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Abou-Zeineddine, G. (2021). Place-based Pedagogy: Promoting Ethnic-American Voices in Creative Writing Courses. Michigan Academician, 48(1), 32-33.
Balderas, M. B. S., Hamm-Rodríguez, M., Schwarz, V. S., & Gort, M. (2022). Resisting High-Stakes Educational Reform through Genre Writing in a Multilingual Classroom. Language Arts, 99(3), 179-191.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Camping, A. B. (2021). Writing Motivation and Writing Performance of Culturally and Linguistically Diverse Elementary School Students (Doctoral dissertation, Arizona State University).
Carlisle, R. S. (1989). The writing of Anglo and Hispanic elementary school students in bilingual, submersion, and regular programs. Studies in Second Language Acquisition, 11(3), 257-280.
Cavazos, A. G. (2022). Exploring translanguaging events through a multilingual writing course design. Language, Culture and Curriculum, 1-14. Chicago
Chambers, D. An interdisciplinary approach to language learning through community engagement.
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.
Collins, P., Tate, T. P., won Lee, J., Krishnan, J. A., & Warschauer, M. (2021). A multi-dimensional examination of adolescent writing: considering the writer, genre and task demands. Reading and Writing, 1-23.
Connor, U., Connor, U. M., & Long, M. H. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. Cambridge University Press.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32, 1-16.
Crossley, S. A., & McNamara, D. S. (2011). Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing. International Journal of Continuing Engineering Education and Life Long Learning, 21(2-3), 170-191.
Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35(2), 115-135.
Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66-79.
Crosson, A. C., & Silverman, R. D. (2021). Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals. Reading Research Quarterly.
Cumming, A. (1989). Writing expertise and second‐language proficiency. Language learning, 39(1), 81-135.
Cumming, A. (2001). Learning to write in a second language: Two decades of research. International journal of English studies, 1(2), 1-23.
Cushing, I. (2020). Language Rights and Social Justice in the Classroom. American Speech: A Quarterly of Linguistic Usage, 95(4), 524-529.
Daud, N. S. M., Daud, N. M., & Kassim, N. L. A. (2016). Second language writing anxiety: Cause or effect?. Malaysian journal of ELT research, 1(1), 19.
De Los RÍOS, C. V., Seltzer, K., & Molina, A. (2021). ‘Juntos Somos Fuertes’: Writing Participatory Corridos of Solidarity through a Critical Translingual Approach. Applied Linguistics.
Durgunoğlu, A. Y., Mir, M., & Ariño-Marti, S. (2002). The relationships between bilingual children’s reading and writing in their two languages. In New directions for research in L2 writing (pp. 81-100). Springer, Dordrecht.
Edwards, J. H., & Liu, J. (2018). Peer response in second language writing classrooms. University of Michigan Press.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in second Language acquisition, 26(1), 59-84.
Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445-463.
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201.
Ferris, D. (2021). Implications of SLA-Oriented Research for the Teaching of L2 Writing. In The Routledge Handbook of Second Language Acquisition and Writing (pp. 385-393). Routledge.
Freeman, Y. S., & Freeman, D. E. (2006). Teaching reading and writing in Spanish and English in bilingual and dual language classrooms. Portsmouth, NH: Heinemann.
Galloway, E. P., Hsin, L. B., Jensen, B., LaRusso, M. D., Hong, M. K., & Mankowski, K. (2021). Examining the role of learner and classroom characteristics in the later language learning of Latinx youth and their classmates. Journal of Applied Developmental Psychology, 77, 101353.
Gort, M., & Hamm‐Rodríguez, M. Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners. The Reading Teacher.
Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218-238.
Guo, Q., Kim, Y. S. G., Liu, Y., Peng, Y., Sun, W., Wang, Y., & Yang, L. (2020). The effects of a summer reading program for migrant children in migrant schools: First-year results from a randomized experiment. Asia Pacific Education Review, 1-16.
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of second language writing, 11(4), 329-350.
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171-182.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Hyland, K. (2019). Second language writing. Cambridge university press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83-101.
Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in second language writing: Contexts and issues. Cambridge university press.
Jo, C. W. (2021). Mapping adolescent literacy across L1 backgrounds: Linguistic and discourse features as predictors of persuasive essay quality. System, 102698.
