Bilingual Competence and Bilingual Proficiency in Child Development

Appendix 4: Writing Samples, including the Assessment of Revision/Correction

Appendix 4: Writing Samples, including the Assessment of Revision/Correction In “Tetsitsilintlan” (Nahuatl), by Pascuala (figure A.3), note the following borrowed words from Spanish (refer to the discussion of borrowing and codeswitching in section 5.3): Line 1 den cuando Line 2 papán Line 3 den cuando Line 4 cuando Line 8 pero, culpable, porque, pronto Line 9 doktor Line 11 luego Line 13 peligroso, pero Line 14 luego In “El señor Tlalocan y la señora Tlalocan” (Spanish), by Margarito (figure A.4), as is typical for all children in the study, no borrowed material from Nahuatl (apart from historical loanwords) is in evidence. In “El cazador de venados” (Spanish), by Rosalinda (figures A.5, A.6), note the following representative examples of revision/correction (refer to categories of analysis for the Revision/Correction task in section 8.3.2): Lines 2/3 orthographic correction Line 7 orthographic correction Line 11 discourse-level correction Line 15 sentence-level correction Line 17 discourse-level revision 308 Appendix 4 Figure A.3 Pascuala (359)—3rd grade Writing Samples 309 Figure A.4 Margarito (523)—5th grade 310 Appendix 4 Figure A.5 Rosalinda (203)—2nd grade Writing Samples 311 Figure A.6 Rosalinda (203)—2nd grade ...