Teaching Writing to Potentially English Proficient Students Using Whole Language Approaches. Program Information Guide Series, Number 11, Summer 1989 (original) (raw)

Writing Instruction That Makes a Difference to English Learners

Acta Universitatis Lodziensis. Folia Librorum, 2017

This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.

INTEGRATED APPROACHES TO IMPROVE STUDENTS WRITING SKILLS FOR ENGLISH MAJOR STUDENTS

Writing is considered as the most difficult skill for language learners because they need to have a certain amount of L2 background knowledge about the rhetorical organizations, appropriate language use or specific lexicon with which they want to communicate to their readers. To assist language instructors to improve learners' writing competence and produce good writing, this article aims to present the combination of genre, product, and process approaches in a writing class. To better understand the topic, this paper will be divided into two main parts. The first section of this paper provides a brief literature review of each traditional writing approach including the strengths and drawbacks as well as an adaptated use of each. The second part includes the importance of using the integrated approaches for English major learners in the tertiary level.

Assisting Basic Writers: A Theoretical Framework and Classroom Strategies

Teflin Journal, 1994

Four areas of consideration are crucial to the development of an effective English-as-a-Second-Language writing program: the nature of basic writers; acquisition of written language; approaches to teaching basic writing; and classroom strategies. Basic writers are students who have studied writing for years but are still unable to produce acceptable work. Problems are caused by lack of familiarity with specific grammatical and syntactic rules and the conventions of organization and logic required in academic writing. Analytical orientation and synthetic-holistic orientation seem to.be only partially applicable in solving writing problems. Writing courses should cover linguistic conventions and appropriate writing procedures. Classroom activities should be focused on helping learners express themselves in their own ways. A set of 20 principles are outlined for writing instructors, including specific classroom techniques and areas for instructor awareness. Contains 24 references. (Author/MSE) .4)

Incidental Writing Skills Acquisition Through Using Literature-Based Instruction

AWEJ, 2024

This study delves into the transformative potential of Literature-Based Instruction on the incidental acquisition of writing skills among ESL/EFL students in Salalah, Oman. Acknowledging the pressing need for effective teaching methodologies that bolster writing proficiency, this research employs a mixed-methods approach to evaluate the effectiveness of LBI in enhancing students' writing abilities. The study involves a sample of 100 intermediate-level students divided into control and experimental groups. The experimental group received instruction through literary texts, while the control group followed a conventional curriculum. Data were collected through pre-tests, post-tests, and observations. The findings reveal that students exposed to LBI demonstrated significantly improved writing fluency, coherence, and grammatical accuracy compared to the control group. Additionally, qualitative data indicate increased student motivation and engagement with the learning material. The study underscores the potential of LBI to foster incidental writing skills acquisition and suggests practical implications for curriculum designers and educators in similar linguistic and cultural contexts. Educators can create a more enriching and effective learning environment that improves language skills and nurtures a lifelong appreciation for literature by integrating literature into language instruction.

Different Approaches to Developing Writing Skills

Land Forces Academy Review, 2020

Writing has traditionally been a neglected area of foreign language teaching, and most probably the least popular skill to acquire among students. However, it has lately emerged as an important element of the communication dyad, which also involves speaking, i.e. the oral manifestation of social interaction and exchange of information. When explaining writing in practical terms, the focus falls on showing that there should be a link between real-life needs and instruction, both from the perspective of the language and from that of the task. Understanding writing systematically not only guarantees successful writing outcomes, but also leads to the acquisition of a secondary set of language-related abilities: an informed selection of grammar and lexical structures; a logical pattern of organization in the development of ideas; an appropriate choice of register and style; an overall better approach to writing tasks and contextualizations. This article aims to discuss writing as a produ...

Writing Instruction for Limited English Proficient Students: A Survey of Teachers' Perceptions

1994

A survey investigated the attitudes of 52 elementary school teachers of limited-English-proficient (LEP) students concerning their preference for product-or process-oriented writing strategies for this population. The teachers were administered a questionnaire on which they indicated preference, on a four-point scale, for 28 product-and process-oriented writing strategies identified as most commonly used by English-monolingual and bilingual students during the composing process. Results indicate the teachefs perceived the process-oriented strategies as most important for teaching LEP students, in contrast to earlier studies that suggest process-oriented writing strategies are little used in the English-as-a-Second-Language classroom. In addition, years of teaching expeiience had little effect on preference for process-oriented vs. product-oriented strategies. (Author/MSE)