This resource for secondary school ELA and ELL teachers brings together compelling insights into student experiences, current research, and strategies for building an inclusive writing curriculum. The ELL Writer expands the current conversation on the literacy needs of adolescent English learners by focusing on their writing approaches, their texts, and their needs as student writers. Vivid portraits look at tangible moments within these students’ lives that depict not only the difficulties but also the possibilities that they bring with them into the classroom. The case studies are complemented by findings from current research studies by second-language writing specialists that will inform today’s classroom teachers.
Author(s): Christina Ortmeier-Hooper
Series: Language and Literacy Series
Publisher: Teachers College Press
Year: 2013
Language: English
Pages: 197
City: New York
Tags: English language -- Study and teaching (Secondary) -- Foreign speakers;Language and languages -- Study and teaching;English as a Second Language; ESL; English Language Learners; ELL;Inclusive Education;Language Education
Front Cover......Page 1
Contents......Page 9
Foreword......Page 13
Preface: Breaking the Ice......Page 15
Starting Points......Page 19
Why This Book? Ells in the English Language Arts Classroom......Page 20
Unpacking the Labels: Learning More About Our Students......Page 22
Complicating Labels and Issues of Adolescent Identity......Page 28
Meet the Students......Page 29
Note......Page 31
Common Terms and Acronyms......Page 32
Why Writing Matters......Page 34
The Challenge of Writing in a Second Language......Page 35
BICS, CALPS, and Academic English......Page 37
"The Knowns"......Page 39
Contemporary Research on L2 Writers in Secondary Schools......Page 42
The Study of Contrastive Rhetoric......Page 43
Conclusion......Page 47
Additional Resources......Page 48
Meet Ken-zhi......Page 50
Meet Therese......Page 52
Stumbling Blocks—What We See: Identity, Confidence, and Writing Practice......Page 54
What We See: Erasers and Insecurities......Page 55
What We Miss: Beneath the Eraser......Page 56
Therese: Losing Her Voice in English Writing......Page 58
Conquering Students' Waves of Doubt......Page 64
Conclusion......Page 68
Additional Resources......Page 69
Meet Miguel......Page 70
The Writing Process......Page 72
Miguel and the Four-step Writing Process......Page 73
Helping Writers Move Beyond the Sisyphus Moment......Page 79
Revisiting Revision: Opportunities to Teach Ells to Engage as Writers......Page 82
Conclusion......Page 87
Additional Resources......Page 88
Meet Paul......Page 89
Meet Wisdom......Page 91
Meet Vildana......Page 94
5. Survival, Writing, and Cycles of lnopportunity......Page 96
Survival Genres......Page 98
At Odds: Concerns About Over-Scaffolding and Lowering Writing Expectations......Page 100
"I Used to Be an Honors Student"......Page 101
Cycles of lnopportunity......Page 103
From High School to College: More Ramifications......Page 104
What are Advanced and High-Status Genres?......Page 105
Moving Beyond Survival: Some Ideas......Page 109
Additional Resources......Page 111
A Multicultural View in the ELA Classroom......Page 112
Identifying the Rhetorical and Literacy Strengths of ELL Writers......Page 114
Learning from Wisdom......Page 116
Learning from Ken-zhi......Page 120
Learning from Therese......Page 125
Bringing ELL Writers' Competencies into the Classroom......Page 129
Additional Resources......Page 132
Toward an Inclusive Writing Classroom: Three Important Qualities......Page 133
Designing Inclusive Writing Assignments......Page 135
Learning Objectives for Rhetorically Savvy Writing Instruction......Page 136
Teaching Writing Explicitly: Functional and Sequenced Approaches......Page 141
Additional Resources......Page 151
8. Responding to ELL Writers and Their Texts: Issues of Response, Error Correction, and Grading......Page 153
Voices From the Classroom......Page 154
Distinguishing Between Teacher Response, Error Correction, and Evaluation......Page 155
Establishing Approaches to Teacher Response......Page 157
So What Do We Do About Error Correction?......Page 161
Summarizing Suggestions for Response and Correction......Page 162
ELL Writers and Peer Response......Page 164
Evaluating ELL Writers and Their Texts......Page 167
Additional Resources......Page 174
9. Conclusion: Looking Beyond the ELA Classroom......Page 176
School-wide Programs for Students and Faculty......Page 177
Transforming Extracurricular Activities and Initiatives......Page 179
Final Thoughts......Page 181
Additional Resources......Page 182
Appendix A: Activity-Play, Write, Revise......Page 183
Appendix B: Activity-Who Are My Readers?......Page 187
Appendix C: Activity-Mapping Our Literacies and Resources......Page 189
Appendix D: Sample Genre Tags for Genre Awareness Activity......Page 191
Appendix E: Building Rhetorical Fingerholds Into Our Assignments: Sample Questions......Page 193
Appendix F: A Discussion of L2 Writing, Assessment, and Computer Scoring......Page 195
References......Page 197
Ahout the Author......Page 207
Back Page......Page 220