Jones, L. D., & de Oliveira, L. C. (2022). Collaborative Writing with Young Multilingual Learners. Journal of English Learner Education, 14(1), 2. Retrieved from https://stars.library.ucf.edu/jele/vol14/iss1/2
Kasch, H. (2021, October). Inclusive Multimodal Designs in Language Classroom: Three Empirical Studies. In ECEL 2021 20th European Conference on e-Learning (p. 240). Academic Conferences International limited.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109.
Kim, J. S., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., ... & Land, R. E. (2011). A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3), 231-263.
Kim, M., Crossley, S. A., & Kyle, K. (2018). Lexical sophistication as a multidimensional phenomenon: Relations to second language lexical proficiency, development, and writing quality. The Modern Language Journal, 102(1), 120-141.
Kiramba, L. K., & Oloo, J. A. (2020). Identity negotiation in multilingual contexts: A narrative inquiry into experiences of an African immigrant high school student. Teachers College Record, 122(13).
Kiwan, Leticia, "Writing Instruction for Multilingual Learners" (2022). Dissertations. 435. https://digitalcommons.umassglobal.edu/edd_dissertations/435
Kondal, B., & Tilwani, S. A. (2021). Developing ESL Writing Skills through the Cooperative Language Learning Approach. TESOL International Journal, 16(4.3).
Kyle, K., & Crossley, S. (2016). The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34, 12-24.
Laufer, B. (1994). The lexical profile of second language writing: Does it change over time?. RELC journal, 25(2), 21-33.
Laufer, B., & Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language learning, 61(2), 647-672.
Leki, I., Cumming, A., & Silva, T. (2010). A synthesis of research on second language writing in English. Routledge.
Li, J. (2021). Examining EFL learners’ source text use in summary writing. Language Teaching Research, 13621688211055887.
Lin, V., Liu, G. Z., Lin, H. C. K., Lin, Y. H., & Hsieh, M. C. (2021). The design and evaluation of a multimodal ubiquitous learning application for EFL writers. Digital Creativity, 1-20.
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International journal of corpus linguistics, 15(4), 474-496.
Lu, X., & Kim, S. (2021). A systemic review of collaborative writing implementation in K-12 second langauge classrooms. TEFLIN Journal, 32(1), 50-71.
Maamuujav, U. (2020). Syntactic and Lexical Features of Adolescent Multilingual Writers' Essays: What Do Their Essays Tell Us?. In 2020 conference of the American Association for Applied Linguistics (AAAL). AAAL.
Maamuujav, U. (2022). Unpacking Adolescent Writers’ Texts: A Systematic Investigation of the Language Features in the Academic Writing of Linguistically Diverse Students (Doctoral dissertation, UC Irvine).
Maamuujav, U., Krishnan, J., & Collins, P. (2020). The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal, 11(2), e484.
Maamuujav, U., & Olson, C. B. (2018). Meeting the Linguistic Needs of Adolescent Multilingual Writers for Academic Writing. The TESOL Encyclopedia of English Language Teaching, 1-7.
Moody, S. M., Eslami, Z. R., & Kuo, L. J. (2022). Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences. The New Educator, 1-22.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. Tesl-Ej, 6(2), 1-20.
Nakamaru, S. (2010). Lexical issues in writing center tutorials with international and US-educated multilingual writers. Journal of Second Language Writing, 19(2), 95-113.
Olson, C. B., Kim, J. S., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D. A., ... & Land, R. E. (2012). Enhancing the interpretive reading and analytical writing of mainstreamed English learners in secondary school: Results from a randomized field trial using a cognitive strategies approach. American Educational Research Journal, 49(2), 323-355.
Pacheco, M. B., Smith, B. E., Deig, A., & Amgott, N. A. (2021). Scaffolding Multimodal Composition With Emergent Bilingual Students. Journal of Literacy Research, 1086296X211010888.
Polio, C. G. (1997). Measures of linguistic accuracy in second language writing research. Language learning, 47(1), 101-143.
Prada, J. (2022). Articulating Translanguaging as Pedagogy of Empowerment for Racialized, LanguageMinoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling. TESL Canada Journal, 38(2), 171-185.
Roesler, M. K. (2022). Supporting English Language Learners: Preparing content area teachers to promote academic achievement among culturally and linguistically diverse learner populations. Culminating Experience Projects. 122. https://scholarworks.gvsu.edu/gradprojects/122/
Rowe, L. W. (2022). Google Translate and Biliterate Composing: Second‐Graders' Use of Digital Translation Tools to Support Bilingual Writing. TESOL Quarterly.
