Abstract The importance of writing to academic achievement has been well-documented. Substantial research has investigated writing among monolingual speakers, but less research has examined writing in bilingual students, particularly in early childhood. Understanding young bilingual children’s writing development and identifying instructional pedagogies that support their growth as writers, is imperative. To guide pedagogy and research, we conducted a review of the research on writing in young bilingual children. A search of databases for studies published between 2000 and 2017 yielded 35 peer-reviewed articles that met inclusion criteria. Results of a content analysis demonstrated that young bilingual children develop knowledge and understandings of print and a range of composing strategies that support bilingual and biliterate writing. Pedagogies most supportive of young bilingual students’ growth as writers were meaning-based, provided explicit instruction on concepts about print that were contextualized within authentic activities, and created curricular space for multimodal forms of literacy. Genre-based writing instruction, technology-mediated composing, and ESL-enhanced content area literacy instruction also were found to be supportive. The evidence indicated that instruction in the native language as well as dual language instruction supported biliteracy.

中文翻译：

---

幼儿双语儿童写作：研究回顾

摘要 写作对学术成就的重要性已得到充分证明。大量研究调查了单语者的写作，但很少有研究调查双语学生的写作，特别是在幼儿时期。了解年轻的双语儿童的写作发展并确定支持他们作为作家成长的教学法是必不可少的。为了指导教学和研究，我们对幼儿双语儿童的写作研究进行了回顾。对 2000 年至 2017 年间发表的研究的数据库进行搜索，得到 35 篇符合纳入标准的同行评审文章。内容分析的结果表明，年轻的双语儿童发展了对印刷品的知识和理解，以及一系列支持双语和双语写作的写作策略。教学法最支持年轻双语学生的成长，因为作家是基于意义的，提供关于在真实活动中情境化的印刷概念的明确指导，并为多种形式的识字创造了课程空间。基于体裁的写作指导、技术介导的写作和 ESL 增强的内容领域读写指导也被发现是支持性的。证据表明，母语教学和双语教学支持双语教学。和 ESL 增强的内容领域识字教学也被发现是支持性的。证据表明，母语教学和双语教学支持双语教学。和 ESL 增强的内容领域识字教学也被发现是支持性的。证据表明，母语教学和双语教学支持双语教学。