ABSTRACT
This chapter analyzes the development of academic writing in Spanish as a native minority language in a bilingual context from the perspective of systemic functional linguistics (SFL). This project is part of a longitudinal study that examines written texts of Latino college students in opinion essays (expository texts) during 1 academic year (three quarters) in a program of Spanish for Native Speakers. The students in this program are second-generation immigrants who are the first in their families to access higher education. The Spanish for Native Speakers program aims to develop academic proficiency in oral and written modes using a Freirian and process-writing oriented methodology (multiple version assignments, peer editing, tutors). The longitudinal study attempts to discover the extent to which Latino college students develop full control of literate language.
