Writing with English learners: Why plagiarism is serious business

frank

Frank Bonkowski is an educational writer, English language teacher, and e-learning specialist, passionate about learning and teaching. As a lover of writing, Frank has a twofold mission: to teach English learners to write better and to train language teachers in teaching effective academic writing. He was a teacher trainer at several universities, including McGill, Concordia, and TELUQ, a center of distance education.  We are thrilled to have Frank as a member of our online course community at English Learner Portal.

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In today’s post, let’s look at ways you can help learners avoid plagiarism. The text is based on a lecture in Module 3 of my three-credit graduate course in teaching writing.

Why plagiarism is serious business

cartoongirlcomputerIn this lecture, we tackle the serious problem of plagiarism. If a learner is caught plagiarizing, it can have serious consequences.

At college or university level, the least serious penalty could be getting a zero grade on an assignment; a more serious penalty would be failing the course altogether. The most serious penalty would be getting thrown out of the school.

Learners need to be able to properly paraphrase, summarize, and quote the ideas of others when doing research. In doing these things learners avoid plagiarism.

In this lecture, we’ll first look at who is guilty of plagiarism. Then, we’ll review two strategies for helping learners avoid plagiarism: taking notes and paraphrasing.

Who is guilty of plagiarism?

Ask learners if they have ever taken parts of someone’s writing without citing the source.

Ask learners if they have ever used quotations without giving credit.

Inexperienced writers make these mistakes. It’s easy, simple to do, and seems harmless. If learners haven’t mastered the intricacies of English, it may be tempting to plagiarize. This is true for both native and non-native speakers of English alike.

Plagiarism, also called “cyberplagiarism” by McWhorter, has increased dramatically with cartoonlightbulbthe widespread use of the Internet (Successful 592).

It can take 3 different forms:

  1. a) “borrowing” information from online sources without acknowledging it,
  2. b) cutting and pasting material directly without citing the source,
  3. c) buying essays or papers online and using them as your own work.

Copying the ideas of others is not new. Two thousand years ago, the Roman poet Martial complained about others stealing his poetry.

Plagiarism is not just a violation of another’s writing. it’s also harmful to creators of music, videos, and graphics. For example, here is an interesting anecdote.

Songwriters sometimes commit plagiarism and may get heavy fines if found guilty. In 2014, the Marvin Gaye family was awarded a whopping $ 7.3 million for copyright infringement of a 1977 Gaye song by another singer.

Any way you look at it, plagiarism is theft—the stealing of somebody else’s ideas. Plagiarism is just dumb.

So how can writers avoid plagiarism or be more conscious of it?

The answer is simple. They can learn and practice how to take notes and to paraphrase.

Tip #1 for avoiding plagiarism: Take Notes

nocountryforoldmenLearners need to get into the habit of reading carefully and taking good notes.

Here is a student example using the two-column method (which I explain in another lecture of the online course) presented in an academic English classroom course I teach. The student had to take notes using an online film review.

Film: “No Country for Old Men”

Keyword and questions

  • Unpredictable narrative
  • Breathtaking
  • Sanguinary film
  • Remarkably
  • Sharpest
Notes (key ideas and facts) A modern movie
“Remains remarkably grounded in the everyday”
“Sharpest Coen Bros. film in years”
“Excruciating violence to ratchet up the tension”
“Shocks ’round every plot twist”
Summary:

Review by Bob Mondello , art critic: A really great movie and even the best Coen’s Brothers film in a while.

The movie has a surprising narration and is remarkably authentic and realistic.

The violence keeps the tension high and shocks viewers at every turn in the plot.

Tip #2 for avoiding plagiarism: paraphrase

Paraphrasing is a restatement of an original text in the writer’s own words. It could be a restatement of an entire sentence, part of a sentence, or one or more paragraphs, written in about the same length as the original.

It shows that a writer understands clearly the meaning of the original text. Paraphrasing is a useful way for all writers, but particularly non-native speakers of English, to improve their writing skills.

Here is a useful 10-point paraphrasing checklist you can share with your students.

checklist

Sources:

Douglas, Scott Roy. Academic Inquiry: Writing for Post-secondary Success. Don Mills: Oxford UP, 2014. Print.

McWhorter, Kathleen T. Successful College Writing: Skills, Strategies, Learning Styles. 5th ed. Boston: Bedford St. Martin’s, 2009. Print.​

Williams, Julia. “Unit 4: Art History.” Academic Connections 4. White Plains: Pearson Education, 2010. 75+. Print.

For more helpful teaching tips, enroll now in Teaching Writing to Intermediate and Advanced English Language Learners and earn 3 university credits.

