Lisa Hsin|Catherine E. Snow
Social perspective taking: a benefit of bilingualism in academic writing
University of Alabama
task writing arguments requires linguistic cognitive sophistication eludes many adults students us expected produce texts articulate support claimsimple written argumentsstarting fourth grade students languageminority homes likewise must learn produce writing despite relatively limited experience english language reflected availability smaller mental lexicons restricted syntactic constructions yet features bilingual childrens cognition precocious development theory mind strong metalinguistic awareness might support crafting arguments writing explicit consideration multiple points view serve strengthen ones case claim study examine incidence social perspectivetaking acts argumentative essays languageminority englishonly students grades 46 find languageminority students match surpass englishonly students two critical measures perspective taking perspective acknowledgment perspective articulation also explore possible links students use perspective taking argumentative essays validated formal measure skill uncovering different relationships two language groups links previously attested bilingual advantages development argumentation discussed