Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-Illiteracy or Emerging Biliteracy?.

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Changing teachers’ perceptions about the writing abilities of emerging bilingual students: towards a holistic bilingual perspective on writing assessment (2012, unknown): “Previous research on the assessment of emerging bilingual children’s writing (Escamilla 2006; Escamilla and Coady 2001) found that teacher perceptions have been heavily influenced by parallel monolingual frameworks and monolingual assessment rubrics, both of which have exacerbated deficit notions…”
Code-Switching Patterns in the Writing-Related Talk of Young Emergent Bilinguals (2012, result): “The findings are congruent with other studies that suggest that for young bilinguals, biliteracy is emerging in ways that are not commonly recognized in most school contexts (Escamilla, 2006; Gort, 2006, 2008, 2011; Kenner, 2004).”
Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
Handbook of Research in Second Language Teaching and Learning : Volume 2 (2011, background): “Escamilla (2006) argues that bilingual students have rich background knowledge, but teachers do not tap into it for writing.”