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Running head: WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

Cody Elmer
University of La Verne

A Paper Prepared for EDUC 306

In Partial Fulfillment of
The Requirements for the Degree
Bachelor of Arts

May 2016

Abstract

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

English Language Development Standards create a format for instruction of English language
learners. Strategies to implement these standards use print, technology, and multimedia in order
to engage students. Writing should be enjoyable and used in meaningful way.
Keywords: English language learners, Writing, Instructional strategies

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

Writing Instruction for English Language Learners
Learning the English language is not an easy task. For children learning the language in
schools, they not only have to learn to speak the language but they also have to learn how to use
the it to write. English learners ...come to California schools from all over the world, and from
within California (Ong & McLean, 2014, p.8). Understanding that 22.8% of students enrolled
in California schools are English language learners (Fast Facts, 2015), teachers need to have
strategies to engage students and promote a love of writing. Using the English Language
Development Standards, and the correspondence with the California State Standards for writing,
strategies can be utilized in K-8 classrooms to create a learning environment where students can
thrive.
The English Language Development (ELD) Standards describe the key knowledge,
skills, and abilities that students who are learning English as a new language need in order to
access, engage with, and achieve in grade-level academic content (Ong & McLean, 2014, p.8).
The main goal for writing as stated in the California ELD Standards for grade three is that they
demonstrate knowledge of content through oral presentations, writing tasks, collaborative
conversations, and multimedia (p.56). The standards are broken down into three parts:
interacting in a meaningful way, learning about how English works, and using foundational
literacy skills (p. 14). Each of the three parts is then broken down into more detailed standards.
Part One is broken into three sub-sections: collaborative, interpretive, and productive. The third
grade standard (standard 1.a.2) asks for students to be able to interact with others in written
English in various communicative forms (print, communicative technology, and multimedia) (p.
56). The productive standard (standard 1.c.10), writing literary and informational texts to
present, describe, and explain ideas and information, using appropriate technology (p. 57) is the

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

area that teachers can use to focus their lessons on making appropriate goals for English learners.
Both standards (standard 1.a.2 & 1.c.10) express that there needs to be technology used in the
classroom, to interact and share ideas, as well as using technology to write.
Digital technologies being used in the classroom is a major topic for research regarding
teaching English language learners. Kathleen Blake Yancey wrote an article titled Using
Multiple Technologies to Teach Writing: in this article she makes a few key points about how
the 21st century has changed the way we teach. Helping writers develop fluency and
competence in a variety of technologies is a key part of teaching writing in this century
(Yancey, 2004). The article describes a teacher who has had success using technology to teach
writing:
An elementary school teacher observed that several of her students were reluctant
writers.
They were eager students in many ways, but they simply didnt like to write. To
motivate these students, the teacher invited them to compose in a presentation software
package. Not surprisingly given that this software program includes color, choice of
font style and size, animation, and special effects the kids found that they liked this way
of writing, and their writing improved as a result. (Yancey, 2004)
Using technology, the students are able to connect with their audience. One part of the writing
process is evaluation--where you share your work with others, either for a grade or for others to
view. What a great way for all students including English language learners to submit their work
for evaluation.
The technique of using pictures to stimulate writing is another strategy. Shana J. Haines
from the University of Vermont decided to try using photographs and fiction to enliven writing

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

for ELL students (2015). Cameras are a technology that many people forget to incorporate.
Observing childrens pictures is like looking through their eyes to see a different view of the
world. The results of the study done by Haines makes this clear:
I conducted this project to see how many of my students attitudes toward writing and
writing class would change when given the freedom of creativity. The results of the
project were much more profound than I had planned. Many of my hardest-to-teach
students blossomed through these activities. Our classroom community grew stronger as
trust developed through a genuine dialogic process. The students used more descriptive
language in their writing and speaking, the students writing improved, and (perhaps most
notably) their excitement for and connection to their writing increased. (Haines, 2015)
This way of teaching fits the criteria for the English Language Development standard 1.a.2:
interact with others in written English in various communicative forms (print, communicative
technology, and multimedia) (Ong & McLean, 2014, p. 56). When ELLs interact socially and
linguistically, they develop greater language proficiency (Long, 1983).
Using print as a form of interacting with others is a possible strategy for teaching writing
to English language learners. In the article A Closer Look at Interactive Writing by Elizabeth
Patterson, Megan Schaller, Jeannine Clemens, the process of interactive writing is discussed. In
the interactive writing process, students and teachers collaborate in the construction of text
while building on prior knowledge. Students use what they know about language, conventions
of print, and how words work to create meaningful writing (2008). In regard to ELLs, we have
observed an increase in vocabulary, grammar, and writing skills as well as an increase in
confidence from the continued use of interactive writing (2008).

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

Meaningful writing is the key for English language learners. All of the strategies that I
have shown agree that the focus on using technology, multimedia, and print is effective to engage
the students. These ideas correspond to the English Language Development Standards, both
standard 1.a.2 and standard 1.c.10 (Ong & McLean, 2014, p. 56-57), this would give the students
the individuality and creativity to become confident writers by including personal aspects as well
as meaningful content that relates to what is relevant in their lives.

WRITING INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

References
Fast Facts. (2015). Retrieved May 27, 2016, from https://nces.ed.gov/fastfacts/display.asp?id=96
Haines, S. J. (2015). Picturing Words. Schools, 12(1), 9-32. doi:10.1086/680692
Long, M.H. (1983). Native speaker/non-native speaker conversation and the negotiation of
comprehensible input. Applied Linguistics, 4, 126141.
Ong, F., & McLean, J. (2014). California English language development standards:
Kindergarten through grade twelve. Retrieved May 27, 2016, from
http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
Patterson, E., Schaller, M., & Clemens, J. (2008). A Closer Look at Interactive Writing. The
Reading Teacher, 61(6), 496-497. doi:10.1598/rt.61.6.8
Teresa S. Foulger & Margarita Jimenez-Silva (2007) Enhancing the Writing Development of
English Language Learners: Teacher Perceptions of Common Technology in ProjectBased Learning, Journal of Research in Childhood Education, 22:2, 109-124
Yancey, K. B. (2004). Using Multiple Technologies to Teach Writing. Educational Leadership,
V62(N2), 38-40. doi:EJ716771