Non-Native and Bilingual Writers

TR 51. Annotated Bibliography of Research on Writing in a Non-Native Language, by Sandra R. Schecter and Linda A. Harklau. It is estimated that over 35 million Americans do not speak English as their native language. In this annotated bibliography, Schecter and Harklau review more than 170 research studies on the needs of non-native speakers of English and their instruction in the area of writing. Subject areas include text features, non-native writing proficiency development, writing process, non- native writing and other language skills, and instructional factors. September, 1991; 66 pages; $5.00.
Order report

TR 54. Bilingual Minorities and Language Issues in Writing: Toward Profession-Wide Responses to a New Challenge, by Guadalupe Valdes. In this paper, Valdes presents an outline of issues fundamental to developing effective approaches for teaching writing to American bilingual minority students. She criticizes existing compartmentalization within the composition profession, identifies different types of bilingual individuals, reviews trends in current scholarship in second-language writing, and discusses a number of research directions in which the involvement of mainstream scholars would be most valuable. October, 1991; 38 pages; $4.00.
Order report

TR 61. The Development of Writing Abilities in a Foreign Language: Contributions Toward a General Theory of L2 Writing, by Guadalupe Valdes, Paz Haro, and Maria Paz Echevarriarza. This paper contributes to a theory of foreign language writing by examining current assumptions about the development of writing skills in a foreign language embedded in the ACTFL Proficiency Guidelines. The authors test these assumptions by analyzing writing produced by university students studying Spanish at three levels of proficiency. April, 1992; 30 pages; $4.00.
Order report

OP 10. Contextual Complexities: Written Language Policies for Bilingual Programs, by Carole Edelsky and Sarah Hudelson. Because learning to write always happens in multiple and complex contexts, Edelsky and Hudelson argue for governmental policies for bilingual education that are broad and non-specific, linked to general goals, with local policies developed locally as the local situation dictates. June, 1989; 16 pages; $3.50.
Order report

OP 15. A Whole Language Approach to the Teaching of Bilingual Learners, by Alex Moore. This paper relates the experiences of two London teachers and a fifteen-year- old immigrant Bangladeshi student as they work together on drafts of the student's autobiography, illustrating how a sensitive teaching style can contribute to the development of writing skills in students whose first language is not English. January, 1990; 18 pages; $3.50.
Order report

OP 24. Language Minority Education in Great Britain: A Challenge to Current U.S. Policy, by Sandra Lee McKay and Sarah Warshauer Freedman. McKay and Freedman compare British and U.S. policies for educating language minority students and show how these policies reflect different assumptions about language development and different definitions of equal opportunity. They suggest ways the British decision to place language minority students in "mainstreamed" classrooms, where language specialists work side-by-side with the classroom teacher, challenges the U.S. policy of separate programs for nonnative speakers. January, 1991; 16 pages; $3.50.
Order report