Document Type
Book Chapter
Publication Date
2014
Abstract
This chapter addresses Spanish-speaking, English Language Learners (ELLs) in the United States (U.S.) who are sequential bilinguals; that is, oral and written English is acquired as a second language (L2) at school. Within this population, substantial variation exists with regard to individual students’ language and literacy learning experiences. The specific focus here is the writing patterns of ELLs with atypical language development, who often present with multiple complexities in authenticating their language learning profiles in both Spanish and English.
DOI
10.1093/acprof:oso/9780199827282.003.0012
ISBN
9780199827282 (hardcover)
Recommended Citation
Danzak, R. L. & Silliman, E. R. (2014). Writing development of Spanish-English bilingual students with language learning disabilities: New directions in constructing individual profiles. In Arfé, B., Dockrell, J. & Berninger, V. (Eds.). Writing development and instruction in children with hearing, speech and oral language difficulties (ch.12). New York: NY: Oxford University Press.
Place of Publication
New York, NY
Publisher
Oxford University Press
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Speech and Hearing Science Commons
Comments
Version posted is an authors' pre-publication manuscript.