From Elaboration to Collaboration: Understanding and Supporting Second Language Writers Alfredo Urzúa, Languages and Linguistics Kate Mangelsdorf, English.

From Elaboration to Collaboration: Understanding and Supporting Second Language Writers

Alfredo Urzúa, Languages and Linguistics

Kate Mangelsdorf, English (Rhetoric and Writing Studies)

Facilitator: Kerrie Kephart, Teacher Education

Who Are Second Language Writersat UTEP?

International Students Speak two or more languages Learned English in native countries Take English-as-a-Second-Language

courses (ESOL) Plan to leave the U.S. after graduation,

or Transnational

Who Are Second Language Writers at UTEP?

U.S. resident/immigrant/heritage language students

Bilingual (speech) Do not self-identify as ESL students Attended U.S. high schools Take first-year composition in the English

Dept. Plan to remain in U.S. or Transnational

Terminology L1 = “first” language L2 = “second” language NES = Native English speaker NNES = Non-native English speaker Bilingual, multilingual

Terminology inadequate for language dynamics, especially on border

Second Language Acquisition

Gradual process Years of study and practice Exposure to target language Not all skills develop simultaneously Very fluent second-language learners will

have “accents” in writing

Second Language Acquisition

Non-linear process Back-and-forth mastery of linguistic

features Mastery in one communicative context

might not transfer to another Learn from mistakes Approximation of target language

Second Language Acquisition

Identity negotiation Language = self Cultural affiliations Multiple roles Dynamic, shifting

L2 Writing Students

Writing Processes (Compared to L1)

Produce shorter texts Spend less time planning Spend more time revising Focus on grammar Worry more Take more time to write L2 resources are more limited

L2 Writing Students

Writing Processes Greater metalinguistic awareness Broader perspective / experiences Skilled at shifting roles and identities Tacit knowledge about language usage Familiarity with grammatical terms

L2 Writing Students

Cultural Differences from L1 Collectivist cultures: texts belong to

the group Different beliefs about documenting

sources Less emphasis on “originality”

L2 Writing Students

Rhetorical Differences U.S. English: The writer is responsible

for communicating meaning Other languages: Readers bear more

responsibility for understanding texts

Responding to L2 Writers’ Texts

Treatable errors—rule governed Subject-verb agreement Verb tense Verb formation Word order Singular/plural nouns Articles

Responding to L2 Writers’ Texts

Untreatable errors Inappropriate word choices Idioms Prepositions Mass vs. countable Articles

Responding to L2 Writers’ Texts

Direct feedback Instructor provides the correction for the

student

Indirect feedback Instructor indicates an error has been

made but the student makes the correction

Responding to L2 Writers’ Texts

What does the research show? Grammar instruction works ONLY if

students immediately apply it to their own writing

Indirect feedback much more effective than direct feedback on treatable errors

Direct feedback effective for untreatable errors

Responding to L2 Writers’ Texts

Writing is communication Respond to content Focus on errors that impede

communication Look for error patterns Ask students to correct errors Be sure to praise Offer explicit comments

Activity

Read the sample texts in your group and discuss : How would you respond to each writer?

(in the paper itself / during conferencing) When does “different” become incorrect

or inappropriate? To what extent can/should L2 writers

compete with L1 peers?

Classroom Tips

Writing Process Generation of ideas Planning the document Time to revise Time to edit

Classroom Tips

Rhetorical Concepts Describe audience expectations Explain how to structure the text Suggest headings and subheadings Show how to cite and document Give examples Define your terms (i.e., faculty often

define “report” differently)

Classroom Tips

Vocabulary Define discipline-specific terms Write terms so students can see Give examples of formulaic academic

language (e.g., it is well known that…, as previous research has shown, the data suggest that…)

Classroom Tips

Encourage student voices Give them a “safe” place to ask you

questions (email) Ask students to help you design /

negotiate assignments Provide opportunities to talk about writing

issues When appropriate, encourage students to

draw on their rich language backgrounds

Resources at UTEP

The University Writing Center (Library 300)

ESOL 2303 English for Humanities and Social Sciences

ENGL 5316 Graduate Writing Workshop

Learning Communities/Team teaching