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This qualitative case study compares two letter-writing tasks completed in U.S. high school science courses, using ethnographic interviews with MLEs and a science teacher plus student writing samples. Findings reveal differences and similarities in situational contexts, shaping functional clause and noun-phrase choices. Practical implications support register awareness and targeted support for multilingual writers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-the-situational-contexts-and-language-use-in-multilingual-writing-for-teacher-capacity-building/582216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-the-situational-contexts-and-language-use-in-multilingual-writing-for-teacher-capacity-building/582216.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on multilingual writing?","Question",{"text":112,"@type":113},"To analyze the situational contexts of two high school science writing assignments and the language MLEs use to accomplish communicative goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method and data sources does the study use?",{"text":117,"@type":113},"A qualitative case study approach with ethnographic interviews (MLEs and a science teacher) and student writing samples from refugee-background MLEs.",{"name":119,"@type":110,"acceptedAnswer":120},"How do situational contexts affect linguistic choices in the writing tasks?",{"text":121,"@type":113},"Differences in communicative purposes, teacher expectations, and participant interactions lead to distinct writing processes and distinct use of clauses and noun phrases for functional reasons.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582216,1792655795,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Examining the situational contexts and language use in multilingual writing for teacher capacity building  \nAli Yaylali Eastern Kentucky University, United States  \nAbstract  \nAnalyzing student writing samples situationally and linguistically allows teachers to better grasp the registers of secondary writing and the experiences of multilingual learners of English (MLE). Using a qualitative case study methodology, this study aims to demonstrate how to analyze the situational contexts and language use in MLE writing by comparing two different letter writing tasks completed in U.S. high school science courses. The data sources included ethnographic interviews with MLEs and their science teacher, and student writing samples from refugee-background MLEs. The results indicate similarities and differences in the situational contexts of the two writing tasks, leading to the use of clauses and noun phrases for different functional reasons. Specifically, variations in communicative purposes, teacher expectations, and interactions among the participants resulted in distinct writing processes and experiences. The study provides insights into how  \nCorrespondence  \nAli Yaylali  \n[ali.yaylali@eku.edu](ali.yaylali@eku.edu)  \nPublication  \nReceived: 22 July 2025  \nRevision: 22 October 2025  \nAccepted: 28 October 2025  \nPublished: 27 November 2025  \nCopyright  \n©2025 TESOL in Context  \nThis work is licensed under a Creative Commons Attribution – ShareAlike 4.0 International License.  \nMLEs functionally employed clausal and phrasal linguistic features to achieve their writing goals. The study offers practical implications for teachers and teacher educators to develop register awareness and enhance support for multilingual writers across content areas.  \nKeywords: Linguistic analysis; multilingual writing; register; science; secondary science; situational analysis.  \nIntroduction  \nOver the past several decades, the contextual interpretation of writing has been recognized as vital to understanding the functional relationship between texts and situational contexts (Biber & Conrad, 2019; Brown & Fraser, 1979; Chin, 1994; Halliday, 1978; Michaels, 1987) . While a linguistic analysis of written texts provides insights into language use, examining the writing context holistically helps categorize text types and writing expectations. In writing assignments, how a teacher designs and frames the purpose of an assignment to multilingual learners of English (MLEs) influences students’ understanding of what goes into the writing and how it should be written. Some studies have also adopted an ecological perspective on classroom writing and examined other classroom dynamics in writing situations such as student-teacher conferences and first language use (Kibler, 2013, 2019) . Besides assignment design and contextual characteristics that impinge upon writing, Michaels (1987) argued that writing is also influenced by institutional and external forces such as training on writing and testing policies. These external factors intersect with the specialized literacy practices in subject areas, which further affect the ways of writing (Moje, 2015; Shanahan & Shanahan, 2008) .  \nDespite a clear scholarly focus on multilingual writing in K-12 contexts, few studies have employed a systematic approach to examine the context of secondary school writing. To address this need, Biber and Conrad’s (2019) Register Functional (RF) approach offers an analytic lens and structured framework to examine how situational context influences writing produced by multilingual writers. While this approach has primarily been applied to higher education writing contexts, often through corpus-based analysis of writing, it remains underutilized in secondary writing research and practice.  \nBuilding on the RF approach as an analytical tool, the primary goal of this article is to analyze situational contexts of two science writing assignments completed in high school science coursesand the lang","cbCaimHxXpva4111","https://ap.wps.com/l/cbCaimHxXpva4111","pdf",341416,27,"English","# Abstract\n# Introduction\n# Situational contexts and linguistic features of registers","[{\"question\":\"What is the main purpose of the study on multilingual writing?\",\"answer\":\"To analyze the situational contexts of two high school science writing assignments and the language MLEs use to accomplish communicative goals.\"},{\"question\":\"What research method and data sources does the study use?\",\"answer\":\"A qualitative case study approach with ethnographic interviews (MLEs and a science teacher) and student writing samples from refugee-background MLEs.\"},{\"question\":\"How do situational contexts affect linguistic choices in the writing tasks?\",\"answer\":\"Differences in communicative purposes, teacher expectations, and participant interactions lead to distinct writing processes and distinct use of clauses and noun phrases for functional reasons.\"}]","Examining the situational contexts and language use in multilingual writing for teacher capacity building | PDF",1792042841,68]