"They Don't Really Ask Us What Students Want": Writing Challenges of 12th-Grade Bilingual Students

• In Event: Promoting Equity and Engagement in Secondary Classrooms

Abstract

Situated in a time where the current educational reform emphasizes writing, this study focuses on the writing experiences of four 12th-grade bilingual students during a timed writing task by identifying their perceived challenges. Using genre based pedagogy and a sociocultural lens, this study finds writing challenges associated with translation, reviewing, and vocabulary, while contributing to understanding the importance of systematic writing instruction. This paper provides insights for researchers and educators to understand what these young writers believe is difficult for them in the hope to better serve and accommodate their individualized needs, while also advocating for the need to involve students in decisions regarding their education.

Authors

• Edgar Díaz, Utah State University

• Mary A. Avalos, University of Miami