Drawing Their Way Into Writing: Culturally and Linguistically Diverse Students Finding Voice Through Mini‐Novelas

Abstract

Writing can be a difficult task for many students in today's classrooms; however, for students who are culturally and linguistically diverse (CLD), writing can be especially difficult. These students often are in the process of developing their facility with the English language, and they possess cultural backgrounds that differ from those of many of their peers and teachers. In addition to these challenges, they face the typical difficulties of selecting ideas to write about for their stories. One way to tap into the cultural backgrounds of Spanish‐speaking CLD students is through the use of a strategy called the mini‐novela. A mini‐novela allows students to initially draw their stories and then write an accompanying narrative. It also allows students to use their cultural knowledge and the process of visualization as bridges to images and words that transform writing into a personally relevant, meaningful experience.

Culturally Sustaining Practices in Content Area Instruction for CLD Students with Learning Disabilities

“…The many metacognitive demands placed on students while writing can be overwhelming, and can lead to frustration. CLD students may possess cultural capital that differs from classroom expectations of written expression (Wessels & Herrera, 2014).…”

“…CLD students, including EBs, with LD, bring a wealth of cultural assets and thought processes into the classroom. For example, Wessels and Herrera (2014) used storyboard organizers in the mini-novela strategy, in which students initially draw their stories and then write an accompanying narrative. Encouraging students to represent their ideas in ways that are logical and meaningful to them can further affirm the diverse ideas and processes brought into each classroom.…”

English Activation Through Art: Tensions and Rewards

“…Picture stories may facilitate grammar and vocabulary learning in context (Hibbing & Rankin-Erickson, 2003;Nodelman, 1988;Sheu, 2008), offer opportunities for anecdotal writing and speaking, and develop learners' sequential thinking through narrating (Platt, 1977). Novellas may be used to help culturally and linguistically diverse learners find their voice (Wessels & Herrera, 2014), with the aid of drawing as a therapeutic tool to counteract their language anxiety (Rajuan & Gidoni, 2014).…”

Effect of Focused and Unfocused Feedback on Learners’ Writing Accuracy within Different Gender and Cultural Background Groups

“…Being able to write an essay has been considered as an urgent skill at an Essay Writing class. Writing can be a hard task for learners in the classroom (Wessels, & Herrera, 2014). The 2015 syllabus for English Study Program at IAIN Palangka Raya stated that the learners were designed to be able to write an essay about 450-500 words.…”