The extant research literature on emergent bilingual spelling focuses on developmental patterns and the interference of first language with second language. The purpose of this article is to provide teachers with an alternate view of emergent bilingual spelling in an effort to influence spelling instruction in the classroom. Writing samples produced by second‐grade students in a dual language program were analyzed to gain insight into the spelling development of emergent bilinguals. Strikingly, there was an inverse relationship between Spanish‐influenced errors and English approximations as the school year progressed. In other words, as fluency in English orthography increased, Spanish‐influenced errors decreased. Furthermore, emergent bilinguals committed vowel spelling errors throughout the school year. The researchers discuss implications for classroom instruction in the form of a process that teachers can use to teach English spelling. Additionally, a list of common spelling errors is provided. The authors maintain that spelling errors are not a result of interference but are part of the developmental process in learning English that can be addressed through individualized and/or group instruction.

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