Abstract

The purpose of this study was to introduce ELLs (English Language Learners) to

creative and narrative writing tools to examine and develop their personal identities in an English

writing context and to answer; How might lessons in narrative writing shape L2 and writer

identity in ELLs? I have chosen to attempt to answer this question within the context of the

borderlands of the university within which I find myself, between its working and studying class;

and to examine how each responds. It was conducted as three case studies of ELLs at USD; two

dining services employees, and one law student. During both phases of this research, I met with

the three participants for one-on-one discussions and narrative writing support. Students

maintained personal journals and practiced creative writing within a supportive environment.

This study was influenced by belief in the value of balanced academic and personal writing,

hyphenated language identity, and learning in a safe community environment.