With increasing and higher standards set by the National Assessment of Educational Progress (NAEP), the No Child Left Behind Act (NCLB), and changes in the SAT writing assessment, students are required to show proficiency using a variety of writing styles both in school and eventually the workplace. Yet as the ESL field has focused more on oral language and language structures rather than writing proficiency, ELLs — and their instructors — are often unprepared to successfully complete intensive writing assessments. As a result, the authors of the report argue that there is a need to pinpoint and understand a knowledge base for teaching writing to adolescent ELLs.
Fogelman, C., Harrington, M., Kenney, E., Pacheco, M., Panofsky, C., Santos, J., et al. (2005). Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards on Writing. Providence, RI: The Education Alliance at Brown University.