ABSTRACT
This chapter revisits a study conducted a decade ago. It reexamines and critiques the theoretical framework used, the research questions asked, and the data-collection techniques used. It critique the constructivist framework used in the research reported. In terms of a writing curriculum and writing instruction for young children, learners engaged in a significant amount of writing daily, although they had not previously studied the conventions of written language in discrete lessons. In terms of strategies, the children clearly used what they already knew about writing alphabetically in Spanish, Spanish orthography and Spanish phonics, and about word boundaries and orientation to assist them in writing English. The focus was on the children and their decisions to use English and on the strategies the children used to construct written English. Adding on a sociocultural lens also means that the data collection in this study needs to be reexamined.
