ERIC Number: ED341067
Record Type: Non-Journal
Publication Date: 1991-Oct
Reference Count: N/A
Bilingual Minorities and Language Issues in Writing: Toward Profession-Wide Responses to a New Challenge. Technical Report No. 54.
This paper argues that teaching writing effectively to diverse students of non-English backgrounds will require an examination of existing views about the nature of writing and a critical evaluation of the profession's ability to work with bilingual individuals of different types. Part 1 of the paper suggests that existing compartmentalization within the composition profession cannot address the needs of American bilingual minorities. Part 2 describes the nature of bilingualism and identifies the population of students who can be classified as American bilingual minorities. Part 3 of the paper reviews trends in current scholarship in second language writing and points out that most of this research has focused on English-as-a-Second Language students rather than on fluent/functional bilinguals. Part 4 of the paper lists and discusses a number of research directions in which the involvement and participation of mainstream scholars would be most valuable, and argues that the involvement in research on non-English-background populations by researchers who generally concentrate on mainstream issues would do much to break down the compartmentalization existing within the English composition profession. It further argues that by using bilingual individuals to study questions of major theoretical interest, the profession will strengthen the explanatory power of existing theories about the process and practice of writing in general. (Four figures are included; a list of 105 references is attached.) (Author/RS)
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.