from elaboration to collaboration: understanding and supporting second language writers alfredo...
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From Elaboration to Collaboration: Understanding and Supporting Second Language Writers
Alfredo Urzúa, Languages and Linguistics
Kate Mangelsdorf, English (Rhetoric and Writing Studies)
Facilitator: Kerrie Kephart, Teacher Education
Who Are Second Language Writersat UTEP?
International Students Speak two or more languages Learned English in native countries Take English-as-a-Second-Language
courses (ESOL) Plan to leave the U.S. after graduation,
or Transnational
Who Are Second Language Writers at UTEP?
U.S. resident/immigrant/heritage language students
Bilingual (speech) Do not self-identify as ESL students Attended U.S. high schools Take first-year composition in the English
Dept. Plan to remain in U.S. or Transnational
Terminology L1 = “first” language L2 = “second” language NES = Native English speaker NNES = Non-native English speaker Bilingual, multilingual
Terminology inadequate for language dynamics, especially on border
Second Language Acquisition
Gradual process Years of study and practice Exposure to target language Not all skills develop simultaneously Very fluent second-language learners will
have “accents” in writing
Second Language Acquisition
Non-linear process Back-and-forth mastery of linguistic
features Mastery in one communicative context
might not transfer to another Learn from mistakes Approximation of target language
Second Language Acquisition
Identity negotiation Language = self Cultural affiliations Multiple roles Dynamic, shifting
L2 Writing Students
Writing Processes (Compared to L1)
Produce shorter texts Spend less time planning Spend more time revising Focus on grammar Worry more Take more time to write L2 resources are more limited
L2 Writing Students
Writing Processes Greater metalinguistic awareness Broader perspective / experiences Skilled at shifting roles and identities Tacit knowledge about language usage Familiarity with grammatical terms
L2 Writing Students
Cultural Differences from L1 Collectivist cultures: texts belong to
the group Different beliefs about documenting
sources Less emphasis on “originality”
L2 Writing Students
Rhetorical Differences U.S. English: The writer is responsible
for communicating meaning Other languages: Readers bear more
responsibility for understanding texts
Responding to L2 Writers’ Texts
Treatable errors—rule governed Subject-verb agreement Verb tense Verb formation Word order Singular/plural nouns Articles
Responding to L2 Writers’ Texts
Untreatable errors Inappropriate word choices Idioms Prepositions Mass vs. countable Articles
Responding to L2 Writers’ Texts
Direct feedback Instructor provides the correction for the
student
Indirect feedback Instructor indicates an error has been
made but the student makes the correction
Responding to L2 Writers’ Texts
What does the research show? Grammar instruction works ONLY if
students immediately apply it to their own writing
Indirect feedback much more effective than direct feedback on treatable errors
Direct feedback effective for untreatable errors
Responding to L2 Writers’ Texts
Writing is communication Respond to content Focus on errors that impede
communication Look for error patterns Ask students to correct errors Be sure to praise Offer explicit comments
Activity
Read the sample texts in your group and discuss : How would you respond to each writer?
(in the paper itself / during conferencing) When does “different” become incorrect
or inappropriate? To what extent can/should L2 writers
compete with L1 peers?
Classroom Tips
Writing Process Generation of ideas Planning the document Time to revise Time to edit
Classroom Tips
Rhetorical Concepts Describe audience expectations Explain how to structure the text Suggest headings and subheadings Show how to cite and document Give examples Define your terms (i.e., faculty often
define “report” differently)
Classroom Tips
Vocabulary Define discipline-specific terms Write terms so students can see Give examples of formulaic academic
language (e.g., it is well known that…, as previous research has shown, the data suggest that…)
Classroom Tips
Encourage student voices Give them a “safe” place to ask you
questions (email) Ask students to help you design /
negotiate assignments Provide opportunities to talk about writing
issues When appropriate, encourage students to
draw on their rich language backgrounds