Rhetorical structures of Spanish dominant third-grade student writers emerging into English literacy

Schools in the United States are experiencing sharp demographic shifts in the number of second language learners, particularly those who are Spanish dominant. Literacy instruction for this group is largely based upon knowledge regarding how native English speaking students learn to read and write (Escamilla, 2005; Reyes, 1991). Literature surrounding social reproduction (Bourdeiu, 1977) in education is examined in relation to these second language learners and their transition into English literacy.; This qualitative study (Creswell, 1998) examines the written rhetorical structures of third-grade Spanish dominant and English dominant students. Writing samples of 29 Spanish dominant third-grade students and 29 English dominant third-grade students were elicited during January and February 2006. Spanish dominant third-grade students evidenced characteristics in their writing that were indicative of reliance upon first language literacy. Aspects of writing such as phonology, orthography, and syntax do not transfer precisely from Spanish to English.; The writing characteristics that emerged in the review of all writing samples included: (a) English language development miscues, (b) common third-grade miscues, (c) syntax miscues, (d) run-on sentences, (e) reversed letters, (f) repetition of words, (g) repetition of ideas, (h) repeated connectors, (i) preposition miscues, (j) direct translation, and (k) approximate meaning. Similar to prior research (Escamilla, 2005; Kaplan, 2005, Montano-Harmon, 1991), the current study implies a normal transitional process from first language literacy to second language literacy. Thus, Spanish as the native language of this sample is not problematic for acquiring English literacy. It instead appears to be a springboard upon which Spanish dominant students build English literacy. Theoretical and practical implications for the writing instruction of Spanish dominant students emerging into English literacy are discussed.