<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/53796">
      <dc:title>The Written Competence of Spanish Secondary Education Students in Bilingual and Non-­Bilingual Programs</dc:title>
      <dc:creator>Lahuerta Martínez, Ana Cristina</dc:creator>
      <dc:subject>Writing</dc:subject>
      <dc:subject>Fluency</dc:subject>
      <dc:subject>Accurcy</dc:subject>
      <dc:subject>Complexity</dc:subject>
      <dc:subject>Bilingual program</dc:subject>
      <dc:subject>Escritura</dc:subject>
      <dc:subject>Fluidez</dc:subject>
      <dc:subject>Precisión</dc:subject>
      <dc:subject>Complejidad</dc:subject>
      <dc:subject>Programa bilingüe</dc:subject>
      <dc:description>The present study compares bilingual and non-bilingual program students L2 written competence. Three hundred and ninety-three secondary education students participated in the study. The results obtained show that:(a) there are significant differences in written competence between the bilingual and the non-bilingual program groups, with the bilingual program group outperforming the non-bilingual program group;(b) the four measures used to assess writing (fluency, accuracy, lexical and grammatical complexity) develop in tandem;(c) bilingual programs may help to diminish the differences observed in favour of female students when learning a foreign language; and (d) there are significant relationships between all the writing measures studied.</dc:description>
      <dc:description>Este estudio compara l competencia escrita en una lengua no nativa de estudiantes de programas bilingües y no bilingües. Un total de 393 estudiantes de educación secundaria obligatoria participaron en el estudio. Los resultados muestran que: (a) existe una diferencia significativa entre los grupos bilingüe y no bilingüe, a favor de los primeros: (b) las cuatro medidas utilizadas para evaluar la escritura (fluidez, precisión, complejidad gramatical y léxica) se desarrollan en paralelo (c) los programas bilingües pueden ayudar a disminuir las diferencias a favor de las mujeres en el aprendizaje de una lengua extranjera; (d) se obtienen relaciones significativas entre todas las medidas utilizadas.</dc:description>
      <dc:date>2018-11-16T09:21:56Z</dc:date>
      <dc:date>2018-11-16T09:21:56Z</dc:date>
      <dc:date>2015-06</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Lahuerta Martínez, Ana Cristina. The Written Competence of Spanish Secondary Education Students in Bilingual and Non-­Bilingual Programs. Porta Linguarum, 24: 74-61 (2015). [ http://hdl.handle.net/10481/53796]</dc:identifier>
      <dc:identifier>1697-7467</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/53796</dc:identifier>
      <dc:identifier>10.30827/Digibug.53796</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-nd/3.0/es/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución-NoComercial-SinDerivadas 3.0 España</dc:rights>
      <dc:publisher>Universidad de Granada</dc:publisher>
   </ow:Publication>
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