Later Development of Relative Clauses Across Discourse Genres and Modalities of Production

Aparici, Melina; Rosado, Elisa; Perera, Joan

doi:10.1007/978-3-319-21136-7_13

Cited by 8 publications

(5 citation statements)

References 27 publications

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“…Prior cross-sectional studies suggest that the transition from elementary to middle school is a period of rapid development of school-relevant language knowledge (Aparici, Rosado, & Perera, 2016; Beers & Nagy, 2009; Berman, 2009; Nippold, 2007). More directly relevant for the present study, cross-sectional analyses using the CALS-I, the measure used in this study to capture academic language skills, document an upward trend in these skills throughout the middle school years.…”

Section: Core Academic Language Skills: Definition and Prior Researchmentioning

confidence: 99%

Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

Galloway

Uccelli

2019

Journal of Educational Psychology

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Although many adolescents struggle to comprehend text, the school-relevant language skills, which might contribute to variation in reading comprehension ability during this developmental period, remain understudied. To expand the research base, this study examines the concurrent development of academic language skills and reading comprehension in a sample of emergent bilinguals (EBs) and their English proficient (EP) peers (n ϭ 573) followed over two academic years, from Grade six to seven. Parallel process latent growth modeling results reveal that academic language and reading comprehension skills develop concurrently, with growth rates in Core Academic Language Skills (CALS) positively associated with growth rates in reading comprehension. Furthermore, initial levels of CALS predicted rates of growth in reading comprehension. We also find that EBs, who are by definition in the process of acquiring English, begin Grade six with CALS that are far below their peers, but develop these skills at similar rates as their EP classmates. Results reveal the potential for CALS-focused instruction for improving adolescent learners' reading comprehension development, and highlight the particular relevance of supporting CALS for EBs, who are tasked with acquiring the language of print at the same time as they are acquiring other registers of English. Educational Impact and Implications StatementMany adolescents struggle to comprehend text. Few studies, however, have comprehensively identified the school-relevant language skills, referred to as Core Academic Language Skills (CALS), which might contribute to variation in reading comprehension ability during this developmental period in which learning from text becomes essential. This study explores the codevelopment of CALS skills and reading comprehension, and finds that academic language and reading comprehension skills develop concurrently, with growth rates in CALS positively associated with growth rates in reading comprehension. Furthermore, initial levels of CALS predicted rates of growth in reading comprehension.

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Section: Core Academic Language Skills: Definition and Prior Researchmentioning

confidence: 99%

Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

Galloway

Uccelli

2019

Journal of Educational Psychology

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“…A plethora of developmental psycholinguistic studies have examined narrative versus expository writing across the school years (Berman, 2008;Berman & Katzenberger, 2004;Nippold & Scott, 2010;Nippold & Sun, 2010;, focusing on text content, discourse structure, lexicon, and morphosyntax. These studies indicate that growing familiarity with different text types and genres enables writers to employ various genre-appropriate complex syntactic constructions by adolescence (Aparici, Rosado, & Perera, 2016;Brimo & Hall-Mills, 2019;Ravid, 2005Ravid, , 2013Ravid, Dromi & Kotler, 2009). The analysis of narrative and expository texts has also served to highlight differences in the syntactic skills of disordered or deprived and typically developing children and adolescents (Berman, Nayditz & Ravid, 2011;Gillam & Johnston, 1992;Nippold et al, 2008Nippold et al, , 2009Scott & Windsor, 2000).…”

Section: Writing In Language Developmentmentioning

confidence: 94%

The language of school writing: a developmental comparison of genres across the school years

Haim¹,

Ravid²

2022

SSTP

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Writing is the highway to learning, processing, organizing, storing and retrieving information during the school years. Gaining command of the structures and functions of texts of different genres is one of the main goals of linguistic literacy in education. The texts that school-goers construct provide optimal hunting grounds for unveiling their linguistic abilities during the genre-specific construction of different text types. The current study examines the linguistic constructions typical of expository texts, characterized by argumentation or persuasion regarding social / conceptual issues, versus informative texts, describing factual (or less controversial) phenomena. This examination constitutes a window on Hebrew-speaking students’ developing writing abilities in elementary, middle and high school, compared with adults. Participants were 547 students and educated adults with post-high school education. Each participant wrote an informative text and an expository text, yielding a total of 1,094 texts. Three types of variables were examined: lexical, morpho-syntactic and syntactic. We found that complex lexicon and syntax in discourse increased in prevalence across the school years, with specific structures being genre-typical as befits the stance and character of the two genres under investigation. We also found that it was only in adulthood that all of these components were employed in optimal fashion, at the culmination of the period of Later Language Development. Our results imply that informative and expository texts are indeed distinct in their characteristics, and that it takes many years of internal linguistic and cognitive development, on the one hand, and schooling instruction and experience, on the other hand, to achieve qualitative academic writing in non-experts.

