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Multilingual Writing Students: Opportunities and Challenges
Kate MangelsdorfEvelyn Posey
October 20, 2010
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Who are Multilingual Writers?
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
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Who Are Multilingual Writers?
U.S. resident/immigrant/heritage language students (Generation 1.5)
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
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Terminology L1 = “first” language L2 = “second” language ELL = English Language Learner ESL = English as a Second Language Bilingual, multilingual
Terminology inadequate for language dynamics
Multilingual Student Writers . . .
Help us understand the globalized world Prepare L1 students for the global workforce
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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
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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
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Second Language Acquisition
Identity negotiation Language = self Cultural affiliations Multiple roles Dynamic, shifting English is colonizing language
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L2 Writing Students
Writing Processes (Compared to L1) Spend less time planning Produce shorter texts Spend more time revising Focus more on grammar Worry more Take more time to write Take more time to read
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L2 Writing Students
Writing Processes Greater metalinguistic awareness Broader perspective / experiences Skilled at shifting roles and identities Tacit knowledge about language usage Familiar with grammatical terms
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L2 Writing Students
Cultural Differences from L1 Collectivist cultures: texts belong to
the group Different beliefs about documenting
sources Less emphasis on “originality”
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L2 Writing Students
Rhetorical Differences U.S. English: The writer is responsible
for communicating meaning Other languages: Readers bear more
responsibility for understanding texts
Teaching Strategies
Writing Assignments Vocabulary Commenting on
student writing
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Teaching Strategies
Creating Writing Assignments Describe audience expectations Explain how to structure the text Suggest headings and subheadings,
when appropriate Show how to cite and document Give examples Define your terms (i.e., faculty often
define “analysis” differently)
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Teaching Strategies
Vocabulary Give examples of words and phrases that
will be used in specific assignments Write out terms Give examples of formulaic academic
language (e.g., according to …, it is well known that…, as previous research has shown …, other scholars have noted …)
Refer students to English Learners’ Dictionary
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Teaching Strategies
Responding to Student Writing Respond to content
as well as form Be positive When focusing on
errors, look for patterns
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Teaching Strategies
“Treatable” errors—rule governed Subject-verb agreement Verb tense Verb formation Word order Singular/plural nouns Articles
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Teaching Strategies
“Less treatable” errors Inappropriate word choices Idioms Prepositions Count vs. noncount nouns (apple =
count, advice = noncount) Articles
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Teaching Strategies
Direct feedback Instructor provides the correction for the
student
Indirect feedback Instructor indicates an error has been
made but the student makes the correction
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Teaching Strategies 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 (indicate an error in margin, ask student to correct)
Direct feedback effective for less treatable errors Offer explicit comments
Dana Ferris, Response to Student Writing: Implications for Second Language Students (Routledge, 2003)
Teaching L2 Students Compared to L1 Students More varied input of the target language More modeling of language and structures
Suggest thesis sentences, topic sentences, transitions, word groups
More focus on vocabularyModel lexical phrases and language chunks
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Technology and L2 Writers - Overview
Why use technology Available tools Collaborative learning Acceleration of student progress How to do it better
Why Use Technology with L2 Writers
Accessibility 24/7 A sense of writing community Focused reading and writing Consistent and customized feedback Mastery of linguistic features Target language approximation
Why Not to Use Technology
Not available to all Can be expensive Rapid change in knowledge
base Lack of good instructional
design Perception that it creates
hurdles for L2 writers
Critical Literacy
Language is subject of classroom
Examination of literacies in various settings
Race, gender, class issues
Online Learning: Technology
Asynchronous tools Announcements Discussion boards E-mail Tech support
Online Learning: Technology
Synchronous tools Live chat Instant message White boards Who’s online
Collaborative Learning
Past Experience Small group interactions Peer reviews
Innovation Clustered classes Stanford’s Cross-cultural
Rhetoric Project
Technology and Collaboration
Innovation Blogs, Wikis, Social media sites
Technology and Acceleration
Past Experience Online writing labs Grammar exercises
Innovation mycomplab
How to Do It Even Better
Meaningful goals and objectives Learning by doing Extensive feedback Expert models Judicial use of multimedia Sharing best practices
