Macedonian, and rehearses before writing. Damian was very restless for both texts. He was confident retelling orally in Macedonian, but not in writing. He wrote quickly without rehearsing, which resulted in mistakes being made. Ivana rehearsed thoroughly.
Ivana’ s example
( Koga, kako‘ the grades’ oddelenijata... Nie trebavme da ap... laudirame. Koga ni beše našeto‘ turn’ red decata ni ap-la-u-di-raa.) RH Koga nie bevme na red decata ni apludiraa. SW
Translation
( When like‘ the grades’ the grades … We had to applaud. When it was our‘ turn’ turn the children were applauding to us.) RH( When it was our turn the children were applauding to us.) SW
Writing
All six children constructed the text in accordance with the conventions of the text type, which has the elements of orientation, record of events and conclusion. They explained who, where, when, how and what happened and retold a series of events in chronological order( Derewianka, 2011). Even though only Maria, Petar and Ivana used paragraphs in their Macedonian and English texts, all the children described the events in an appropriate sequence. Selecting the content and form of writing depending on the purpose is one of the strategies used by all six children in both Macedonian and English texts.
Some of the children did not tend to verbalise while writing. Simon, especially, just wrote silently:
Jas sakav kako drugite deca bea obleč eni. Jas sakav kako bev obleč en vo Makedonska igraorna nosia … Paradata beše mnogu interesna.
Translation( I liked how other children were dressed. I liked how I was dressed in Macedonian traditional costume... The parade was very interesting.)
( English text) The parade was very interesting.
Speaking while writing
Angela was notably verbal while she was writing, as can be seen in these examples:
Ako nemaja nosija tie Ḱe se oblečea vo uniforma ama Ḱe donesea nešto. SW( If they have not had a costume they will dressed uniform but will bring something.) SW( error = will)
Nie sedevme vo krug i zboruvavme za našeto poteklo. SW( We were sitting in a circle and were talking about our backgrounds.) SW
We had litrisy circls. We had to talk about aow backgrounds. SW
Damian, rather than just verbalising, asked lots of questions while thinking aloud.
(‘ Fun’ kako se vika na makedonski, mnogu dobro?) Translation( How do you say‘ fun’ in Macedonian, very good?)( Dali treba‘ Macedonian’ vo golemo?)( Is‘ Macedonian’ with capital?)
Revising
Monitoring and adjustment is evident in the samples of all six children. In the case of Damian he discussed the construction of the sentence out loud and reminded himself of what happened next and continued writing in English. He stated:( Mislam 30 min paradata beše togaš we moved... then we …). Translation( I think the parade was for 30 min then we moved … then we …). He also corrected himself while writing e. g. Then in when 20 minutes past we got split into groups.
Editing
A variety of strategies was employed by all six children, but only Maria chose to reread and correct her English and Macedonian samples. The other children were correcting their texts as they were writing.
20 BABEL