Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students

Abstract

The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English speakers reported higher English writing self-perceptions than native Spanish speakers. However, native Spanish speakers did not report consistently higher Spanish writing self-perceptions than native English speakers. Regression analyses demonstrate positive associations between self-perceptions and performance in both languages. The present study supports the value of capturing students’ writing self-perceptions in two languages.

Notes

¹ In order to receive a score of 3, 4, or 5 for spelling, punctuation, and capitalization, the length of the narrative must be at least 50 legible words in the target language.

Additional information

Notes on contributors

Sabina R. Neugebauer

Dr. Sabina R. Neugebauer is Assistant Professor of Reading at Loyola University Chicago in the School of Education where she teaches graduate and undergraduate course on literacy instruction, assessment, and theory. Her research focuses on the language and literacy development of linguistically diverse students from childhood through adolescence. She has published in multiple peer-reviewed journals and is a co-author of Interventions for Reading Problems: Designing and Evaluating Effective Strategies.

Elizabeth R. Howard

Elizabeth R. Howard is Associate Professor of Bilingual Education in the Neag School of Education at the University of Connecticut, where she teaches graduate courses on linguistic and cultural diversity and conducts research focusing on dual language education, biliteracy development, and the preparation of teachers to work with multilingual learners. She is a co-author of Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms and co-editor of Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from a Faculty Learning Community.