi.org/10.1016/j.linged.2018.07.003.

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Kuznetsov, A. "Geopolitics and Written Language." World Economy and International Relations, no. 5 (2010): 96–104. http://dx.doi.org/10.20542/0131-2227-2010-5-96-104.

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The author's model of civilizations based on the phenomenon of different writing systems existence has been elaborated and compared with the classical Toynbee-Huntington’s confessional model. This new model allows to allocate smaller subcivilizations, alongside the largest civilizations already known. Subcivilizations are active and can generate geopolitical events. By means of the given model, the analysis of civilizational transformations and geopolitical space reconstruction occurring in the Euroasian continent, is carried out.

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Osman, Wan Hurani. "Written feedback in an English Language writing class." AJELP: The Asian Journal of English Language and Pedagogy 7, no. 1 (2019): 1–14. http://dx.doi.org/10.37134/ajelp.vol7.1.1.2019.

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Cadwell, Robert, and MJ Outcault Hill. "Improving written communication among English language learners." Westcliff International Journal of Applied Research 2, no. 1 (2018): 63–68. http://dx.doi.org/10.47670/wuwijar201821rcmjoh.

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Teachers of English language learners (ELL) face two important tasks. First, they must help students master the content of a specific subject matter and compile evidence that students can demonstrate mastery. Second, they must help students achieve proficiency in academic English, both orally and in writing. In this short article, the authors would like to share some of the practical techniques researchers have found for helping students master the content of a specific subject matter and offer suggestions to help ELL students begin mastering the difficult task of communicating in writing.

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BARON, NAOMI. "The written turn." English Language and Linguistics 9, no. 2 (2005): 359–76. http://dx.doi.org/10.1017/s136067430500170x.

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Dissertations / Theses on the topic "Writing/written language"

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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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Ittzes, Zsuzsanna 1968. "Written conversation: Investigating communicative foreign language use in written form in computer conference writing and group journals." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282366.

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The purpose of this dissertation was to investigate the use of German as a foreign language during written conversation in an intermediate German course. Specifically, the study compared the language output of intermediate students of German in the context of the innovative computer conferencing and the more traditional group journals. The dissertation aimed to serve two purposes: (1) to provide further insights into the role of computer-mediated interaction for promoting the successful development of communicative competence in foreign language pedagogy (both in theory and practice); (2) to s

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Yeung, Pui-wah, and 楊佩華. "The effects of written teacher commentary on student writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176760.

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Louw, Henk. "Standardising written feedback on L2 student writing / H. Louw." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1718.

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McDonald, Catherine. "The question of transferability : what students take away from writing instruction /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/9494.

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LIEBERMAN, EVELYN JACKSON. "NAME WRITING AND THE PRESCHOOL CHILD (LANGUAGE ACQUISITION, PREOPERATIONAL, CONSTRUCTION OF KNOWLEDGE, PIAGET)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188122.

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This study explored the construction of written language knowledge as evidenced by the changes in forty-seven preschool children's autographs. Throughout the school year children were asked to "write your name and draw a picture of yourself." The resulting name writing samples indicated that changes in children's autographs were not idiosyncratic but identifiable transitions in a cognitive constructive process as children gradually attempted to make sense out of written language by writing their names. Transitions identified in children's autographs included: graphic actions (scribbling); rand

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Hegedus, Katalin. "Dialogue journal writing : meaningful written interaction in language and culturally diverse classrooms." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29929.

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The study of the Back and Forth book of an eleven years old E.S.L. student introduces a type of personal writing which is argued to facilitate meaningful, written communication in the second language. The present study extends the findings of dialogue journal studies of Staton et al. in two directions. 1. The case study of the Back and Forth book activity presents a "communication triangle" which involves parental participation and thus serves as a bridge between school and home. The reported observations focus on the potentials and limitations of the Back and Forth book task in comparison t

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Au, Suk-ying. "A study of students' responses to their teachers' written feedback on writing." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161793.

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Richards, Stephanie A. "Measurement and Features of Persuasive Writing in Undergraduate Students with and without Written Language Disorders." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371130329.

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Spelman, Miller Kristyan. "Writing on-line : temporal features of first and second language written text production." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326750.

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Books on the topic "Writing/written language"

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Ehlich, Konrad, Florian Coulmas, and Gabriele Graefen, eds. A Bibliography on Writing and Written Language. DE GRUYTER MOUTON, 1996. http://dx.doi.org/10.1515/9783110889352.

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Mari, Noda, ed. Japanese: the written language. Yale University Press, 2006.

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Good writing skills. HarperCollins, 2004.

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Kiak, Lee Margaret Soo, and Sanders Robert 1955-, eds. Fundamental written Chinese: Simplified character version. University of Hawai'i Press, 2009.

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Isaac, Peter C. G. Development of written language and early writing materials. Allenholme for Newcastle upon Tyne University Library, 1989.

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Isaac, Peter C. G. Development of written language and early writing materials. Published for Newcastle upon Tyne University Library by Allenholme, 1989.