Rubio, F., & Rubio, L. Writing Development in a Dual Language Immersion Program.
Seglem, R., & Garcia, A. Multiliteracies in Classrooms. Oxford Research Encyclopedia of Education. Retrieved 28 Jul. 2022, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1803.
Silva, T., & Matsuda, P. K. (Eds.). (2012). On second language writing. Routledge.
Silverman, R. D., Coker, D., Proctor, C. P., Harring, J., Piantedosi, K. W., & Hartranft, A. M. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. The Elementary School Journal, 116(1), 103-125.
Singh, A. K. J., & Harun, R. N. S. R. (2021). Peer instruction in a flipped learning environment: Examining ESL students' participation in writing argumentative essays. JEELS (Journal of English Education and Linguistics Studies), 8(1), 69-96.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language learning, 62(1), 1-41.
Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.
Voda, E. (2021). They Lived It: A Phenomenological Study of the Lived Experiences of Immigrant Students at an English as a Second Language High School (Doctoral dissertation, Northcentral University).
Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. Feedback in second language writing: Contexts and issues, 105-122.
Williams, J. (2012). The potential role (s) of writing in second language development. Journal of Second Language Writing, 21(4), 321-331.
Winlund, A. (2021). Writing practices of recently immigrated adolescent emergent writers: A study from a language introductory school in Sweden. Journal of Second Language Writing, 100794.
Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing, 11(1), 7-28.www.sciencedirect.com/science/article/pii/S1060374301000510
Yount, K. S. (2022). Dual language writing assessment and analysis for upper elementary Spanish-speaking English Language Learners (Doctoral dissertation, Middle Tennessee State University).
Balderas, M. B. S., Hamm-Rodríguez, M., Schwarz, V. S., & Gort, M. (2022). Resisting High-Stakes Educational Reform through Genre Writing in a Multilingual Classroom. Language Arts, 99(3), 179-191.
Bitchener, J., & Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Camping, A. B. (2021). Writing Motivation and Writing Performance of Culturally and Linguistically Diverse Elementary School Students (Doctoral dissertation, Arizona State University).
Carlisle, R. S. (1989). The writing of Anglo and Hispanic elementary school students in bilingual, submersion, and regular programs. Studies in Second Language Acquisition, 11(3), 257-280.
Cavazos, A. G. (2022). Exploring translanguaging events through a multilingual writing course design. Language, Culture and Curriculum, 1-14. Chicago
Chambers, D. An interdisciplinary approach to language learning through community engagement.
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.
Collins, P., Tate, T. P., won Lee, J., Krishnan, J. A., & Warschauer, M. (2021). A multi-dimensional examination of adolescent writing: considering the writer, genre and task demands. Reading and Writing, 1-23.
Connor, U., Connor, U. M., & Long, M. H. (1996). Contrastive rhetoric: Cross-cultural aspects of second language writing. Cambridge University Press.
Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32, 1-16.
Crossley, S. A., & McNamara, D. S. (2011). Understanding expert ratings of essay quality: Coh-Metrix analyses of first and second language writing. International Journal of Continuing Engineering Education and Life Long Learning, 21(2-3), 170-191.
Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35(2), 115-135.
Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26, 66-79.
Crosson, A. C., & Silverman, R. D. (2021). Impact of COVID‐19 on Early Literacy Instruction for Emergent Bilinguals. Reading Research Quarterly.
Cumming, A. (1989). Writing expertise and second‐language proficiency. Language learning, 39(1), 81-135.
Cumming, A. (2001). Learning to write in a second language: Two decades of research. International journal of English studies, 1(2), 1-23.
Cushing, I. (2020). Language Rights and Social Justice in the Classroom. American Speech: A Quarterly of Linguistic Usage, 95(4), 524-529.
Daud, N. S. M., Daud, N. M., & Kassim, N. L. A. (2016). Second language writing anxiety: Cause or effect?. Malaysian journal of ELT research, 1(1), 19.
De Los RÍOS, C. V., Seltzer, K., & Molina, A. (2021). ‘Juntos Somos Fuertes’: Writing Participatory Corridos of Solidarity through a Critical Translingual Approach. Applied Linguistics.
Durgunoğlu, A. Y., Mir, M., & Ariño-Marti, S. (2002). The relationships between bilingual children’s reading and writing in their two languages. In New directions for research in L2 writing (pp. 81-100). Springer, Dordrecht.
