This study analyzed the grammatical control of verbs exercised by 145 monolingual English and Generation 1.5 bilingual developmental writers in narrative essays using quantitative and qualitative methods. Generation 1.5 students made more errors than their monolingual peers in each category investigated, albeit in only 2 categories was the…

This article presents a pedagogical practice for noticing and negotiating error in a multilingual classroom. Two examples from a classroom are compared to demonstrate the importance of "noticing" in the context of translingual pedagogy. The author's first example offers an attempt to negotiate an error with a multilingual writer without…

Developmental composition courses serve a sizable and growing number of Generation 1.5 students, or long-term U.S. resident language learners, and it is believed that language challenges may be part of Generation 1.5 writers' difficulty in controlling the academic register. The current study investigates possible similarities and differences…

In the tradition of work by Shaughnessy (1977) and Bartholomae (1980) applying concepts from second language acquisition research to developing writing, we explore the commonalities of L1 and L2 writers on the specific level of linguistic choices needed to order information within and across sentence boundaries. We propose that many of the kinds…

This article discusses how amusing mistakes can make for serious language instruction. The notion that close analysis of language errors can yield insight into how one thinks and learns seems fundamentally obvious. Yet until relatively recently, language errors were primarily treated as indicators of learner deficiency rather than opportunities to…