Abstract

Research has shown that English language learners’ (ELLs) reading proficiency is determined by their English proficiency, especially for those students learning to read and write in their second language or L2. While there is a large research base examining the relationship between reading proficiency and L2 acquisition, writing has generally been considered to play a minor role in L2 development. This article explores how two bilingual teachers differentiate writing instruction for ELLs. This narrative study tells the stories of two bilingual teachers as they teach writing lessons to their ELL students, focusing on how they organize writing instruction to support language and literacy acquisition in English. Data collection consisted of observations, interviews, and a review of student work samples. Findings indicate that both teachers use instructional scaffolds that include the primary language (L1) to support L2 writing development. They argue that ELLs fail to write fluently and use academic language in their L2 due to insufficient academic language in the L1.