Moroccan immigrants learning Spanish writing (compared with L1 children)
Identificadores
URI: https://hdl.handle.net/10481/86330Metadatos
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Elsevier
Fecha
2021-03Referencia bibliográfica
Manjón-Cabeza Cruz, A. y Sosinski, M. (2021) Moroccan immigrants learning Spanish writing (compared with L1 children), Second Language Writing, 51
Resumen
Journal of Second Language Writing
Moroccan Immigrants Learning Spanish Writing
(Compared with Vernacular Children)
--Manuscript Draft--
Manuscript Number: SECLAN-D-20-00013
Article Type: VSI: Issue on LESLLA learners
Keywords: non-native adults; immigration; children; emergent
literacy; emergent writing
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Abstract: In this article we present a comparative qualitative study
of the phenomena observed in the development of writing
by native children and non-native adults of Moroccan
origin who are becoming literate in Spanish. The samples
were gathered in Granada, Spain, and analyzed using a
theoretical framework based on the classification
presented by Ferreiro and Teberosky (1979). The results
suggest that non-native adults go through the same
learning stages as native children although some
differences are observed, mainly with regards to the
absence of the pre-phonic stages and the syllabic sub-
stage in the case of the adults who are also influenced by other languages and writing systems. In order to obtain
more representative results, future studies should gather
samples of other immigrant communities.