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Cold Coffee

Writing

Teaching Writing

Emergent Bilinguals need to learn how to write, and much of this comes from their reading instruction as well. It is encouraged for teachers to teach writing and reading in a balanced literacy model for them.

  • Emergent Bilinguals learn in similar ways as proficient English speakers.

  • Emergent Bilinguals need to be able to express themselves orally to be able to write in English.

  • Students can transfer their home language skills to English writing.

  • Students need writing prompts that they will be able to pick or know about.

  • Oral language skills in English have a big impact on text-level writing skills, but not on word-level writing skills

  • Age and prior knowledge affect Emergent Bilinguals’ writing ability​

  • Reading and writing are closely connected for Emergent Bilinguals

(Week 11 Powerpoint and Wright pages 223-226)

Writing Instruction

Emergent Bilinguals in their writing also need a Balanced Approach to Literacy Instruction. So, students need to have the elements to balanced writing, which are Shared Writing, Interactive Writing, Guided Writing, and Independent Writing. (Wright, 2015, pp. 237-242)

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  • Modeled Writing/Shared Writing

  • Interactive Writing

  • Guided Writing

  • Independent Writing

Modeled / Shared Writing

Modeled writing is when the teacher is the one to control the pen. The teacher comes up with what is written and shows the students how to write it. Through this modeling, they can show and portray different skills and set the example for students, so they know what to do. 

Shared writing is when the teacher is still the person that uses the pen, but now the students are the ones that tell the teacher what to write. (Wright, p. 237)

Guided Writing

Guided writing gives the students more responsibility when it comes to their writing. This happens with a mini-lesson first (with small groups usually), where the teacher works on certain teaching points with the students. Then, the teacher will work with them in small groups, with writers of similar needs. (Wright, p. 239)

Interactive Writing

Interactive writing is when the teacher and the student share the pen. The teacher demonstrates the skill in their writing and then passes the pen to the student to follow their writing. (Wright, p. 239)

Independent 

Writing

Independent writing is when the students do all their writing on their own. Usually after a lesson, the teacher will send the students off to do their own writing piece. They will work on it, and then will be able to conference one-on-one with their teacher for any other questions.

Cross-Language Transfer

Emergent Bilinguals need to be able to connect what they know from their first language to be able to learn English. Students are shown to be able to learn better when they are able to transfer their knowledge and experience from their native language to their second language. So, teachers need to give these students the opportunity to read, write, and speak in their native language to help them learn their second language.

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There are three ways that language can transfer for Emergent Bilinguals to English:

  • Positive transfer

    • The first language (L1) knowledge helps learner be successful in the second language (L2), which is usually English.

      • E.g., /ch/ in Spanish = /ch/ in English

  • Negative transfer

    • The native language knowledge doesn’t align with the second language (L2)

      • i = long e sound in Spanish

  • Zero transfer

    • No direct comparison in L1 to help with the concepts in L2

      • No /th/ in Spanish

(Week 11: Teaching Writing Powerpoint)

Writing Supports

Emergent Bilinguals need many supports in their learning of English. These supports help the students get to independent writing. Teachers need to be able to create scaffolds and supports to help their students, especially their Emergent Bilinguals, to succeed in their writing. Here are some different supports you can use as a teacher in writing to be able to also help Emergent Bilinguals in their writing skills:

Word Walls

Word Walls are displays of different words that are usually arranged alphabetically that students can learn and use. Word Walls are used to help students with learning understanding a bunch of words that they see in books and then can use in their writing. Many word walls have high frequency and sight words. Word Walls need to be easily seen and accessible to students to that that they are able to use them and see them from their desks. I have seen some teachers use a word wall and then put the words on velcro for students to take for their work. I have seen teachers that put the words up with magnets that students can take down for their use. There are many ways teachers can make Word Walls, they just need to make sure that they keep adding words throughout the year in order to make the Word Wall beneficial for the students to keep learning new words. (Wright, 2015, pp. 244)

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Personal Word Books 

Personal Word Books are a great way to incorporate the word wall into a smaller tool for the students to use. Word Walls tend to take up a lot fo space, so Word Books make it easy for students to access the high frequency words and the words they ask a lot for right at their fingertips. Usually, students can use these to help them spell the words in their writing. I have personally seen teachers use these and let the students look for and spell their own words instead of asking the teacher to spell the words for them. Students can also add their own words that they learn that they can use at home or at other activities they do. Like, they can write down words that have to do with sports or movies, or food. 

Thematic Word Charts 

Thematic Word charts display words that relate to the theme that is being discussed in class at the time (Wright, 2015, pp. 245). These word chart themes can be related to holidays, specific content subject areas, and words found in books. Having these themes can make the words chart fun and engaging. Students learn these words so that they can use them in their writing, especially if they are for content subjects that they will be needing the words for their work.  

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Dictionaries

Dictionaries are useful for honestly every grade level. For the younger grades, picture dictionaries that are categorized by themes or different areas, like transportation for example. For the older groups, they can use a regular dictionary for their tool. It is also imperative that teachers have many dictionaries that are bilingual and translate from native languages into English. One great dictionary I recommend is The Heinle Picture Dictionary: Second Edition. This book is a Spanish-English dictionary that has fun pictures that will help any teacher and student with Spanish and English.  

Mini Lessons

"Mini Lessons are an important source of scaffolding and instructional support for ELL writers and a critical components of Writer's Workshops" was said by Wright on page 247. Mini Lessons are an essential component in any teaching, because it is a way to teach students certain skills and information they need in their education. In writing workshops, the importance of mini lessons leads to what the students will be working on and what the teacher will be able to talk with the students about in the conferences. 

Citations:​​

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