Writing Instruction That Makes a Difference to English Learners

• Authors: Juan J. Araujo , Carol D. Wickstrom

Title variants

Warsztaty pisania – ich znaczenie dla uczących się języka angielskiego

• Languages of publication: EN

Abstracts

EN

This paper presents the actions of two high school English language arts teachers as they engage in writing instruction with adolescent English learners. Using a naturalistic, qualitative methodology we investigate the actions two high school English language arts teachers engage in to meet the needs of their students. Findings suggest that embracing the students’ resources, building on linguistic knowledge, taking time to choose the right books and activities, being explicit about writer’s workshop and accepting its frenetic pace because it meets the students’ needs, and using the act of writing as a thinking activity, were the actions that made a difference to promote student success.

PL

Korzystając z naturalistycznej, jakościowej metodologii w artykule zaprezentowane zostaną działania dwóch nauczycieli języka angielskiego w szkole średniej, angażujących się w zaspokajanie potrzeb młodzieży w zakresie nauczania języka. Wnioski sugerują, że najbardziej efektywnymi metodami nauki i osiągania sukcesu przez uczniów są: znajomość źródeł, opieranie się na wiedzy językowej, poświęcenie czasu na wybór odpowiednich książek i aktywności, wyraźne formułowanie zasad rządzących warsztatem pisarskim, a także traktowanie pisania jako czynności nierozerwalnie połączonej z myśleniem.

Keywords

EN

writing; professional development; teacher education; adolescents; english learners

PL

pisanie; rozwój zawodowy; edukacja nauczycieli; młodzież; nauka języka angielskiego; pisanie; rozwój zawodowy; edukacja nauczycieli; młodzież; nauka języka angielskiego

• Publisher: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
• Journal: Acta Universitatis Lodziensis. Folia Librorum
• Year: 2017
• Volume: 1
• Issue: 24
• Pages: 77-96

Dates

published

2017-06-30

Contributors

author

Juan J. Araujo

• Texas A&M University-Commerce, Department of Curriculum and Instruction

author

Carol D. Wickstrom

• University of North Texas, College of Education

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Identifiers

DOI

10.18778/0860-7435.24.06