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.
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
Oxford University Press