An investigation of how writing in English develops for four Hmong high school boys
Author(s):
Sahakian, Pauline
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : University of California, Davis, 1997.
Pages:
347
Language:
English
Abstract:
Two broad questions were addressed in this investigation of four Hmong boys' writing development: (1) What factors contribute to or impede improved writing performance in English? and (2) How does writing develop over a four-year period for Hmong high school boys whose second language is English? The research questions guided this investigation between three broad variables: students' attitudes and actions, the instructional and socio-cultural environment for learning, and patterns of change in written products. Data were collected from student interviews, parent interviews, classroom observations, teacher questionnaire, writing proficiency exams, and the students' four-year writing portfolios. The data that provided evidence for how writing develops came from early and late samples of writing which were analyzed in six ways: (1) holistic scoring, (2) descriptive analysis of linguistic cues, (3) word count, (4) T-unit count, (5) descriptive analysis of type and number of cohesive ties, and (6) error count. Case study results are presented individually and then compared in a cross-case analysis. The cases include a description of entry to America, home-life and school experiences, descriptions of the writing portfolios, and an analysis of sample personal experience and expository essays. The findings from these four case studies show the complexity of interaction between the variables which influence writing development. The two high risk-takers were motivated more integratively than the two low risk-takers, meaning they had a desire to succeed in the dominant culture, and willingly engaged in risk-taking behavior that promoted learning and gradual reduction of social and psychological distance from speakers of the target language. In the classroom freewriting, journal writing, selecting topics and interactive strategies created a non-threatening forum for practicing the target language and further enhanced writing development. Effective writing groups advanced the students' writing development and created opportunities for social interaction and communication with native-speaking students. Direct instruction and modeling may have helped reduce the discontinuity Hmong students experienced between home and school literacy behaviors. Role models in the home and early exposure to print also proved to be positive factors that fostered growth in writing development for some of the students. These findings suggest that the success of second language writers is influenced by risk-taking behavior in an interactive classroom and by the socio-cultural environment of home, school, and direct instruction.