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Adams, Julie. GCSE French writing frames. Folens, 2000.

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Goldstein, Lynn M. Teacher written commentary in second language writing classrooms. University of Michigan Press, 2005.

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Goldstein, Lynn M. Teacher written commentary in second language writing classrooms. University of Michigan Press, 2004.

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Adams, Julie. French 11-14 writing frames. Folens, 2000.

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Book chapters on the topic "Writing/written language"

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Rubin, Hyla. "Morphological Knowledge and Writing Ability." In Written Language Disorders. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3732-4_3.

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Cook, Vivian. "Chapter 17: Written Language and Foreign Language Teaching." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-019.

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Coulmas, Florian. "Writing systems and literacy." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/swll.1.23cou.

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Tribble, Christopher. "Written in, written out: Who sets the standards for academic writing?" In Studies on Language Acquisition. Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.5.447.

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Green, Dennis. "Writing in Latin and the Vernacular: The Case of Old High German." In Spoken and Written Language. Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.usml-eb.5.100922.

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Lee, Younghwa. "Chapter 6. Accommodation for success: Korean EFL students' writing practices in personal opinion writing." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.17lee.

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Barton, David. "Preface. Roz Ivanič's writing and identity." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.01bar.

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Janks, Hilary. "Reflection 7. Sharing writing, sharing names." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/swll.12.23jan.

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Butterworth, Brian. "16. Neural Organisation and Writing Systems." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/swll.6.21but.

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Scott, Mary. "10. Agency and Subjectivity in Student Writing." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/swll.8.16sco.

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Conference papers on the topic "Writing/written language"

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Thompson, Robert H., Steven L. Tanimoto, Virginia W. Berninger, and William Nagy. "Coding, reading, and writing: Integrated instruction in written language." In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739667.

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Betha, Nila Andelina, Rusdi Noor Rosa, and Hamzah. "Exploring Lecturers’ Written Corrective Feedback on Students’ Research Proposal Writing." In Ninth International Conference on Language and Arts (ICLA 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210325.032.

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Marcolino, Vitor, Natália Franco, Patrick Brito, and Luis Coradine. "Falibras Translator: Towards More Health Care Humanization for Deaf People." In ncipais do Simpósio Brasileiro de Computação Aplicada à Saúde. Sociedade Brasileira de Computação - SBC, 2015. http://dx.doi.org/10.5753/sbcas.2015.10366.

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This work presents Falibras, a translation system between Portuguese and Brazilian Sign Language (LIBRAS) that aims to help both, deaf people and hearers, in trying to communicate. Falibras offers an important tool to provide easy communication and more humanization of health care for deaf people. This paper presents some of the re-engineered artifacts of the Falibras system. Moreover, a discussion about its applicability in e-Health is also presented. Among its main applications, this system supports language learning, both sign and writing language, autonomy for deaf people and humanization

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Suswati, Rita. "The Development of Written Language Skills (Reading and Writing) Material Based KKNI Curriculum." In 3rd International Conference on Education and Training (ICET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.40.

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Nguyen, Hanh Thi My. "An Overview of Student Engagement With Written Feedback in EFL Writing Class." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.027.

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Pérez-Pereiro, Alberto, and Jorge López Cortina. "Cham Language Literacy in Cambodia: From the Margins Towards the Mainstream." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.15-3.

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The Cham language has been written since at least the 4th Century. As such it is the oldest attested language of all of the Austronesian languages. This literary heritage was transmitted using locally modified forms of Indian scripts which were also used to write Sanskrit. With the loss of Cham territories to the Vietnamese, many Cham became displaced and the literary culture was disrupted. In addition, the adoption of Islam by the majority of Cham led many of those who continued to write to do so in variations of the Arabic script. However, the literary potential of the language in Cambodia h

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence,

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Ali, Azad, and Frederick Kohun. "It is Time to Add Kurdish Culture to VS .NET Globalization." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3110.

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Starting with the introduction of Visual Studio .NET (VS .NET) application developers can write programs that may be used for different languages listed in VS .NET globalization. However, the list of languages is incomplete and is missing many. One of these missing languages from VS .NET globalization is the Kurdish: a language written and spoken by millions of Kurds around the world. Previous research conducted by the authors made a case for adding the Kurdish language to the globalization component of the .NET Framework. We were hopeful that the Kurdish will be added to VS .NET in the latest

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Twardzisz, Piotr. "Language and international relations: Linguistic support for other academic disciplines." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-11.

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This article outlines the content of an elective university course designed for domestic and international students, combining language and international relations. The course is intended to make students more sensitive to the linguistic intricacies of a specialist variety of English. The focus is on its written modes, particularly writing and reading academic (professional) texts dealing with complex foreign policy issues. As a result, students are expected to enhance their academic writing skills. The linguistic component of the course is backed up with a review of world affairs. Conversely,

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning t

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Reports on the topic "Writing/written language"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors ide

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