International Journal of Bilingual
Education and Bilingualism
Editor: Colin Baker, University of Wales, Bangor
Review Editor: Aneta Pavlenko, Temple University, Philadelpia
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Volume: 10 Number: 2 Page: 152–170
doi:10.2167/beb315.0
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Second Language Writing Development in English and in Spanish in a Two-way Immersion Programme
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Raquel Serrano1 and Elizabeth Howard2
1Center for Applied Linguistics Washington, DC, USA and Universitat de Barcelona, Spain and 2Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, Storrs, USA
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Whereas most research on child second language acquisition has focused on the oral production of children, studies are needed to illuminate patterns of literacy development in a second language. This paper aims to shed some light on this process, focusing on the English writing development of a native Spanish speaker, and on the Spanish writing development of a native English speaker, both enrolled in a two-way immersion program in the USA. Data for this particular study come from a longitudinal, national study, involving 484 students in 11 programs across the country. In this paper, we will present a case study of two students in the project, from the beginning of third grade through the end of fifth grade. The studentsÂ’ writing samples will be discussed using an analytic rubric developed for the project. This rubric addresses three major aspects of writing – composition, grammar and mechanics – and provides a clear framework for investigating changes in writing ability over time.
Keywords: second language writing, writing development, bilingual education, two-way immersion, biliteracy
© 2007 R. Serrano & E. Howard
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