TESOL 2009

Thursday, March 26, 2009

Youngjoo Yi (Georgia State University)

Preparing Pre- and In-service Teachers for Writing Instruction

1. Research findings on

adolescent Generation 1.5 students’

voluntary, out-of-school writing

2. Pedagogical implications for pre

service and in-service teacher

educators

Overview

3

Black

(05, 06)

Lam

(00, 04, 09)

Haneda & Monobe (09)

Yi

(07,08, 09)

Chinese Canadian immigrant

Chinese immigrants

Japanese middle school

Korean Gen. 1.5 high school

L2

(English)

L2

(English)

L1/L2

(Jap/English)

L1/ L2

(Korean/Eng)

Online, Fan-fiction

Homepage

IM

Print/online Print/online

Adolescent ELLs’ out-of-school W

Identity

A variety of genres of writing Both L1 & L2 Individual & collective writing practices Online & print-based (multimodal) writing Multiple purposes

Generation 1.5 students’ out-of-school writing practices

Help pre- and in-service teachers expand the notion of writing & bridge out-of-school writing with classroom practices

Implications for Teacher Educators

Multiple literacies

Academic literacy

emphasis on emphasis on formal accuracy content/ideas

School-sponsored---Self-sponsored writing (Figure from Kern, 2000, p. 191)

copying,dictation

Grammar, Controlled comp

Analytical Essays

Creative Letter, email, online

Journal, note-taking

Freewriting

Continuum of writing activity types

Help pre- and in-service teachers (1) expand the notion of writing & (2) bridge out-of-school writing with classroom practices

Implications for Teacher Educators

Multiple literacies

Academic literacy

1. Pre- and in-service teachers reflect upon everyday writing

- What involves writing - Genres, purposes, audiences, - Role/meaning of writing

Implications for Teacher Educators

2. Pre- and in-service teachers are familiar with literature.

: Acknowledge adolescent Gen. 1.5 students’ out-of-school writing practices (e.g., richness & quality of texts)

Implications for Teacher Educators

3. Teachers as ethnographers: conduct ethnographies

- rarely discuss the skills and tools that our teachers need in order to conduct their own ethnography.

- Skills: participants observations, fieldnotes, artifacts, interviews

Implications for Teacher Educators

1. Reflect on their own everyday writing

2. Familiar with the literature

3. Conduct ethnographies

Expand the notion of writing + acknowledge students’ out-of-school literate lives

4. Focused observations on writing instruction

compare/contrast, bridge the two

Implications for Teacher Educators