ABSTRACT

Analytical writing serves to learn and communicate learning. Our goal was to determine the impact of students’ bilingual profile, defined by self-evaluated bilingual competence, use of language(s) for mental operations and language(s) use across different contexts, on their developing analytical writing abilities. Catalan/Spanish bilinguals – in 6th and 10th grade and university students – produced three texts on the same topic along a set of classroom activities, and a fourth one, on a different topic, one month later. We traced changes in text length and structure as indicators of proficiency across school levels and texts and tested the contribution of participants’ linguistic profile on the observed changes. A Structural Equation Modeling on indicators of proficiency as growth parameters yielded a positive effect of self-evaluated bilingual proficiency on text length of the initial productions, whereas use of language for mental operations affected the rate of length increment across texts. Participants’ self-evaluations of their linguistic proficiency did not affect text structure. The multidimensionality of bilingualism contributes differentially to proficiency in analytical writing.

摘要

分析性写作有助于学习和交流学习。我们的目标是确定学生的双语概况（由自我评估的双语能力、用于心理操作的语言的使用和在不同环境中使用的语言）定义的双语概况对他们发展分析写作能力的影响。加泰罗尼亚语/西班牙语双语者——6 年级和 10 年级的学生以及大学生——在一系列课堂活动中编写了三篇关于同一主题的文章，一个月后又编写了第四篇关于不同主题的文章。我们追踪了文本长度和结构的变化，作为跨学校水平和文本的熟练程度指标，并测试了参与者的语言特征对观察到的变化的贡献。将熟练程度指标作为增长参数的结构方程模型产生了自我评估的双语熟练程度对初始作品的文本长度的积极影响，而使用语言进行心理操作则影响了文本长度的增加率。参与者对其语言能力的自我评估不影响文本结构。双语的多维性对分析写作的熟练程度有不同的贡献。