Adapting ESL Journal Writing

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Adapting ESL journal writing: o

Accommodating learner agency to improve writing fluency

Leah DavisESL Writing Fellow at BYU

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OutlineTheory: Learner

agency

Method: Journal writing

Outcome: Writing fluency

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When teachers adapt journal writing to give ESL students more learner

agency, students will develop greater writing fluency.

Learner agency

This sociocultural approach to learning regards ESL students not as “processing devices that convert linguistic input into well-formed (or not-so-well-formed) outputs, but as “agents, active learners” (Lantolf & Pavlenko, 2001, p. 145).

Learner agency

Sociocultural theories emphasize that students need to be active in the learning process.

Peyton, Stanton, Richardson, & Wolfram, 1990 ; Lantolf & Pavlenko, 2001

Experience: Students build knowledge through experience and discovery

Independence: Students have independence and choice in learning

Interaction: Students learn from working with others and having an audience

Learner agency and journals

To develop language skills such as writing fluency requires hands-on practice.

Formal papers may limit students’ personal experiences, independence, and interaction in writing.

Language teachers may use journals to facilitate more learner agency.

ESL concerns with journals

Graded Journals Limit students’ enthusiasm to practice writing

(Dyment & O’Connell, 2011) Grammar mistakes Boring prompts Intimidation due to teacher expectations

Emphasize product, not process (Spack and Sadow, 1983)

Take away learner agency

Solutions to ESL concerns

Context Role in curriculum Feedback methods Audience

Content Teacher-chosen

Knowledge Teacher-guided

Reflection Student-driven

Dialogue

Context: Role in curriculum Evaluation

Grades for ideas Grades for completion(Dyment & Connell, 2011, p. 239).

Frequency Writing tasks should be timely and constant

to produce meaningful learning (Evans, 2012) Daily journals involve students in the

process, not product, of writing (Peyton & Seyoum, 1989, p. 311)

Context: Feedback

Grammar correction? Other exercises target grammar Journals should focus on

expression of ideas (Mlynarcyzk, 1993)

Orem (2001) asserts, “Fluency can be gained more readily through the simple act of communication, not grammatical accuracy” (p. 76).

Content-based comments Respect learner as

creator of knowledge, see beyond language mistakes

Respond to journals with requests for information, opinions, clarification

(Peyton & Seyoum, 2010, p. 317).

Context: Feedback

One ESL student expressed her appreciation that the journals were not corrected:

“Maybe she doesn't understand some words, but she accept for us. She respect the person. If she correct every time, but sometimes afraid to write. If she correct every time is nice way, but the other hand is criticize” (Holmes, 1997, p. 619).  

Context: AudienceTeacher: Students can see correct language in teacher responses

Penpals: Students can interact one-on-one with other classmates

Blogs: Students write for the entire class, build knowledge together

Solutions to ESL concerns

Context Role in curriculum Feedback methods Audience

Content Teacher-chosen

Knowledge Teacher-guided

Reflection Student-driven

Dialogue

Content: Teacher-chosen

Journals may help students develop skills for writing in a discipline Chinese literature class prompt: Read “The Execution of Mayor

Yin.” Annotate as you read, looking for particular phrases, words, actions, that describe Hsaio Wu. Next, make a list of items from the beginning, middle, and end that show how his behavior changes. Finally, write a journal entry to construct a claim about Hsaio Wu’s behavior and motivation during the Cultural Revolution.

How does this type of prompt limit learner agency? Can this type of prompt contribute to writing fluency in ESL

students?

Content: Teacher-chosenImplications

Some teachers may feel obligated to use journals to test for content (Darhower, 2004).

However, Speck & Sadow (1983) believe that expository writing produces “stiff prose.”

Peyton et al. (1990) found that when students do not have personal experiences or knowledge on a topic, they use fewer and less complex words (p. 144).

Adaptations

More experience! Teachers can practice responding to their own prompts to mirror the students’ experience. What makes a prompt enjoyable or unpleasant?

More independence! Provide multiple prompts so students have more choice.

More interaction! Develop prompts together in class.

Content: Teacher-guided

Reflective journals Answer open-ended question teacher poses about

learning experience or topic Responses to text

How does this type of prompt limit learner agency? Can this type of prompt contribute to writing

fluency in ESL students?

Content: Teacher-guidedImplications

Roman-Perez (2003) states that students will not always respond well if teachers choose texts that do not connect with their own personal experiences (p. 312).

Chicken Soup assignments: Personal connection students found with the stories and interaction in class discussions led them to use more advanced vocabulary and write longer journal entries (p. 311).

Adaptations

More experience! Ask questions that relate to students’ personal lives or knowledge.

More independence! Students choose texts to respond to

More interaction! “Think Pair Share” technique: students brainstormed about the prompt, found a partner, and discussed their ideas (Pisaneschi, 1998, p. 87).

Content: Student-driven

Dialogue journals Students write daily on a topic of their choice Teachers comment on journal entries with the goal

being “not to evaluate or correct the writing” but to act “as a co-participant in it”

Content: Student-driven

An ESL student described the value of daily writing: “I can improve myself because I just do more––write, write, write. I think it like a conversation, you know dialogue. Talking, just like that” (Holmes & Moulton, 1997, p. 617).

Freedom Writers: Power of journals

http://www.youtube.com/watch?v=E0vh2x_JAiQ

Benefits

Very experiential! Students write in an authentic context (Dyment & O’Connell, 2011)

Very independent! Students can start and guide the conversation on topics they care about.

Very interactive! Dialogue journals emphasize communication as the purpose of language (Mlynarczyk, 1993). Peyton et al. (1990) suggest that having a familiar audience enables “ESL students…to express themselves in more creative and sophisticated ways than they do in more restrictive environments” (p. 143).

How can writing tutors use this research?