ELL Writers (Fu and Martinez)
It's been interesting to read about ELL writers, and the process they go through. It's been something I have discussed in all three of my classes this semester, and it something I'm experiencing now with a student I've been shadowing in Providence. I can also connect it to my own school experience, so there's really a lot for me to talk about this week.
I'll start with the Martinez reading. He says at one point "when the languages and experience of Black and Latinx youth deviate from those expected by their teachers, they become victims of language ideologies that exclude them from robust learning experiences". It's interesting, because while we all may say we don't make assumptions, with our students or with others, we do sometimes. So, it's safe to say that a white teacher may look at a Black student and assume that since they come from power backgrounds that they won't be able to handle a certain assignment. Now, this is strictly an example and isn't always the case, but it happens, and it puts the students in a terrible position. It means that they are not given as many opportunities as other students may be, and deprives them of new experiences.
With Fu, there seems to be a lot of vital and interesting issues brought up. Right from the start of chapter two, she says "academic writing is hard for everyone, even those who are writing in their native language'. This made me stop and think for a minute. I know I've shared with you all that I've struggled with academic writing in the past, and I was writing in English, my native language. I can't even imagine trying to write an academic essay about the readings we read in a language that wasn't English. It's hard for us all, but even more so for ELL writers. This stuck with me.
"Writers who are good in their native language tend to have a better understanding of the writing process and a better concept than weak writers of certain techniques, such as a sense of audience, a sense of organization, and a tendency to use details to support their these or elaborate their ideas." This was also an interesting part of Fu's chapters. For those who are good at writing, and enjoy it in their native language, it's easier for some to adjust to another language, because they have got some of the basics mastered. This isn't to say that everything is perfect, of course. It may just be that they don't struggle as much with the basics. That's something I wouldn't have thought of. The process is different for everyone, no matter what language you're writing in.
She says later that "students who are better writers in their native language learn to write in English with less frustration than students who are poorer writers in they native language. It sounds simple when I say it back now, but at first, I was complexed. It threw me off a little, but I find it to be a very helpful and insightful tip with teaching ELL writers.
Something that I've heard before is the concept of letting ELL writers write in their native language, even as or after they start learning to write in English. This "gives them the opportunity to further develop their skills". It's as though writing in the native language helps build their skills in English. Another concept that seems to make perfect sense now, but initially had me flustered.
While shadowing a middle school student in Providence, I've experienced ELL writing. My student is originally from Bolivia, and only came to the US 2 years ago. I follow her to all of her classes, where she uses a chrome book. Talking to her, I learned she's very smart, and insightful. She's polite, and pays attention to her teachers and the lessons. In English, I watched her as she wrote a brief 5sentence description, fiction, about a picture provided by the teacher. I was amazed at how much she struggled to write those sentences, and when she wrote them, how much work needed to be done to make sure they were written correctly. She struggled with spelling, and had a lot of trouble understanding tenses. At one point, she said "they give" instead of "they gave", and then "they goes to sleep" instead of "they went to sleep". I thought about trying to help her, but I didn't want to just give her the answers, and didn't want to confuse her. I ended up not saying anything. It got me thinking about how I as the teacher would handle that situation, and while I know I would need to say something, I struggle with how to go about it. I wouldn't want to make her feel singled out, and I wouldn't want to make her feel as though she isn't smart. It's challenging, but it's interesting. I don't know if that sounds weird, but I would think I would enjoy helping ELL students write and learn.
I'll start with the Martinez reading. He says at one point "when the languages and experience of Black and Latinx youth deviate from those expected by their teachers, they become victims of language ideologies that exclude them from robust learning experiences". It's interesting, because while we all may say we don't make assumptions, with our students or with others, we do sometimes. So, it's safe to say that a white teacher may look at a Black student and assume that since they come from power backgrounds that they won't be able to handle a certain assignment. Now, this is strictly an example and isn't always the case, but it happens, and it puts the students in a terrible position. It means that they are not given as many opportunities as other students may be, and deprives them of new experiences.
With Fu, there seems to be a lot of vital and interesting issues brought up. Right from the start of chapter two, she says "academic writing is hard for everyone, even those who are writing in their native language'. This made me stop and think for a minute. I know I've shared with you all that I've struggled with academic writing in the past, and I was writing in English, my native language. I can't even imagine trying to write an academic essay about the readings we read in a language that wasn't English. It's hard for us all, but even more so for ELL writers. This stuck with me.
"Writers who are good in their native language tend to have a better understanding of the writing process and a better concept than weak writers of certain techniques, such as a sense of audience, a sense of organization, and a tendency to use details to support their these or elaborate their ideas." This was also an interesting part of Fu's chapters. For those who are good at writing, and enjoy it in their native language, it's easier for some to adjust to another language, because they have got some of the basics mastered. This isn't to say that everything is perfect, of course. It may just be that they don't struggle as much with the basics. That's something I wouldn't have thought of. The process is different for everyone, no matter what language you're writing in.
She says later that "students who are better writers in their native language learn to write in English with less frustration than students who are poorer writers in they native language. It sounds simple when I say it back now, but at first, I was complexed. It threw me off a little, but I find it to be a very helpful and insightful tip with teaching ELL writers.
Something that I've heard before is the concept of letting ELL writers write in their native language, even as or after they start learning to write in English. This "gives them the opportunity to further develop their skills". It's as though writing in the native language helps build their skills in English. Another concept that seems to make perfect sense now, but initially had me flustered.
While shadowing a middle school student in Providence, I've experienced ELL writing. My student is originally from Bolivia, and only came to the US 2 years ago. I follow her to all of her classes, where she uses a chrome book. Talking to her, I learned she's very smart, and insightful. She's polite, and pays attention to her teachers and the lessons. In English, I watched her as she wrote a brief 5sentence description, fiction, about a picture provided by the teacher. I was amazed at how much she struggled to write those sentences, and when she wrote them, how much work needed to be done to make sure they were written correctly. She struggled with spelling, and had a lot of trouble understanding tenses. At one point, she said "they give" instead of "they gave", and then "they goes to sleep" instead of "they went to sleep". I thought about trying to help her, but I didn't want to just give her the answers, and didn't want to confuse her. I ended up not saying anything. It got me thinking about how I as the teacher would handle that situation, and while I know I would need to say something, I struggle with how to go about it. I wouldn't want to make her feel singled out, and I wouldn't want to make her feel as though she isn't smart. It's challenging, but it's interesting. I don't know if that sounds weird, but I would think I would enjoy helping ELL students write and learn.
Lila
ReplyDeleteSpeaking of ELL student you are shadowing, I realize I do have a ELL Deaf student who came from Dominican Republic four years ago. He is severely struggling in writing and reading. He is 18 years old and read/write in 1st grade level. In ASL, he is able to communicate better than he writes. Looking at his background after the Fu reading, I realize that he didn’t have a strong first language foundation, either, so it is so hard to teach him. I have not given up or feel hopeless, however, it is definitely a very challenging experience for me to try to get the language through him. He seems to forget easily. I agree with you that it is challenging not to make him feel singled out, not feeling smart enough, and all that.
It's very easy for students to become discouraged when their second language skills are well below their first language. I haven't had the experience of working with a student in that situation, but I've witnessed plenty of students that were mad about something and I think this type of situation should be treated similarly. The important thing is to keep the student calm and make it clear that you believe in them and you'll be there to support them no matter how long it takes.
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