A Case Study of Dual-Language (English/Spanish) Writing Instruction and the Effect it has on Bilingual Student Writing Performance

Abstract

In dual-language programs, students often receive instruction in two languages for the same academic subjects, including writing skills. This double exposure may be helpful to bilingual students by reiterating and clarifying any possible doubts, or it may be detrimental to bilingual students by causing confusion due to different instructional strategies, lack of transfer between languages, and emphasis on different writing elements by the teachers of each program. This case-study aims to analyze the structure and design of a dual-language elementary school in central Mexico to determine whether the current writing curriculum at this school is effective for the population of bilinguals through analysis of student writing samples, interviews with students and teachers, and classroom observations in both English and Spanish writing classes. We hope to contribute to understanding duallanguage curriculum design and to suggest a writing program that ensures that bilinguals successfully acquire writing skills and strategies in both languages.