Edwards, J. H., & Liu, J. (2018). Peer response in second language writing classrooms. University of Michigan Press.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in second Language acquisition, 26(1), 59-84.
Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445-463.
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201.
Ferris, D. (2021). Implications of SLA-Oriented Research for the Teaching of L2 Writing. In The Routledge Handbook of Second Language Acquisition and Writing (pp. 385-393). Routledge.
Freeman, Y. S., & Freeman, D. E. (2006). Teaching reading and writing in Spanish and English in bilingual and dual language classrooms. Portsmouth, NH: Heinemann.
Galloway, E. P., Hsin, L. B., Jensen, B., LaRusso, M. D., Hong, M. K., & Mankowski, K. (2021). Examining the role of learner and classroom characteristics in the later language learning of Latinx youth and their classmates. Journal of Applied Developmental Psychology, 77, 101353.
Gort, M., & Hamm‐Rodríguez, M. Centering Language and Communicative Purpose in Writing Instruction for Bi/Multilingual Learners. The Reading Teacher.
Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18(3), 218-238.
Guo, Q., Kim, Y. S. G., Liu, Y., Peng, Y., Sun, W., Wang, Y., & Yang, L. (2020). The effects of a summer reading program for migrant children in migrant schools: First-year results from a randomized experiment. Asia Pacific Education Review, 1-16.
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of second language writing, 11(4), 329-350.
Hyland, F. (2010). Future directions in feedback on second language writing: Overview and research agenda. International Journal of English Studies, 10(2), 171-182.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press.
Hyland, K. (2019). Second language writing. Cambridge university press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students' writing. Language teaching, 39(2), 83-101.
Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in second language writing: Contexts and issues. Cambridge university press.
Jo, C. W. (2021). Mapping adolescent literacy across L1 backgrounds: Linguistic and discourse features as predictors of persuasive essay quality. System, 102698.
Jones, L. D., & de Oliveira, L. C. (2022). Collaborative Writing with Young Multilingual Learners. Journal of English Learner Education, 14(1), 2. Retrieved from https://stars.library.ucf.edu/jele/vol14/iss1/2
Kasch, H. (2021, October). Inclusive Multimodal Designs in Language Classroom: Three Empirical Studies. In ECEL 2021 20th European Conference on e-Learning (p. 240). Academic Conferences International limited.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109.
Kim, J. S., Olson, C. B., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D., ... & Land, R. E. (2011). A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to 12. Journal of Research on Educational Effectiveness, 4(3), 231-263.
Kim, M., Crossley, S. A., & Kyle, K. (2018). Lexical sophistication as a multidimensional phenomenon: Relations to second language lexical proficiency, development, and writing quality. The Modern Language Journal, 102(1), 120-141.
Kiramba, L. K., & Oloo, J. A. (2020). Identity negotiation in multilingual contexts: A narrative inquiry into experiences of an African immigrant high school student. Teachers College Record, 122(13).
Kiwan, Leticia, "Writing Instruction for Multilingual Learners" (2022). Dissertations. 435. https://digitalcommons.umassglobal.edu/edd_dissertations/435
Kondal, B., & Tilwani, S. A. (2021). Developing ESL Writing Skills through the Cooperative Language Learning Approach. TESOL International Journal, 16(4.3).
Kyle, K., & Crossley, S. (2016). The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34, 12-24.
Laufer, B. (1994). The lexical profile of second language writing: Does it change over time?. RELC journal, 25(2), 21-33.
Laufer, B., & Waldman, T. (2011). Verb‐noun collocations in second language writing: A corpus analysis of learners’ English. Language learning, 61(2), 647-672.
Leki, I., Cumming, A., & Silva, T. (2010). A synthesis of research on second language writing in English. Routledge.
Li, J. (2021). Examining EFL learners’ source text use in summary writing. Language Teaching Research, 13621688211055887.
Lin, V., Liu, G. Z., Lin, H. C. K., Lin, Y. H., & Hsieh, M. C. (2021). The design and evaluation of a multimodal ubiquitous learning application for EFL writers. Digital Creativity, 1-20.
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International journal of corpus linguistics, 15(4), 474-496.
Lu, X., & Kim, S. (2021). A systemic review of collaborative writing implementation in K-12 second langauge classrooms. TEFLIN Journal, 32(1), 50-71.
