In this study ten Grade 2-3 Japanese-English bilingual students wrote compositions on the same topic in Japanese and English. The students received an intervention designed to help them improve their Japanese writing, and were asked again to write in English after that. The compositions in Japanese and English before and after the intervention were compared and examined in terms of fluency, lexical complexity, grammatical complexity and accuracy, and using holistic measures. The results showed that the fluency, lexical complexity and theme statement of the compositions were highly related across languages before the intervention. Also the intervention was observed to exert a positive effect on lexical complexity and the use of metaphor, but negatively on accuracy. All the patterns found in the quantitavie data were investigated qualitatively. The thesis concludes with practical suggestions for parents and educators of bilingual students about how to support them trnasfer their knowledge across langauges.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/24635 |
| Date | 28 July 2010 |
| Creators | Sano, Aiko |
| Contributors | Cummins, James, Nakajima, Kazuko |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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