Effective language policy for culturally responsive writing strategies and practices in Puerto Rican secondary schools

Abstract

This paper examines bilingual and multilingual language practices and policies geared to the development of EFL students’ written language skills in the Puerto Rican public school system at the secondary level. In second and foreign-language learning contexts, writing can be considered one of the more complex skills to develop, particularly at the high school level. This paper explores the linguistic aspects and complexities that impact writing proficiency, and how these aspects intersect with bilingual and multilingual language practices and policies in an L2/FL learning context. Additionally, the paper addresses relevant language policies and strategies that can be implemented to support EFL students' writing proficiency in an EFL context, such as the one in secondary Puerto Rican schools. Findings suggest that focusing on language-as-resource, a bottom-up approach to language policy, and considering the local context contribute to more effective language policies and strategies for enhancing EFL students' written language skills. This investigation encourages policymakers and researchers to include classroom practitioners, such as high school teachers, students, parents, and other community members, to contribute to discussions that lead to changes in language policy at the classroom level. Ultimately, this study encourages more inclusive and culturally responsive practices and policies to be enacted in the secondary EFL classrooms of Puerto Rico.