Susan Miller-Cochran, North Carolina State University
Session Description: With the increasing linguistic diversity present in all writing programs, effective strategies for working with ESL writers are increasingly in demand. In this hands-on workshop, participants will discuss relevant issues to consider when teaching in a linguistically diverse classroom such as constructing effective writing assignments, providing useful feedback, and developing guidelines for using technology with multilingual writers.
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2 comments:
These are the five myths we talked about in the ESL workshop:
1. Second-language writers are easy to identify.
2. Second-language writers are a small minority.
3. As long as you have a second-language writing specialist at your institution, s/he can handle any language challenges students might face.
4. Second-language writing students can just be placed in a separate class and then you don’t have to worry about them anymore.
5. Second-language writers need to focus on grammatical issues more than rhetorical ones.
Resources that might be useful in considering how you work with ESL writers and how you incorporate technology into the class:
CCCC Position Statement on Second Language Writing and Writers
http://www.ncte.org/cccc/resources/positions/123794.htm
**Note: this statement is being revised, and please write about any suggestions you have for revision.
CCCC Position Statement on Teaching, Learning, and Assessing Writing in Digital Environments
http://www.ncte.org/cccc/resources/positions/123773.htm
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