English Language Learners (ELLs)

Paper Summary:

This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.

Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion

From the Paper:

"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."

Sample of Sources Used:

• Barrett, M. (1997). From theory to practice. Retrieved on October 26, 2006, from http://www.cal.org/cc14/ttp5.htm
• Bloem, P. L. (2004). Correspondence journals: Talk that matters. Reading Teacher, 58 (1), 54-63.
• Collier, V. P. (1992). A synthesis of students examining long-term language minority student data on academic achievement. Bilingual Education Research Journal, 16 (1/2), 187-221.
• Council of Chief State School Officers (1992). Recommendations for improving the assessment and monitoring of students with limited English proficiency. Washington, DC: Author.
• Hakuta, K, Butler, Y. G., & Witt, D. (2000). How long does it take English Learners to attain proficieny? The University of California Linguistic Minority Research Institute, 2000(1).

More papers on English Language Learners (ELLs):

• Research Paper # 109935 : "NCLB and English Language Learners"
• Research Paper # 93827 : "Urban English Language Learners (ELL)"
• Research Paper # 109315 : "NCLB and English Language Learners"

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