In the next blog post, we will take a look at the SQ3R method based on a lecture in Module 4 of the writing course.

JOIN me on June 28 for a 2-hour online writing workshop

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If you aren’t already part of our mailing list, please sign up HERE to receive freebies, announcements, and just to get to know us!  Looking for new ideas and graduate credits? Visit our Online Professional Development School!  Please visit the ELP website to meet the team and learn more about our services.

Teaching Writing: What is successful language teaching?

frank

Frank Bonkowski is an educational writer, English language teacher, and e-learning specialist, passionate about learning and teaching. As a lover of writing, Frank has a twofold mission: to teach English learners to write better and to train language teachers in teaching effective academic writing. He was a teacher trainer at several universities, including McGill, Concordia, and TELUQ, a center of distance education.  We are thrilled to have Frank as a member of our online course community at English Learner Portal.

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Teaching Writing: What is successful language teaching?

In today’s post I give you a peek into part of the lecture “What is successful language teaching?” in Module 2, from my new three-credit graduate course in teaching writing.

JOIN me on June 28 for a 2-hour online writing workshop!

New Online professional development course

Teaching Writing to Intermediate and Advanced English Language Learners is now available. This 3-credit graduate course is aimed at beginner and experienced English-language teachers who want to improve their knowledge and skills in teaching academic writing.

Teaching Writing, a multimedia course containing five modules, is your complete guide to teaching academic writing. Each module has a short video introduction, several recorded lectures, an accompanying tape script, a reading, an interview with a writing expert (in three of the modules), and a self-assessment exercise. To obtain university credit for the course, participants must complete five quizzes and two assignments.

A peek inside “What is successful language teaching?”

Agenda

In today’s lecture, we’re going to paint a broad picture of effective English language teaching and learning.

We are going to answer the following questions:

  • How can teachers help students learn successfully using a model called ESA: engage, study, activate?
  • What can teachers do to engage students?
  • What are some effective study activities?

ESA Model

blog2aThe ESA model—which involves equally teacher and learners—is based on the ideas of Jeremy Harmer from his influential book, How to Teach English.

In a nutshell, this teaching/learning model is based on these three principles: learners need to be motivated, exposed to meaningful language, and provided chances to use the language.

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I will illustrate these three principles using examples from my own teaching with second-language learners. I will present different materials and activities dealing with the story “The 39 Steps.”

Engage

In the language classroom, for students to learn it makes good pedagogical sense to engage them. You need to “arouse the students’ interest, thus involving their emotions” (Harmer 25).

In my experience, even before you get students interested, you first have to catch their attention. When I started second language teaching in high school many years ago, I was lucky to have a brilliant pedagogue as school principal. He would often remind teachers about the importance of being enthusiastic and engaging ourselves in our subject matter. You can’t expect learners to be interested if you are not passionate about what you’re teaching. I have never forgotten that sound advice.

Bloom’s Taxonomy

As you can see in the chart below showing Bloom’s Taxonomy: The Affective Domain, the very first level is “receiving phenomena.” Learners need to be aware, show willingness to hear, and be attentive. In my very first meeting with new second-language learners at the beginning of a new term, I always demonstrate and practice “receiving.” How so?

First, I tell learners my name. Then I mention something interesting about myself, such as how I like to do triathlons—a combination of swimming, running, and biking. This always catches their attention, even if they are not particularly interested in sports.

I then ask students to say their name and something memorable about themselves. This is not only stimulating but also challenging for learners. By the end of this exercise, an added bonus is that I’m usually able to remember about 80% of the students’ names.

Notice in Bloom’s Taxonomy, it is at the second level: “response to phenomena” that learners can be expected to participate actively in the class.

Bloom’s Taxonomy: The Affective Domain

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Useful activities and materials

Here are some useful activities and materials to engage students’ interest (Harmer 25):

  • Stimulating pictures
  • Games
  • Music
  • Discussions
  • Dramatic stories
  • Amusing anecdotes

The 39 Steps: activity

For example, in each new term I take learners to see a live play. But before talking about the live play students will be attending, I show a stimulating picture. Recently I took students to see “The 39 Steps.” I showed this picture and asked students to guess what they think the play is about, who the man is, what the menacing hand suggests, and what the title means.

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By the way, I shared these interesting fun facts with students. The 39 Steps was originally a spy novel written in 1915 by John Buchan. Alfred Hitchcock made it into a suspense film in 1935. Later, it was brought to the Broadway stage as a thriller/romance/comedy in 2005 and won numerous awards.

