Abstract
This chapter examines how bilingual students developed their final products guided by a genre-based approach to writing instruction informed by Systemic Functional Linguistics (SFL) (Martin & Rose, 2008). The study focused on the last year of a 10 year qualitative research study of a university-school partnership. Student writing was analyzed using SFL informed rubrics for individual genres (Brisk, 2015). Interview data were analyzed thematically (Braun & Clarke, 2006).
Analysis of 10 year old students’ writing portfolios (initial cold prompt, graphic organizers, drafts, and final piece), and students’ and teachers’ interviews demonstrate that students’ drafts reflect their concerted efforts to incorporate multiple aspects of language despite their final products containing less of these features. Appropriation of language features occurred when teachers jointly constructed paragraphs and to a lesser degree in their individual drafts. Students’ decisions for their writing were also guided by their interpretations of their abilities, knowledge of purpose, and consciousness about their audience.
The evaluation of students’ writing is usually based on final products using a rubric. However, understanding bilinguals’ linguistic choices through review of drafts and the voices of the students enhances educational stakeholders’ interpretations of students’ rationale behind their development of particular pieces of writing. Their articulated choices demonstrate how they position themselves as active participants in their writing and defy being viewed as merely receivers of knowledge. Positioning students’ voices as crucial scaffolds for student learning of language and content can help address their material, political, and cultural realities while maintaining their cultural integrity.