Teaching Spanish Writing to Bilingual College Students

Abstract

Three approaches to Spanish language instruction for bilingual college students are briefly considered and opportunities for learning to write in Spanish are examined in light of recent work concerning writing modes and writing instruction. Two textbooks reflecting the comprehensive approach to Spanish language development are analyzed in terms of writing assignments; in particular, what the assignments accomplish and who they are for. The paper concludes with a call for further research and for a student-oriented definition of Spanish writing instruction.