LSHSS Article The Interface of Language Proficiency and Identity: A Profile Analysis of Bilingual Adolescents and Their Writing Robin L. Danzak a Purpose: The purpose of this study was to explore how adolescent English language learners’ ( ELLs’) language and literacy experiences impacted their identities as bilingual writers. Method: Six students were randomly selected from a group of 20 Spanish-speaking ELLs, ages 11–14, who participated in a larger, mixed-methods study on bilingual writing (see Danzak, 2011). The participants produced 10 written journal entries in their language of choice ( English, Spanish, or both) and were interviewed. Qualitative analyses were applied to the partici- pants’ writing and interviews, both individually and cross-case. Findings were integrated to some extent with the outcomes of quantitative measures applied to the students’ writing. Results: Three patterns emerged: ethnic differences, language discrimination, and language preference. Also, the students’ self-identification as monolingual or bilingual was reflected in their attitudes toward language learning and their outcomes on writing measures. Three portraits of emerging bilingual writers are discussed: struggling emerging, dominant emerging, and balanced emerging. Language and literacy learning strategies are recommended for each. Conclusions: Qualitative profiles of adolescent ELLs offer an understanding of students’ experiences and identities that augments information provided by quantitative writing mea- sures. Additionally, a mixed-methods profile analysis may aid in the identification of adolescent ELLs who may be struggling with undiagnosed language learning disabilities. Key Words: English language learner, bilingual writing, adolescent literacy, literacy learning strategies, qualitative methods During the final week of writing for our bilingual autobiography project, I beg Manuel, a tall, soft-spoken 8th-grade boy from Mexico, to keep working. “ No puedo más ” (I can’t anymore), he tells me. Manuel, like the other students in his English for Speakers of Other Languages ( ESOL) class, had spent the past 3 weeks composing 15 autobiographical, narrative and expository writing samples on various topics. I attempt to encourage him. “Come on, Manuel. You can do it. We only have three more topics to write. Just today, tomorrow, and the next day, and we’ll be done, I promise. ” Two days later, Manuel handed me his final text for the project, handwritten in Spanish, with a satisfied smile and a sigh of relief. “ You told me I could do it and I did it, ” he exclaimed (in Spanish). For this particular personal reflection, Manuel had composed nearly a full page on the topic, “ Three wishes, ” which proved to be a highly engaging prompt for the students in this class of 7th- and 8th-grade English language learners ( ELLs). Manuel’ s text began, “ Si yo tubiera una barita magica quisiera que volviera anaser ” 1 (If I had a magic wand I would want to be born again). A dolescent ELLs indeed experience a sort of rebirth as they face the social and academic challenges involved in acquiring English and acculturating to U.S. middle or high school life. These students do “ double the work ” (Short & Fitzsimmons, 2007, p. 1) of their na- tive English-speaking peers, learning a new language while a University of South Florida Sarasota–Manatee Correspondence to Robin L. Danzak: rdanzak@sar.usf.edu Editor: Marilyn Nippold Associate Editor: Jeannene Ward-Lonergan Received March 11, 2010 Revision received July 2, 2010 Accepted January 7, 2011 DOI: 10.1044/0161-1461(2011/10-0015) 1 Segments from the participating students’ writing, in both English and Spanish, are quoted verbatim, including errors. The English translations do not attempt to reproduce errors. LANGUAGE,SPEECH, AND HEARING SERVICES IN SCHOOLS • Vol. 42 • 506–519 • October 2011 * American Speech-Language-Hearing Association 506