The Effect of Bilingualism on Writing Ability
The goal of this study is to determine whether or not individuals who identify as bilingual have more advanced writing skills than individuals of the same educational level who identify as monolingual. The importance of this study lies in the realm of education; our cities are becoming increasingly globalized, which means that teachers must meet more linguistic needs than ever before. The results of this study and others like it can help determine which method of teaching (subtractive or additive bilingualism) is most beneficial to students learning multiple languages, and to students who only know one language. In order to determine what effect, if any, bilingualism has on writing ability, bilingual and monolingual junior- and senior-level university students (n = 4) submitted academic writing samples that are assessed via both a rubric and a holistic reading by a third-party grader. The rubric results are then compared, and a relationship is determined between “writing ability” based on the rubric, and the language classification of the participants.
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