M11: Writing and ELLs - Unpacking

Let's unpack some of what you just read in the article on Writing and ELs.  

Think about this paragraph:

There is a very important correlation between writing and language development. As students develop language skills, they often develop listening skills first (lots of input they can understand), then speaking (they begin to formulate their ideas in the second language), then reading (they can understand the sound/symbol correspondence of the new language and make sense of the words) and finally writing (they have enough language to express their own ideas in writing). This is not true for 100% of language learners, but it is true for the majority of them. Why is writing often the last skill to emerge? It almost seems that reading would be more difficult because the student needs to sound out words and understand the author's message. It would seem writing might be easier because students are sharing their own ideas already in their heads and simply putting them on paper. However, writing requires a lot more processing of language in order to produce a message. (Robertson, 2019, 3rd paragraph)

There is a belief that this is the progression of language development in multilingual students -- listening, speaking, reading, and then writing.  This  can be true, especially if we as teachers believe it and keep the domains separate.  One thing we need to be mindful of is to incorporate all four domains of language in every lesson where we can.  Authentically.  So have your ELs writing and reading as much as possible, even from the beginning.

Another consideration to think about... what about your ELs who have learned English in schools In their home countries, with that instruction consisting  mostly of reading and writing?  They would not demonstrate this artificial pattern of oral language starting before reading and writing start.  Many students from Asia have this experience, and some in Latin America, too.  These children started learning English from a young age in school (starts in Kinder in China), and yet that instruction was not about play, oral language development, and songs - instead that instruction was focused on grammatical structures, reading, and writing.  So naturally, these students would be stronger in the areas they were more exposed to. 

It's like the saying goes:

You play like you practice.

When it is time to perform (ie. function in a different language for real), the practice (what students learn in the classroom) shows its face! (By the way - this is the same for all of us. As an emerging professional, the way you conduct your self now (practice) will show up in your play (your teaching). Practice well and you are well-prepared for the game!)

Robinson's suggestion that many students do not feel confident in their writing abilities is important -  and ELs are no exception.  We want to be sure we are engaging in writing activities that focus on meaning making while also building skills.  So the first hurdle is to get your students to like writing or if they don't like it, to at least not feel fear and loathing of it.  One of the challenges for ELL students when they approach writing is their anxiety about writing their ideas correctly and writing a lot of information in English. This may feel overwhelming when a student is assigned an essay. In order to get students comfortable with the idea of just putting ideas on paper and not worrying about mistakes, we do regular "quick writes." Quick Writes are a great suggestion for lowering their affective filters and just getting them to put their thoughts on paper.

You have been asked to do a few Quick Writes during your time in this course. The ungraded opportunities to reflect on your thinking about a topic in the written word is also an opportunity for YOU to increase your confidence level. If you have taken these opportunities at the suggested times, good for you! Hopefully you found that strategy a tool to help gather your thoughts before you completed your assignments. 

Remember, you play how you practice.  Be sure to get your students to practice writing for authentic reasons as much as possible!