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Chapter 9: Writing, One major challenge in teaching Ells to write in…
Chapter 9: Writing
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ELLs' ability to express themselves in written English is highly dependent on their level of oral English proficiency.
Students with literacy skills in their home language can transfer many of these skills to English writing.
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Translingual practice: Used to highlight the ways bilingual students draw on all of their linguistic resources as they produce written texts in English and other languages.
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Invented spelling: They approximate the spelling, using their knowledge of sound-symbol correspondence.
They gain more confidence in their writing, they start to risk by including words they cannot spell correctly yet.
Modeled Writing: Produce a text in enlarged print on a writing easel, white board, chalk board, or overhead projector that all the students can see the text as it is being written.
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Journals: Teachers support independent writing by providing opportunities for students to write, to practice what they have learned, and to move up through the stages of writing development.
Process Writing and Writer's Workshop: Helps students focus on ideas first and to take care of corrections related to grammar, spelling, and mechanics toward the end. Consist of prewriting, drafting, revising, editing, and publishing.
Thematic Word Charts: Displays words that relate to the theme being studied in class or to a special occasions, such as an upcoming holiday.
Personal Word Books: High frequency words and other words students commonly ask for when they write.
Guided Writing: Starts with a mini-lesson on some aspect of writing. Students practice with writing principle or strategy they were just taught, under the teachers supervision, and then share their final written projects.
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One major challenge in teaching Ells to write in English is that the field of second language writing is relatively new and we lack a comprehensive theory of second language writing