Using modeled writing to support English-only and English-learner second-grade students

Mohr, Kathleen A. J.

doi:10.1080/00220671.2016.1169391

Cited by 8 publications

(7 citation statements)

References 31 publications

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“…In a separate study, Hong (2015) found that ESL students evolved from ''others as authors,'' to ''self as an author,'' to ''self as a reflective writer'' (p. 301) and that the process of becoming writers involved different student voices. By comparing the writing of ELL and native English-speaking grade two students, Mohr (2017) found that although students demonstrated good basic writing skills (e.g., spelling, punctuation, logical sentences), the ELLs did not write as much as the native English-speaking students. Studying a grade four Spanish-English bilingual student, Lizette, Wong (2016) found that Lizette's own ideas about writing did not match her teacher's expectations.…”

Section: (B) Approaches Centered On Student Perspectivesmentioning

confidence: 99%

ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques

Bhowmik

Kim

2022

L & L

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Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.

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Section: (B) Approaches Centered On Student Perspectivesmentioning

confidence: 99%

ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques

Bhowmik

Kim

2022

L & L

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“…Research has shown that students' L1s were responsible for context-specific challenges for ESL writing instruction. Examples include the role of the first language text production in English and textual characteristics of ESL students in K-2 (Abraham, 2017;Gort, 2012aGort, , 2012bKibler, 2011a;Mohr, 2017;Raynolds & Uhry, 2010). Kibler (2011a) explored teacher-student interactions during a writing task and found that it was challenging for the teacher to recognize and address the unique needs of the Spanish-speaking ESL student whose level of English proficiency was extremely low.…”

Section: Standardized Testsmentioning

confidence: 99%

“…Abraham recognized that teachers in similar contexts should be prepared to do the same. Mohr's (2017) findings suggest that although Grade 2 English learners (EL) demonstrated basic writing skills such as spacing, spelling, capitalization, and punctuation they struggled with descriptive words, closing sentences, transition words, and lead sentences. As well, their writing productivity based on "writing output" and "complexity in expository compositions" (p. 623), was weak, i.e., a score of 3.84 compared with their English-speaking counterparts' 6.18.…”

Section: Standardized Testsmentioning

confidence: 99%

“…The study showed that young L2 writers can excel in a second language and a difficult genre (i.e., fictional narrative) if they receive targeted instruction. Mohr's (2017) findings indicated that a Modeled Writing (MW) approach, whereby the teacher used a text to model the genre and the act of writing itself to model writing, was effective for writing instruction for Grade 2 students. In another study by Accurso et al (2016), Cecily, the teacher, made the following pedagogical choices: she valued the knowledge and linguistic resources that ELLs brought to the classroom; strategically selected grade-level model texts for students so they had opportunities to try out new language practices both in small groups and individually; highlighted the social function of linguistic choices, so students could critically examine their language in writing to communicate ideas meaningfully; and dedicated much time to students' drafting and revising phases.…”

Section: Rq2: What Strategies Can Be Adopted To Help Teachers Overcome These Challenges?mentioning

confidence: 99%

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K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

Bhowmik

Kim

2021

L & L

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Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.

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“…It happens because English is as a foreign language not as a second language. Therefore, it is not surprising that for senior high school students, writing in English is difficult task because it needs complex elements (Mohr, 2017). Sometimes changes the components of first-language (L1) into second-language (L2) writing is often as the solution (Kormos, 2012).…”

Section: Introductionmentioning

confidence: 99%

Punctuation and Capitalization in Writing: How Do Students Produce Them?

Maharani

Sholikhatun

2022

JAMR

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This study aimed to know the way the students produce punctuation and capitalization in their writing of descriptive text. The students as the respondents of this study were 38 eleventh graders a certain senior high school in Semarang. They were given a descriptive text writing test. Their writing test result was the data of this present study. The data were analyzed by using the rule of punctuation and capitalization writing. The analyzed data were interpreted to get the final conclusion of the study. The results of the study were that the students� incorrect writing of punctuation was on comma, full stop and apostrophe, while for capitalization was on the first word of a sentence, the name of people, and the names of places. In short, the researchers classified the ways the students wrote descriptive text were incorrectly on comma, full stop, apostrophe, the first word of a sentence, the name of people, and the names of places.

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Using modeled writing to support English-only and English-learner second-grade students

Cited by 8 publications

References 31 publications

ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques

ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques

K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

Punctuation and Capitalization in Writing: How Do Students Produce Them?

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