Abstract

This research is part of a descriptive study of bilingual, Spanish-English, writing for recommending literary texts in high school level at Escuela Nacional Preparatoria in Mexico City. The purpose is specifying a methodology to promote bilingual written production of six students in a workshop in the language resource center, by means of multiple printed, digital and online resources. It includes counseling, writing agreements and a blog with sections for revision, feedback, text editing, as well as manuals and questionnaires for consulting, translating and language usages. Emphasis was focused on activities to promote students' self-regulation on performance and reflection on bilingual writing. Results include considerations, preferences, and the ways to deal with difficulties, mainly, decontextualized practices with translators and text processors. Benefits and limitations of this methodology are considered for personal and online consulting, multimedia resources, interactions and possible adaptations of the proposal.

Keywords

bilingual writing, intertextuality, online interactivity, high school, multimedia resources, counseling