Exploring and Re-imagining Second Language Writing in TESOL

Erik Johnson, Arizona State UniversityTodd Ruecker, University of Texas El PasoShawna Shapiro, Middlebury CollegeChristine Tardy, DePaul University

Second Language Writing IS membersapproved in June 2005

2005 2006 2007 2008 2009 Feb. 2010

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500

1000

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2000

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OtherPrimary

SLW-IS(http://www.tesol.org)

The SLWIS aims to facilitate communication about writing across teaching levels and settings.

…the SLWIS provides the opportunity to initiate more research and scholarship in these underrepresented contexts by supporting new collaborations and partnerships across levels and by providing a forum for discussing shared experiences.

Common topics in TESOL 2009 SLW-IS sessions

•Feedback•Generation 1.5•Writing Center

•Writing in EFL Contexts•Research Methods

•Assessment

Focus is primarily on higher education, including IEPs, First Year Writing, Writing

Centers, and graduate students

Goal of surveyTo help the SLW-IS address the goals set out by its mission by identifying the interests and needs related to L2 writing of TESOL members from a broad spectrum of educational levels and geographic regions

Survey design•Fall 2009: Completed two cycles of

piloting and revising survey, based on responses from TESOL professionals working in a range of contexts

•January 2010: Survey sent by Central Office to 2,000 TESOL members, proportionately representative of all Interest Sections

•Total of 456 respondents

Respondents’ teaching location

TESOL membership75.6% from USA3.9% from Japan2.8% from Canada1.4% from Mexico.8% from Brazil

Survey population65.3% (224) from USA4.4% (15) from Japan3.5% (12) from Canada1.7% (6) from Mexico1.4% (5) from each:

China, South Korea, & Thailand

(top 5 countries by percentage of representation)

Respondents’ “linguistic context” (role of English in country)

020406080

100

Respondents’ institutional context6.50%

3.70%

10.70%

18.40%

46.90%

6.90%4.00% 3.00%

Elementary school: 6.5%Middle school: 3.7%Secondary school: 10.7%2-year or vocational postsecondary: 18.4%4-year or graduate: 46.9%Private language school: 6.9%Community/faith-based organization: 4%Workplace: 3%

Respondents’ IS memberships

Adult Education

Applied Linguistics

English as a Foreign Language

Higher Education

Intensive English Programs

L2 Writing

Secondary Schools

Teacher Education

0% 5% 10% 15% 20%

Percentage of respondents who identified pri-marily with a certain IS (only percentages over

5% reported)

TESOL's dataOur data

Students’ purposes for learning EnglishInstitutional requirement;

13.2%

Professional purposes; 17.3%

Social/recreational purposes;

1.0%Life/survival skills; 12.9%

Academic purposes;

55.6%

Importance of writing“Very important”- 77% overallInstitutional Setting

▫ 84% K-12▫ 82% 4-year▫ 79% 2-year

Linguistic Setting▫ 84% Eng dominant and/or English medium of

instruction▫ 59% EFL

“Somewhat important” – 20% overallNot important- < 3%

Writing may be less important, because…[1] It's far more important that my students

speak the language, read it and understand it. Writing is the least asked for skill…

[2] Once choice isn't appropriate. Depends on learner goals.

Writing for academic success

[3] Writing skills very much support students' success in all of their current and future coursework.

[4] My students are required to pass a proficiency test in writing…which determines whether or not they graduate.

Writing for survival and general success[5] Writing …has an increasing importance in

the global English world.

[6] They need to learn English, but not all students will actually use English in their futures. However, I still believe that helping students learn as much as they can in all areas of the Language, can provide them with bigger opportunities.

Writing to learn[7] When writing is incorporated as an

important "leg" of the four areas of language use, it strengthens all the others.

[8] Because it reinforces what they can express orally, it helps them to better organize their ideas and in general it is another important way to express what you think.

Writing for mastery and/or ownership

[9] Adult learners view the writing skill of a second language of equal importance to their speaking skill. They regard it as a symbol of intellectual ownership.

[10] For full fluency and upward linguistic mobility, my students need to be fully competent in L2 writing.

Approximately how much of your instructional time is devoted to teaching writing (as opposed to other language skills)?

Most of my in-structional time;

19%

A significant amount, but not primary focus;

21%About as much time teaching writing as other skills; 32%

Less time teach-ing writing than other skills; 23%

Little or no time teach-ing writing; 5%

Do you teach a course that is primarily focused on writing?

Yes 44.4%

No 55.6%

Nature of writing-focused courses Academic writing (argument, persuasion,

compare/contrast, research skills): 50%

Typical Responses

• “Academic essay writing”

• “Writing for college” • “Argumentative Essays mostly”

• “I teach courses designed to develop academic writing skills of Japanese university students preparing for an academic year abroad in the US.”

