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Developing Writing Independence
in the English As Additional
Language Learner (EAL)
Writing Skills for College Students
Facilitator: Marie S. Bollers
Foundations English Faculty
Dependence to Independence
Developing Partially
Proficient Proficient Advanced
Proficient
Community is the foundation
of high student achievement.
Case Study of UAE
EAL in The USA
Mohamed is from the UAE, and his primary
language (L1) is Arabic, and his L2 is English.
He went to study Computer Engineering in the
US, but prior to starting those studies, at the age
of 18, Mohamed completed a one year
"intensive" English program in Philadelphia.
Here, Mohamed is asked to reflect on and share
his experiences as a writer in L2. (Zhang 2010,
pp. 8 - 20).
4
What stood out for you about
Mohamed's Essay?
5
What are some ways to develop
independent EAL writers?
Research-Based Best Practice Approaches:
Vocabulary Development and EAL’s (Brockman et
al, 2011; Carroll,
Grammar Development in Context (Carroll and
Dunkelblau, n.d.; Chang, 2014; Harris, 1993)
Writers’ Workshop & LEA
LBD and performance- or project-based learning
Student Discussion Boards – ungraded (Chang
2014)
Vocabulary Development
7
From a socio-linguistic perspective:
Language serves two main
purposes in any community.
The Language of Power
Language as “social marker” – from this
perspective language is a “gate” that allows
others in or shuts others out of “the group”.
Grammar Skills Gaps in EAL's Teachers Have Identified
(Harris and Silva 1993, p. 534)
10
The Power of Language
Language as “communicator” – from this
perspective any language is “legitimate” if
the parties can understand each other.
Use of Online Student-Led
Discussion Group Blogs
(Chang 2014)
The teacher looks in and edits if needed to remove
inappropriate comments.
Students exchange ideas with each other in the additional
language (L2).
There is an emphasis on collaboration and autonomy for
learners.
How are some of you using discussion boards and blogs?
What have you noticed about your students as a result?
12
M. S. Bollers - Persuasive Argument Mini-Project
Structure of the Persuasive Argument
Essay
The Introduction has general
ideas on the topic and also
contains the thesis with two
reasons.
Supporting Paragraph 1 gives
examples and supports for
reason 1 in the thesis.
Supporting Paragraph 2 gives
examples and supports for
reason 2 in the thesis.
The Conclusion summarizes
and restates the thesis then
makes a suggestion.
13
One example of key areas of difference across
disciplines. (Carroll and Dunkelblau , n.d.).
Types of Groups
•Whole class
•Small, mixed
ability
•Random teacher
selected
•Random
student
selected
•Leveled
Developing Critical Thinking Skills Through
Levels of Cognitive Complexity
Marzano, Bloom, & other taxonomies
If errors are a sign of growth,
then students must have a
safe place to make mistakes.
Safe Places
References
Brockman, E., Taylor, M., Kreth,M., and Crawford, M.K. 2011, 'What DoProfessors Really Say About
College Writing?', English Journal, vol. 100 (3), pp. 75-81.
Carroll, J., Dunkelblau, H., (n,d.), 'preparing ESL Students for "Real" College Writing', New Voices,
Available at: NCTE Archives (membership required) <www.ncte.org> [Accessed: 3 January 2015].
Chang, Y., Sperling, M. 2014, 'Discourse and Identity Among ESLLearners: A Case Study Of A
Community College ESL Classroom', Research in the Teaching of English, vol. 49 (1), pp. 31-51.
Eastern Michigan University, (n.d.), 'College Level Writing: What to Expect', University Writing Center
Available at: NCTE Archives (membership required) <www.ncte.org> [Accessed: 3 January 2015].
Harris, M., Silva, T., 1993, 'Tutoring ESL Students: Issues And Options', College Composition and
Communication, vol. 44 (4), pp. 525-537. Available at: NCTE Archives (membership required) <www.ncte.org
> [Accessed: 3 January 2015].
Zhang,Y. (2010), 'The Impact of ESL Writers' Prior Writing Experience on Their Writing in College'
Available at: NCTE Archives (membership required) <www.ncte.org> [Accessed: 3 January 2015]. 18