Using a sociolinguistic approach to examine writing practices within a refugee family, this study highlights features of second language learning during resettlement. It examines what defines the process of L2 development for refugee background writers learning to write in English and their writing process over time. After only a few months in the U.S., prominent features of their writing included: —imitating and copying; —writing to learn pronunciation and writing based on speech; —getting the general idea; —adapting language to circumstances; —using first language writing knowledge to develop second language writing skills; — reasoning through steps for a deeper understanding— showing a vested interest in learning English by proactively practicing skills. These findings favor writing instruction with scaffolded challenging content over traditional genre instruction. However, such instruction should leverage a range of skills from both languages.

中文翻译：

---

难民背景作家如何提高英语水平：建构主义扎根理论研究的重点编码结果

这项研究使用社会语言学方法来检查难民家庭内的写作实践，突出了重新安置期间第二语言学习的特征。它研究了难民背景作家学习英语写作的第二语言发展过程的定义以及他们随着时间的推移的写作过程。来美仅几个月，他们的写作就呈现出突出的特点： ——模仿、抄袭； ——通过写作来学习发音和基于语音的写作； ——获得总体思路； ——根据具体情况调整语言； ——利用第一语言写作知识来培养第二语言写作技能； — 通过步骤进行推理以加深理解 — 通过主动练习技能来表现出对学习英语的既得兴趣。与传统体裁教学相比，这些发现更倾向于采用具有挑战性内容的写作教学。然而，这种教学应该利用两种语言的一系列技能。