Stereotypical response

[12] Getting students to understand the classic 5 paragraph essay and the organizational structure expected. Also, getting students aware of and able to abide by US rules of citation and quotation to avoid plagiarism, and understand plagiarism concepts.

Some interesting, novel, or out-of-the-box responses[13] One of the courses that I often teach is one focused on

military writing skills.

[14] Since October 2008, I have conducted workshops throughout Georgia [the country] on listening skills, reading comprehension skills, grammar and writing essays in preparation for a [teacher] certification examination.

[15] Context based (success in pharmacy school)

[16] Graduation thesis -- a one-semester class for seniors, since all theses are written and presented in English.

Writing assessment

Grammar or language exams

Timed essay exams

Revised out-of-class writing

Portfolios

Journals

0.00 0.50 1.00 1.50 2.00 2.50 3.00

On average, how frequently do you use the following to assess your students' writing?

Other•The vast majority (55% ) of “other”

responses used some form of classroom writing for assessment.

•Untimed, loosely-timed exams

•In-class writing assignments

Challenges in teaching writing

large class sizes

lack of instructional resources

lack of technology

different language backgrounds

different English abilities

lack of student interest

lack of qualified teachers

teachers' own writing skills

lack of instructional time

time for providing feedback to students

testing policies

placement policies

0% 20% 40% 60% 80% 100%

PrivateK-122 year4 yearOverall

Challenges (cont.)• A few comments

“At secondary levels, Georgian English teachers do not devote much time to essay writing because they, themselves, do not feel confident in this skill.”-teacher trainer in Georgian Ministry of Education

“Wow! none of these are problems for me! My classes are very small (1-3 students). I have enough computers for all in my classroom. I'm glad they speak different languages--it makes communicating in English important. The school is top-notch and very selective, so my students are capable and motivated. I get to place my students with content teachers who enjoy having ESL students in their classes.” –US middle school teacher

“I give every student (max in class is about 16) lots of individual attention and feedback. Its great for them, but exhausting for me.” –Instructor at US 4-year institution“Our teachers are

generally well-qualified to teach writing, but not qualified to teach multilingual students.” –Instructor at English L1 4-year institution

Means of support

Writing/learning center

Editing/proofreading services

Writing group

Individualized meetings

None

0% 20% 40% 60% 80% 100%

PrivateK-122 year4 yearOverall

Support (cont.)• A few comments

“…all those services are in the same place (the Writing Center) and are provided by two people. Services are highly limited and woefully inadequate.” –instructor at US 4-year institution

“The tutoring center on campus is only for the male students since there is only one official male tutor to help students. Female instructors are assigned 1/4 time work to assist students with tutoring; however, it is not necessarily specific to writing. I always invite students to come to my office for support and help.” –Instructor at 4-year institution in Saudi Arabia

“There is no free on-campus editing/proofreading service; students must find editors/proofreaders privately, usually for a fee.” –instructor at US 4-year institution

Desired resources1. Summary/Paraphrase (48% overall)

▫ Especially in English-dominant settings and for academic writing (K-12= 60%)

2. Feedback/Error correction (45% overall)▫ 67% in settings where English is one of multiple languages▫ Especially in 2-year settings- 56%

3. Pre-writing, Revision, Peer review, Citing Sources (~ 30% each)▫ Varies by context▫ SLWIS members chose “revision” as #1 (48%) ▫ Advanced speakers chose “advanced writing” as #1 (45%)

Other▫ Wide variety of responses

 Final comments and additions?

Many!

Bottom line?

Context matters

Re-imagining SLW at TESOL: Relevant Issues•Working with/against testing policies

(U.S. K-12)•Time (instructional and non-class)•Incorporating technology as a learning

resource •Individualized support (one-on-one

feedback, tutorials, pull-out models)•Placement/mixed-level classes

Re-imagining SLW at TESOL: Possible Initiatives• Resources for TESOL Resource

Center on…▫ Using technology▫ Alternative forms of assessment

(e.g., journals, portfolios)▫ Writing in workplace/professional

contexts (especially EFL)▫ Writing in K-12 contexts▫ Integrating sources: summarizing,

paraphrasing, citing/plagiarism▫ Feedback and error correction▫ Writing process ▫ Peer review

•Lesson Plan•Activity•Quiz/Assessment Tool•Teaching Tip•Paper or Article•Presentation/Multimedia Resource•Web Link/Software•Research Brief•Other

Re-imagining SLW at TESOL: Possible Initiatives• Bibliographies on targeted areas, posted on SLW-IS

site• InterSection columns or newsletters (e.g., March

2009 issue)• Submission of newsletter articles to TRC• IS leadership representation • InterSections and colloquia with Elementary

Education, Secondary Education, EFL, ESP• PCIs and workshops on K-12 writing instruction and

assessment• White papers/Resolutions (e.g., CCCC Statement on

Teaching Second Language Writing & Writers)

Your thoughts?