Process writing, a student-centered approach to literacy, can be implemented to meet the academic needs of second language learners at the high school level. A discussion of this approach begins with a description of the profoundly hearing impaired as limited-English-proficient (LEP) students, and then examines the interrelationship of three theoretical perspectives: the Language Proficiency Model, the Process Writing Approach, and the Cognitive Academic Language Learning Approach (CALLA). It shows how the components of Process Writing can be used as a vehicle for the implementation of CALLA. An integrated lesson plan model designed for secondary LEP students is provided. (MSE)