We are starting Writing in a Second Language this week and until the end of the semester. Check your schedule to see when things are due..
Lignelli
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About Me
- Prof. Lignelli
- I am a University Professor of ESL at Howard Community and Montgomery College. I often teach at Anne Arundel Community from time to time as well. I have taught various levels of English from Elementary to University. I have a MA in TESL from Inter American University of Puerto Rico. I look forward to seeing each and everyone of you in my class!!
So how can you get a student to be stimulated to think (process) to be able to read if they can not due to personal reasons?
ReplyDeleteHow can a student differentiate between process and product?
How can a student better give a better production? until what level is acceptable?
Other people who speak other languages other than english, are they able to better process and produce more so than someone who does speak english?
Would an everyday english speaker learning another language face the same difficulties of process and product as an L2?
brett said...
ReplyDeleteSo how can you get a student to be stimulated to think (process) to be able to read if they can not due to personal reasons?
External reasons for learning can be the hardest thing to overcome because really we (teachers) have no control over what happens outside of the classroom. Providing a safe, trusting and fun environment can allow the student to forget and or want to take part in something that releases the stress (so to speak) to learn and continue to grow at the same time letting some frustrations out. Writing is therapy....
Lignelli
Brett Said...
ReplyDeleteHow can a student differentiate between process and product?
I don't think they necessarily have to. Process is the steps to the product and the product is the writing. One without the other makes the writing incomplete. Maybe it would be more accurate to ask how does the teacher differentiate between the product and the process? Either way, process is imparative to the product.
Lignelli
Brett said...How can a student better give a better production? until what level is acceptable?
ReplyDeleteThe second question doesn't make sense. Or I don't understand it. Either way, the process and practicing the process of writing with different techniques of writing will no doubt improve your students ability to write.
Lignelli
Brett Said...Would an everyday English speaker learning another language face the same difficulties of process and product as an L2?
ReplyDeleteThis question was answered in HUEN 250 SLA class.
Lignelli
I think you may have focused too much on product and process. Maybe some of the later material in the chapter would serve you better to ask questions. Hint...the questions you ask and repsonses I give will help you on the take home final....
ReplyDeleteLignelli
Can "guided writing" help in teh sense of a student building vocabulary in the positive sense, and in teh negative sense, can it be detrimental that a student while writing "guided/freely" start to pick up some bad habits???
ReplyDeleteWhat develops an ESL students writing ability more..."real writing" like the girl from China and her story, or fictional writing?
How can you help then students more easily account for student/backgrounds when they are not familiar with the language? would it be safe for them to be already writing short stories?
Is brainstorming more effective in bigger or smaller groups for ESL students?
How much "correction" is actually healthy for an ESL student when correcting a paper without them being discouraged???
What develops an ESL students writing ability more..."real writing" like the girl from China and her story, or fictional writing?
ReplyDeleteDifferent writings and practicing the process of writing over and over makes a better writing. Supplemented with grammar, reading comprehension and vocab building exercises.
Is brainstorming more effective in bigger or smaller groups for ESL students?
ReplyDeleteBOTH are effective if both are used. Group work is only as good as the mediator (ie= teacher). But it good to see individuals thinking processes in class and to have them see what others think as well. However,if there is only one talking or controlling the group, then that is not productive.
How much "correction" is actually healthy for an ESL student when correcting a paper without them being discouraged???
ReplyDeleteAgain, this was something we discussed in HUEB 250. But correction is only good if done contructively. If it is negative then they won't look at it. They won't look at it much unless you devise a way to get them to check themselves or each other after they write. This is not easy, but finding the right formula can be proven successful. I am a minimalist for grading, but I let them know there is something wrong. Not just fix it or do bench writers marks. They have to figure out what is wrong. That way they learn or even ask for help about a troubled area.
Can "guided writing" help in teh sense of a student building vocabulary in the positive sense, and in teh negative sense, can it be detrimental that a student while writing "guided/freely" start to pick up some bad habits???
ReplyDeleteGuided writing is another tool in the bag. It does help with lower leveled students all the way up to the big guys. I don't know about bad habits...what do you mean? Writing what the teacher says or is asking? Freewriting is for brainstorming to get the ideas out not for first drafts or even final drafts. If they are taught the process of writing, then habits that form are checked and balanced out.