A Korean ESL Child’s Bilingual Writing Development Using Genre-Based Instruction
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In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communications in their family. In such a bilingual context, this study documents the biliteracy development of a Korean child growing up in Australia. The child’s written texts (in both English and Korean) were collected over a period of 5 years (from preschool to primary school) in both the home and school contexts and were analyzed using Systemic Functional Grammar. Based on the researcher’s regular classroom observations and participation in the school’s literacy activities as well as in the home context, a detailed documentation of the child’s socio-linguistic environment is also provided as a critical component of this longitudinal case study’s data collection and analysis. Throughout the study period, the child’s writing in both English and Korean developed quite significantly in terms of her control of the register in text. The main argument of this research is that biliteracy development for ESL learners, especially during primary school, is critical in terms of building their socio-cultural identity as well as ensuring successful academic performance through cognitive development. This paper presents an empowering case for ESL children’s biliteracy development using a genre-based approach and parents’ scaffolding literacy through mother tongue.
Abstract
In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communications in their family. In such a bilingual context, this study documents the biliteracy development of a Korean child growing up in Australia. The child’s written texts (in both English and Korean) were collected over a period of 5 years (from preschool to primary school) in both the home and school contexts and were analyzed using Systemic Functional Grammar. Based on the researcher’s regular classroom observations and participation in the school’s literacy activities as well as in the home context, a detailed documentation of the child’s socio-linguistic environment is also provided as a critical component of this longitudinal case study’s data collection and analysis. Throughout the study period, the child’s writing in both English and Korean developed quite significantly in terms of her control of the register in text. The main argument of this research is that biliteracy development for ESL learners, especially during primary school, is critical in terms of building their socio-cultural identity as well as ensuring successful academic performance through cognitive development. This paper presents an empowering case for ESL children’s biliteracy development using a genre-based approach and parents’ scaffolding literacy through mother tongue.
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