Understanding L2 Writing Skills

• In Event: Poster Session 5
  In Poster Session: New Perspectives on English Language Learning

Abstract

This paper is a conceptual/theoretical synthesis of research on the writing of students whose native language is not English (L2 writers), from elementary through postsecondary education. The review aims to understand whether the writing of L2 writers, with all of the reported levels of oral English proficiency, suggests that there are qualitatively different types of writers. Major outcome variables were writing quality, use of grammar, vocabulary and language use, productivity and spelling. Findings indicate L1-L2 differences, although there is a shortage of information on an important L2 group, “Generation 1.5.” Available findings for L2 groups suggest the need for innovative writing interventions targeted at specific areas of need, which tend to differ from those found among L1 writers.

Authors

• Dolores Perin, Teachers College, Columbia University

• Susan De La Paz, University of Maryland

• Kelly Worland, University of Maryland

• Megan Madigan Peercy, University of Maryland - College Park