Maamuujav, U. (2020). Syntactic and Lexical Features of Adolescent Multilingual Writers' Essays: What Do Their Essays Tell Us?. In 2020 conference of the American Association for Applied Linguistics (AAAL). AAAL.
Maamuujav, U. (2022). Unpacking Adolescent Writers’ Texts: A Systematic Investigation of the Language Features in the Academic Writing of Linguistically Diverse Students (Doctoral dissertation, UC Irvine).
Maamuujav, U., Krishnan, J., & Collins, P. (2020). The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal, 11(2), e484.
Maamuujav, U., & Olson, C. B. (2018). Meeting the Linguistic Needs of Adolescent Multilingual Writers for Academic Writing. The TESOL Encyclopedia of English Language Teaching, 1-7.
Moody, S. M., Eslami, Z. R., & Kuo, L. J. (2022). Core Practices Within Second Language Writing Instruction: A Case Study of Clinical Teaching Experiences. The New Educator, 1-22.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. Tesl-Ej, 6(2), 1-20.
Nakamaru, S. (2010). Lexical issues in writing center tutorials with international and US-educated multilingual writers. Journal of Second Language Writing, 19(2), 95-113.
Olson, C. B., Kim, J. S., Scarcella, R., Kramer, J., Pearson, M., van Dyk, D. A., ... & Land, R. E. (2012). Enhancing the interpretive reading and analytical writing of mainstreamed English learners in secondary school: Results from a randomized field trial using a cognitive strategies approach. American Educational Research Journal, 49(2), 323-355.
Pacheco, M. B., Smith, B. E., Deig, A., & Amgott, N. A. (2021). Scaffolding Multimodal Composition With Emergent Bilingual Students. Journal of Literacy Research, 1086296X211010888.
Polio, C. G. (1997). Measures of linguistic accuracy in second language writing research. Language learning, 47(1), 101-143.
Prada, J. (2022). Articulating Translanguaging as Pedagogy of Empowerment for Racialized, LanguageMinoritized Bilinguals: From Concepto to Proyecto through Digital Storytelling. TESL Canada Journal, 38(2), 171-185.
Roesler, M. K. (2022). Supporting English Language Learners: Preparing content area teachers to promote academic achievement among culturally and linguistically diverse learner populations. Culminating Experience Projects. 122. https://scholarworks.gvsu.edu/gradprojects/122/
Rowe, L. W. (2022). Google Translate and Biliterate Composing: Second‐Graders' Use of Digital Translation Tools to Support Bilingual Writing. TESOL Quarterly.
Rubio, F., & Rubio, L. Writing Development in a Dual Language Immersion Program.
Seglem, R., & Garcia, A. Multiliteracies in Classrooms. Oxford Research Encyclopedia of Education. Retrieved 28 Jul. 2022, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1803.
Silva, T., & Matsuda, P. K. (Eds.). (2012). On second language writing. Routledge.
Silverman, R. D., Coker, D., Proctor, C. P., Harring, J., Piantedosi, K. W., & Hartranft, A. M. (2015). The relationship between language skills and writing outcomes for linguistically diverse students in upper elementary school. The Elementary School Journal, 116(1), 103-125.
Singh, A. K. J., & Harun, R. N. S. R. (2021). Peer instruction in a flipped learning environment: Examining ESL students' participation in writing argumentative essays. JEELS (Journal of English Education and Linguistics Studies), 8(1), 69-96.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in second language writing. Language learning, 62(1), 1-41.
Velasco, P., & García, O. (2014). Translanguaging and the writing of bilingual learners. Bilingual Research Journal, 37(1), 6-23.
Voda, E. (2021). They Lived It: A Phenomenological Study of the Lived Experiences of Immigrant Students at an English as a Second Language High School (Doctoral dissertation, Northcentral University).
Ware, P. D., & Warschauer, M. (2006). Electronic feedback and second language writing. Feedback in second language writing: Contexts and issues, 105-122.
Williams, J. (2012). The potential role (s) of writing in second language development. Journal of Second Language Writing, 21(4), 321-331.
Winlund, A. (2021). Writing practices of recently immigrated adolescent emergent writers: A study from a language introductory school in Sweden. Journal of Second Language Writing, 100794.
Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing, 11(1), 7-28.www.sciencedirect.com/science/article/pii/S1060374301000510
Yount, K. S. (2022). Dual language writing assessment and analysis for upper elementary Spanish-speaking English Language Learners (Doctoral dissertation, Middle Tennessee State University).
