I just read an article by Margo DelliCarpini from the English Journal entitled Success with ELLs. She states that she thought that since she had been a Spanish teacher she could just transfer her methodology from foreign language to the teaching of English as a second language. I was under the same delusion until I read her article. Like many other articles that I have read, this one confirmed that English Language Learners (ELLs) arrive to the United States with varying levels of literacy in their home language. This presents a great challenge to the teacher. DelliCarpini was especially interested in getting her students to write. She explained that it was like pulling teeth to get them to write more than a few sentences. Intensive reading, speaking, and listening exercises became the norm, leaving writing by the wayside. It wasn’t until she attended the National Writing Project workshop that she realized that all of her students could be writers no matter their level of literacy. DelliCarpini began modeling writing by sharing her work, by thinking aloud during her composition process, and by asking students to help her with revision. The students soon realized that writing was hard work. They were originally under the false impression that writing came easily to those who could write, that writing was a gift. The myth was soon discarded and DelliCarpini had the cooperation of most of the class members when it came to writing assignments. This phrase will conclude my paper on ELLs and writing: “ We are (emphasis original) all writers and we must unleash that potential hidden in our English language learners” (p. 120). To view the article go to ncte.org, English Journal, 98(3), p. 117-120.
You know, when I was working with some of our first ELLs a few years ago, I had a lot of difficulty working with our Spanish teacher. In her defense, she was being pulled out of all her planning periods and lunches to help transition these new students, because we had no one else to help the native Spanish speakers, but whenever I talked with her about their literacy levels, she never had anything good to say. She was frustrated at their slang usage, and their inability to use 'proper' Spanish in their writing and speaking. Ironic in so many ways... But, as in most cases like this, the students were the ones who suffered the most while we educators went in circles trying to figure out how to help them.
ReplyDeleteI like the method that DellaCarpini took with her students by involving them with her writing process. In order to be viewed as writing role models, it is imperative that teachers model and write with their students. Thinking aloud is another strategy that has been highly effective.
ReplyDeleteI do not have any experience teaching ELL learners, however, I look forward to learning further strategies to support readers and writers at all levels, based on your background and expertise.