| The purpose of this study was to create a writing evaluation device that highlights language learning processes and strategies as children learn language, learn about language and learn through language.;The data analysis led to the development of patterns within files and across children. The categories which emerged from data analysis were used in the creation of the evaluation device. A sampling of the categories follows: (1) As children were learning language they demonstrated that language learning is transactive, language learning is social, language use is intentional and purposeful, meanings may be demonstrated through social and personal codes, literacy is multimodal, texts transact with context, intertextuality is a major device in learning, and literacy is empowering. (2) As children were learning about language they illustrated an evolving understanding of language conventions, attention to language demonstrations, accessed the semiotic potential of written language, altered strategies to cope with anomalies and engaged in metalinguistic thought. (3) When learning through language children evidenced a wide range of content knowledge, procedural knowledge, and contextual knowledge. They also highlighted literacy's generative potential and used language as an internal and external communication medium.;Using data generated by 80 preschool and kindergarten children, I mapped the literacy growth that occurred over a two-year period. The data consists of writing sample files on individual children. The files contain self-initiated work as well as pieces produced by choice from options available in the language area. Because my role in the setting was the language arts teacher/consultant, I was able to work closely with individual children and thus record in-process information. |
