Reflections on “Writing Development & Biliteracy” (Chapter 1)

Most of what Fu and Matoush (2006) describe in their chapter, I have experienced myself as a bilingual Russian-English speaker: the reasons for code-switching, "language errors," non-linear pattern of the four stages of acquiring English writing skills, lack of confidence as an English writer. I did not go to a bilingual school or to mainstream classes in the USA, though. My context is different – I learned English in Russia. So, I do not know how applicable the approach offered by the authors would be in EFL context. However, while reading the chapter I noticed that nothing is mentioned about the existing or potential problems associated with implementing this approach in an American school.

I can see at least three challenges that come with the biliteracy approach suggested. First, the teachers of English in schools should know students' L1(s) to see students' development and to be able to communicate with them and help them. The authors do not mention assessment, which also should be negotiated with school administration. Second, I would assume that students' and their parents' expectations might be different, and they could be resistant to the approach. This could also be an alternative explanation why students in the study made an effort to write in English at first, even when given options to do it in Chinese. Students can be pushed by parents to stick to English. Some teachers having to use the approach would also resist if they disagree with the approach, especially if they teach other subjects and are forced to accept students' L1 writing. Finally, the third challenge would be the lack of community of practice if all students are with different L1s or forming exclusive communities of practice, if a few students do not share their peers' L1. The reason is that students will not be able to exchange much of their expertise, as they will not be able to understand their peers' writing in first through third stages.

Fu, D., & Matoush, M. (2006). Writing development and biliteracy. In P.K. Matsuda, C. Ortmeier-Hooper, & X. You (Eds) The Politics of Second Language Writing: In Search of the Promised Land. West Lafayette: Parlor Press, pp. 5 – 29.