It is recommended that teachers allow ELLs multiple opportunities to choose their own writing topics. This will provide them with an opportunity to write on a topic that is both important and interesting to them. When students choose their own writing topic, there is a higher chance they will have more background knowledge on the subject, enhancing the quality of their writing. This free writing time will also allow these student to express themselves.
Additionally, providing ELLs with the option to write in their native language can be beneficial. Writing in their native language allows low proficiency ELLs to both create more complex writing and better express themselves than when they write in English. If ELLs have a strong foundation of literacy in their native language, they will be able to transfer some of that knowledge to English.
Additionally, providing ELLs with the option to write in their native language can be beneficial. Writing in their native language allows low proficiency ELLs to both create more complex writing and better express themselves than when they write in English. If ELLs have a strong foundation of literacy in their native language, they will be able to transfer some of that knowledge to English.
This slogan expresses the power of modeling writing to both English language learners and non-English language learners. When teachers model writing, students begin to see how to implement writing strategies and how both written language and the writing process work.
Interactive writing involves the teacher and students writing collaboratively to construct and compose a text. Unlike during shared writing, interactive writing allows both the teacher and students an opportunity to act as the scribe. Through interactive writing, the teacher also models writing while scaffolding students' writing. This form of writing has been shown to improve the writing of English language learners.
References
Colombo, M. (2012). Teaching English language learners:43 strategies for successful k-8 classrooms. Thousand Oaks, CA: SAGE Publications, Inc.
Li, G., & Edwards, P. A. (2010). Best practices in ELL instruction. New York, NY: Guilford Press
Uribe, M., & Nathenson-Mejía, S. (2008).Literacy essentials for English language learners: successful transitions. New York, NY: Teachers College Press.
Colombo, M. (2012). Teaching English language learners:43 strategies for successful k-8 classrooms. Thousand Oaks, CA: SAGE Publications, Inc.
Li, G., & Edwards, P. A. (2010). Best practices in ELL instruction. New York, NY: Guilford Press
Uribe, M., & Nathenson-Mejía, S. (2008).Literacy essentials for English language learners: successful transitions. New York, NY: Teachers College Press.