Developing Writing Independence in the English As Additional Language Learner (EAL) Writing Skills for College Students Facilitator: Marie S. Bollers Foundations English Faculty

Dependence to Independence Developing Partially Proficient Advanced Proficient

Community is the foundation of high student achievement.

Case Study of UAE EAL in The USA Mohamed is from the UAE, and his primary language (L1) is Arabic, and his L2 is English. He went to study Computer Engineering in the US, but prior to starting those studies, at the age of 18, Mohamed completed a one year "intensive" English program in Philadelphia. Here, Mohamed is asked to reflect on and share his experiences as a writer in L2. (Zhang 2010, pp ). 4

What stood out for you about Mohamed's Essay? 5

What are some ways to develop independent EAL writers? Research-Based Best Practice Approaches:  Vocabulary Development and EAL’s (Brockman et al, 2011; Carroll,  Grammar Development in Context (Carroll and Dunkelblau, n.d.; Chang, 2014; Harris, 1993)  Writers’ Workshop & LEA  LBD and performance- or project-based learning  Student Discussion Boards - ungraded

Vocabulary Development 7

From a socio-linguistic perspective: Language serves two main purposes in any community.

The Language of Power Language as “social marker” – from this perspective language is a “gate” that allows others in or shuts others out of “the group”.

Grammar Skills Gaps in EAL's Teachers Have Identified (Harris and Silva 1993, p. 534) 10

The Power of Language Language as “communicator” – from this perspective any language is “legitimate” if the parties can understand each other.

Use of Online Student-Led Discussion Group Blogs (Chang 2014)  The teacher looks in and edits if needed to remove inappropriate comments.  Students exchange ideas with each other in the additional language (L2).  There is an emphasis on collaboration and autonomy for learners.  How are some of you using discussion boards and blogs? What have you noticed about your students as a result? 12

M. S. Bollers - Persuasive Argument Mini-Project Structure of the Persuasive Argument Essay The Introduction has general ideas on the topic and also contains the thesis with two reasons. Supporting Paragraph 1 gives examples and supports for reason 1 in the thesis. Supporting Paragraph 2 gives examples and supports for reason 2 in the thesis. The Conclusion summarizes and restates the thesis then makes a suggestion. 13 One example of key areas of difference across disciplines. (Carroll and Dunkelblau, n.d.).

Types of Groups Whole class Small, mixed ability Random teacher selected Random student selected Leveled

Developing Critical Thinking Skills Through Levels of Cognitive Complexity Marzano, Bloom, & other taxonomies

If errors are a sign of growth, then students must have a safe place to make mistakes. Safe Places

References Brockman, E., Taylor, M., Kreth,M., and Crawford, M.K. 2011, 'What DoProfessors Really Say About College Writing?', English Journal, vol. 100 (3), pp Carroll, J., Dunkelblau, H., (n,d.), 'preparing ESL Students for "Real" College Writing', New Voices, Available at: NCTE Archives (membership required) [Accessed: 3 January 2015]. Chang, Y., Sperling, M. 2014, 'Discourse and Identity Among ESLLearners: A Case Study Of A Community College ESL Classroom', Research in the Teaching of English, vol. 49 (1), pp Eastern Michigan University, (n.d.), 'College Level Writing: What to Expect', University Writing Center Available at: NCTE Archives (membership required) [Accessed: 3 January 2015]. Harris, M., Silva, T., 1993, 'Tutoring ESL Students: Issues And Options', College Composition and Communication, vol. 44 (4), pp Available at: NCTE Archives (membership required) [Accessed: 3 January 2015]. Zhang,Y. (2010), 'The Impact of ESL Writers' Prior Writing Experience on Their Writing in College' Available at: NCTE Archives (membership required) [Accessed: 3 January 2015]. 18