The purpose of the present article is to shed light on the L2 writing practices of three students with emergent literacy at a Swedish language introductory school, where the students learn Swedish, develop alphabetic print literacy and prepare for further education. The research questions guiding the analysis are: What are the different ways that the students engage in analyzed writing practices? What are the students’ challenges and assets in relation to these activities? Throughout the study, literacy is viewed as a complex set of social and interactive practices. The theoretical framework of Luke and Freebody’s four resources model (1990) is used in order to analyze a comprehensive set of data collected over a oneyear period, which includes field notes, audio recordings of classroom interactions, students’ written material and interviews with students. The findings indicate that all three students seem motivated to learn, but that they engage in the L2 writing practices in different ways, according to their individual challenges and assets. They have in common that their writing often depends on the model texts written by the teacher, and shared experiences, such as field trips and interactions in the classroom, constitute the basis for the development of written text.

本文的目的是要阐明瑞典语入门学校中三名具备读写素养的学生的L2写作习惯，在那里学生将学习瑞典语，发展字母印刷素养并为接受进一步的教育做准备。指导分析的研究问题是：学生从事分析写作实践的不同方式是什么？与这些活动相关的学生面临的挑战和资产是什么？在整个研究过程中，识字被视为一组复杂的社交和互动实践。使用卢克和弗里德伯（Luke and Freebody）的四种资源模型（1990）的理论框架来分析在一年期间收集的一整套数据，其中包括现场笔记，课堂互动的录音，学生的书面材料和对学生的访谈。调查结果表明，这三名学生似乎都有学习的动力，但他们根据个人的挑战和资产以不同的方式参与了L2写作练习。他们的共同点是，他们的写作通常取决于老师撰写的示范课本，而共享的经验（例如实地考察和课堂互动）构成了发展书面课文的基础。