Multilingualism as a Writing Resource

Abstract

Running counter to prevailing monolingual instruction practices, a multilingualism‐as‐a‐writing‐resource orientation views the development of writing expertise as closely interdependent across languages and encourages multilingual writers to shuttle across languages, modalities, and communities by drawing on their entire linguistic repertoires as a resource for composing. Empirical and theoretical support for this orientation arises from research at the intersection of bilingual education, multilingualism, literacy, and second language writing studies. To be successful, pedagogical implementation must go beyond instructional strategies in the classroom and also assess possibilities and enact changes at the curricular and institutional levels in specific contexts.

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