How refugee background writers develop English proficiency: Focused coding results of a constructivist grounded theory study

Abstract

Using a sociolinguistic approach to examine writing practices within a refugee family, this study highlights features of second language learning during resettlement. It examines what defines the process of L2 development for refugee background writers learning to write in English and their writing process over time. After only a few months in the U.S., prominent features of their writing included: modeling —imitating and copying; capturing speech—writing to learn pronunciation and writing based on speech; capturing meaning—getting the general idea; adjusting—adapting language to circumstances; sociolinguistic bridging—using first language writing knowledge to develop second language writing skills; sense-making— reasoning through steps for a deeper understanding; pursuing fluency— showing a vested interest in learning English by proactively practicing skills. These findings favor writing instruction with scaffolded challenging content over traditional genre instruction. However, such instruction should leverage a range of skills from both languages.