I really enjoyed reading the two chapters of Writing Between Languages. In my own education experience I never really acknowledged or considered the challenges peers who may have been learning English as a second language might be facing. Even thinking as a teacher I still have to make a conscious effort when thinking about activities or writing lessons to consider the fact their maybe students in the room who bring the additional challenge of the language barrier into the assignment.
Last semester during our lessons at Central Falls I was able to witness some of the challenges ELL students face even on basic reading and writing assignments. The lesson we had planned included having the students read a short story, fill out a group organizer, and respond to a short writing prompt. We were aware that several of the students were currently receiving ELL services but did not truly know to what extent. The students were all able to get through the story and participate in the group work well. It was in the short writing response we noticed students had trouble communicating their ideas and even following grammatical senate structures. Reflecting on this lesson opened my eyes to the challenges students learning the English language face to communicate their ideas into writing.
Reading the Fu chapters I felt the approach to the challenge really put the students strengths first. Fu focuses on where the students are at in their first language reading and writing skills initially and then targets growth into the English language. Working off the students foundation in their first language I feel would better individualize the learning of writing in english while continuing to respect and value the students home language.
I found the models of students writing Fu included to really illuminate the process students go through growing and advancing as writers of English. Watching the student work transform from one language to another throughout the examples should the process going on in the students mind. Allowing students to communicate their ideas forts and then evolve the language not only helps language growth but also still allows the student to focus on the content.
I am excited to continue reading Fu and learning about better ways to teach and promote writing for students of all levels and areas of English proficiency.
I had a different experience in high school, I was aware that students faced challenges but, because I was at Classical, most ELL students were doing extremely well. Our lesson in Central Falls did give me more insights into how the simplest of directions may not be that simple. When we separated the class into groups, the students had a difficult time just saying what they discovered form the text. I think they were following the idea that Fu stated in the text: students are forced to think in English while reading, writing, and speaking. After reading these texts, I admire the hard work ELLs put into their education and am saddened by the grades and little supports teachers give them.
ReplyDeleteI had a different experience in high school, I was aware that students faced challenges but, because I was at Classical, most ELL students were doing extremely well. Our lesson in Central Falls did give me more insights into how the simplest of directions may not be that simple. When we separated the class into groups, the students had a difficult time just saying what they discovered form the text. I think they were following the idea that Fu stated in the text: students are forced to think in English while reading, writing, and speaking. After reading these texts, I admire the hard work ELLs put into their education and am saddened by the grades and little supports teachers give them.
ReplyDeleteI completely agree with you that Fu's approach puts the students first. I actually never had any ELL students in my own classes in high school, which I know is very surprising, but it is true. Therefore, I also really appreciated the example writings because I have never seen the struggles ELL's face firsthand. Overall, I also really loved the chapters because they explained the challenges throughly and also gave great strategies that teachers can use.
ReplyDeleteWhat do you think about students writing in their first language and transitioning to English? Can you be comfortable with that?
ReplyDelete