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“…A 'clause package' is defined as a unit of semantic content and syntactic structure. This unit is identified by syntactic, thematic and discourse criteria (Aparici, 2010;Aparici, Tolchinsky, & Rosado, 2000) and is expressed by means of connectivity devices (lexical cohesion, subordination, etc. ) An analysis of the internal architecture of discourse units distinguishes levels of connectivity in terms of differing patterns of interclausal connectivity: from linear relationships (coordination, juxtaposition) to hierarchical relationships (subordination).…”

Section: Objectives Units and Criteria For Analysismentioning

confidence: 99%

“…A ‘clause package’ is defined as a unit of semantic content and syntactic structure. This unit is identified by syntactic, thematic and discourse criteria (Aparici, 2010; Aparici, Tolchinsky, & Rosado, 2000) and is expressed by means of connectivity devices (lexical cohesion, subordination, etc. )…”

Section: Study 1 Interclausal Connectivity In Discourse Unitsmentioning

confidence: 99%

“…Una ‘agrupación de cláusulas’ se define, así, como una unidad de contenido semántico y estructura sintáctica. Esta unidad se identifica a partir de criterios sintácticos, temáticos y discursivos (Aparici, 2010; Aparici, Tolchinsky, y Rosado, 2000) y se realiza por medio de recursos lingüísticos de conectividad (cohesión léxica, subordinación, etc. ).…”

Section: De La Competencia Discursiva En Español L2 O De Cómo Adaptar...unclassified

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Adapting to the circumstances: on discourse competence in L2 Spanish / De la competencia discursiva en español L2 o de cómo adaptarse a las circunstancias

Rosado

Aparici

Perera

2014

Cultura y Educación

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Los tres autores pertenecen al Grupo de Investigación para el Estudio del RepertorioLingüístico (GRERLI), adscrito al ICE de la Universidad de Barcelona, reconocido y financiado por la Generalitat de Catalunya (ref. 2009-SGR-555). Este trabajo se inscribe en el marco del proyecto de investigación Hacia el dominio experto de la lengua: estudio comparado del desarrollo del repertorio lingüístico nativo y no nativo en castellano y catalán (ref. EDU2009-08862), financiado por el Ministerio de Ciencia e Innovación. ResumenCon objeto de caracterizar la competencia discursiva de hablantes de español como lengua segunda (L2), en este estudio examinamos los textos producidos por hablantes de español con el coreano y el árabe como L1, considerando (1) si los patrones relativos a los niveles de conectividad en textos expositivos y narrativos y los recursos que marcan un posicionamiento distanciado en textos expositivos pueden compararse con los descritos en español L1, y (2) si el comportamiento de los no nativos se verá definido por su nivel de competencia. Los resultados indican que el uso de diferentes tipos de conectividad o recursos de distanciamiento no están directamente relacionados con el nivel de competencia. Desde niveles iniciales, los aprendices de L2 son capaces de organizar efectivamente sus textos y posicionarse con éxito ante los hechos referidos, mostrando así su capacidad para adaptarse a las circunstancias comunicativas en que han de producirse. A partir de aquí, se sugiere la conveniencia de revisar los criterios del MCERL para determinar niveles de competencia, al menos por lo que se refiere a habilidades discursivas. Palabras claveEspañol L2, Competencia discursiva, Género discursivo, Modalidad discursiva, Conectividad textual, Perspectiva distanciada 2 Título en inglés:Adapting to the circumstances: On Discourse Competence in L2 Spanish AbstractTo characterize the discourse competence of second language (L2) Spanish speakers, we examine the narrative and expository texts produced by Korean and Moroccan Arabic learners of Spanish considering (1) whether the discourse connectivity patterns and the detachment devices used by these learners can be compared with those observed in the L1; and (2) whether non-native patterns are determined by L2 proficiency level.Results show that the use of different types of connectivity and detachment devices are not related with L2 proficiency level. From very early on, Spanish L2 learners are capable of adapting to the requirements imposed by communicative circumstances: they all produce wellorganized texts, and are capable of taking a stance when describing specific events. Data analysis indicates the convenience of revising the CEFR criteria for the assessment of L2 competence, and of taking into account learners' discourse skills in the L1. KeywordsL2 Spanish, Discourse competence, Discourse genre, Modality of production, Text connectivity, Detached stance IntroducciónLa adquisición de la competencia discursiva en lenguas primeras (L1) es un largo proceso que se ex...

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Later Development of Relative Clauses Across Discourse Genres and Modalities of Production

Cited by 8 publications

References 27 publications

Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

Examining developmental relations between core academic language skills and reading comprehension for English learners and their peers.

The language of school writing: a developmental comparison of genres across the school years

Adapting to the circumstances: on discourse competence in L2 Spanish / De la competencia discursiva en español L2 o de cómo adaptarse a las circunstancias

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