This study investigates the spelling strategies that four primary ESL students, three Spanish and one Italian, use when spelling words in dictation format and when they are writing stories. The students are interviewed about their perceptions of their spelling strategies and their understanding of spelling instruction. Spelling patterns emerge and these patterns are discussed in relation to what we know about spelling with L1 and L2 students. The findings reveal that ESL students use many of the same strategies that L1 students use when they spell words. The ESL students sound out words, remember seeing words previously and write words according to how they hear them. They indicate that they seek help from those around them (e.g., teacher and parent) and that they use resources in the environment (e.g., signs and books) to help them spell words. In addition, some students indicate that they use their knowledge about their first language to spell words in English. Although not all students verbalize that they use their first language to assist them, their spelling does show patterns of first language influence.
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