Writing Gave Me a Voice: A Spanish-Dominant Teacher's Writing Workshop
Debate regarding appropriate instructional practices for linguistically and culturally diverse students led to a study of a bilingual Latina teacher's third‐grade writing workshop. Qualitative research methods were used to provide a rich description of context, instruction, and participation. This was combined with the teacher's personal narrative of her own experience becoming a bilingual writer and its influence upon her teaching. Her instructional approach was embedded in social practice. Dramatizations, visual representations, computer‐based research, and traditional texts afforded exposure to ways of speaking, being, and understanding the world. Students were provided with many opportunities to write within a community of practice, focusing on persuasive essay and other genres such as personal narrative and informational reports.
Published in TESOL Journal, ed. Youngjoo Yi; Peter Sayer, Volume 2, Issue 1, 2011, pages 1-23.
© TESOL Journal 2011, John Wiley and Sons, Inc.
Spence, L.K., & Cardenas-Cortez, K. (2011). Writing Gave Me a Voice: A Spanish-Dominant Teacher's Writing Workshop. TESOL Journal, 2(1), 1-23. https://doi.org/10.5054/tj.2011.244137