Interactive journals in bilingual classrooms: An analysis of language “transition”

Abstract

Interactive student‐teacher journal entries of first‐, third‐, and fifth‐grade Spanish‐English bilingual classrooms were examined for an 8‐month period. The focus of the analysis was the “transition” of student writing from the native language to the second language in these entries. The results of the study indicate that students did not make a “transition” from the native language to the second language. Students adopted a communicative mode best described as bilingual, shifting language use within and between journal entries. No distinct pattern of shifting was found. However, students’ writing mechanics were found to be equal in both languages. Teachers’ communicative responses were found to influence the language and the character of the student entries. The findings suggest that mandatory “transitioning” of language‐minority students may not be an appropriate instructional strategy. Instead, “self‐transitioning” instructional environments should be considered.