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Contribution to Book
Second language-literacy learning and social identity: A focus on writing
Routledge Handbook of communication disorders (2015)
  • Robin L. Danzak, Sacred Heart University
Abstract
This chapter explores connections between writing and identity for bilingual students. In addition to engaging students in collaboration, real-world application, and self-expression, writing helps develop academic language, an important aspect of school success. Current trends in writing research and bilingual writing are reviewed, with an emphasis on shifting frameworks and hybrid models, followed by challenges and new directions for bilingual writing assessment. These paradigms and their practice implications are then applied to the bilingual, expository writing of Nina (age 11), a recently arrived, Puerto Rican student attending English for Speakers of Other Languages at a public middle school. The approach reveals the strengths and challenges of Nina’s writing in relationship to her identity as a bilingual student/writer, and considers the type of theory that might best frame this process. The future of bilingual writing research and instructional implications are discussed.
Keywords
  • Bilingual,
  • Writing,
  • Identity,
  • English Learner
Publication Date
2015
Editor
R. H. Bahr & E. R. Silliman
Publisher
Routledge
Citation Information
Robin L. Danzak. "Second language-literacy learning and social identity: A focus on writing" OxfordRoutledge Handbook of communication disorders (2015) p. 324 - 334
Available at: http://works.bepress.com/robin_danzak/28/