FANFICTION & WRITING ENGAGEMENT FOR LINGUSITICALLY DIVERSE STUDENTS.

Linguistically diverse students are often def ined as students for whom English is not the primary oral language. Studies focusing on fanf iction writing with this population of student has supported fanf iction as being benef icial for students' acquisition of English language and writing. This article explores fanf iction writing's potential for supporting a broader def inition of linguistically diverse students: traditional English learners, students on the autism spectrum, and Deaf and hard-of-hearing students. While these three categories of learner do not encompass all students who may be considered linguistically diverse, this analysis explores the literature related to the language and writing needs of each of the three student categories, promising practices for writing instruction for each, and how these align with literature on fanf iction writing. [ABSTRACT FROM AUTHOR]