Margarita Huerta (Early Childhood, Multilingual & Special Education) and Tiberio Garza (Educational Psychology & Higher Education) published "" in . Findings include an overall validation of writing-to-learn theories in science learning contexts as well as notable differences between articles containing studies that include English language learners (ELLs) and articles that do not include ELLs, such as a general lack of depth in terms of description, analysis, and rigor on writing with ELLs in the science classroom. The article provides future directions for research and practice concerned with writing science for ELLs.
