Second Language Writing in Elementary Classrooms focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers' needs.

Gloria Anzaldúa writes about individuals who are composed of many cultures and ethnicities (p. 37). Her concept of choosing to live on Borderlands to embrace all the differences in oneself, is the foundation of my research. My project focuses and explores one of the many borderlands of Latino students. Theorist have spoken about code-meshing, bilingualism and dual identities, but have not tied these specifically to the idea that these occur because individuals live on a Borderland where different languages meet or different selves meet (see Young et al., 2014; Clark, 2012; Anzaldúa, 1999). Therefore, I investigate how Bilingual students' dual language, dual rhetoric, and dual "cultural thought patterns," (Kaplan, 1966) create a Composition Borderland in academia, where an activity system also takes place. English and Spanish Composition genre sets allow students on the borderland to use both uniquely. The activity system consists of dual rhetorical structures that give individuals many possible applications. The Composition Borderland rhetorical structures and strategies can be uptaken to write in both genres; to translate composition rhetorical structures; and educators can "generalize" (Wardle, 2007, p. 67) genre sets to understand and diagnose misused rhetoric and grammar by bilingual students.