In addition, since students usually have their cell phones handy, I asked them to work in pairs and to Google the term “The 39 Steps.” I gave them 8 to 10 minutes to take notes and then share what they found with the class.

When students saw how excited I was about this story, they participated well in the activity.

Study Activity: 3 parts

In study activities, students focus on language or information and how it is constructed. For higher-level students, these activities can range from the study and practice of new vocabulary to an analysis of how a writer achieves an effect.

There are different ways to do study activities: the teacher can explain or demonstrate a particular point or students can work alone, in pairs, or small groups to discover language for themselves.

Let’s look at this three-part language activity I used with learners before they attended the play “The 39 Steps.”

In the first part of the activity, I had students watch the first 15 minutes of Hitchcock’s 1935 movie that is available on YouTube. Interestingly, one student commented to me after seeing the live play that viewing the opening of the film was extremely helpful in understanding the complicated plot.

In the second part of the activity, I referred learners to the synopsis of Act 1 that was in the Teacher Guide (See below). Initially, I asked learners—working in pairs—to define the verbs that are underlined in the first paragraph.

These verbs include: rings out, turns out, trailed, lurking, seek, on the run, and clear.

Then I asked them to define any other verbs in the text that they did not understand.

In part three of the activity, I asked learners to write down in their own words the principal events in Act 1. I instructed them to use either the simple present or the present progressive tense in rewriting the plot.

Here’s an example of what I asked students to write:

  1. Richard Hannay is attending a play in London.
  2. Someone shoots a gun in the theater.
  3. A lady called Annabella goes home with him.

Act 1 (Teacher Guide)

After heading to a London theatre to find some excitement, a man named Richard Hannay is watching a performance by a man with a photographic memory named “Mr. Memory”, when an unexpected gunshot rings out. As the audience clears out, a woman named Annabella follows him home, and that’s when the real excitement begins. She turns out to be a spy on a dangerous mission, trailed by assassins who want her dead. Aware of danger lurking outside, she warns Richard about a dark figure at the head of an international espionage ring and “The 39 Steps,” which she does not explain. Her plan is to seek help from a professor in Scotland at a place called Alt-Na-Shellach the next day, but before Richard can get more details, she is killed, sending Richard on the run in an effort to clear his name and save Britain from its enemies.

Exiting his building cleverly disguised as a milkman, he hops a train to Scotland, with the law hot on his trail. When police begin to search the compartments, he masks his identity by kissing a female passenger. Although this buys him some time, the woman (named Pamela) isn’t buying his story, and she quickly turns him in. Luckily, he is able to jump from the train, and eludes capture.

Later that night, with Alt-Na-Shellach in the distance and the cold reality of the Scottish moors setting in, Richard convinces a poor old farmer named Crofter to offer him some shelter. However, tension arises when Margaret, the man’s beautiful young wife, finds herself attracted to her guest, and he to her. Feeling threatened, Crofter calls the police in the middle of the night, but Margaret wakes Richard to warn him. He then pays the farmer for his silence and steals a few kisses from Margaret before slipping out with Crofter’s best Sunday coat on his back.

After eluding the police, he is welcomed at Alt-Na-Shellach by the professor and his wife. However, the amiable pair is not what they seem. Richard realizes too late that the professor is missing part of his little finger and is the spy Annabella warned him about. Before he can act, the professor shoots him in the chest and leaves him for dead. Lucky for him, the hymnbook in Crofter’s coat pocket stops the bullet and saves his life. (Cleve 4-5)

For more helpful teaching tips, enroll now in Teaching Writing to Intermediate and Advanced English Language Learners and earn 3 university credits.

In the next blog post, we will take a look at the lecture on “Plagiarism“ in Module 3 of the course.

JOIN me on June 28 for a 2-hour online writing workshop

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If you aren’t already part of our mailing list, please sign up HERE to receive freebies, announcements, and just to get to know us!  Looking for new ideas and graduate credits? Visit our Online Professional Development School!  Please visit the ELP website to meet the team and learn more about our services.

Teaching Writing: Problems Students Face

frank

Frank Bonkowski is an educational writer, English language teacher, and e-learning specialist, passionate about learning and teaching. As a lover of writing, Frank has a twofold mission: to teach English learners to write better and to train language teachers in teaching effective academic writing. He was a teacher trainer at several universities, including McGill, Concordia, and TELUQ, a center of distance education.  We are thrilled to have Frank as a member of our online course community at English Learner Portal.

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In today’s post I want to introduce you to a new three-credit graduate course in teaching writing.  I’ll give you a peek into one of the lectures in Module 1, “Problems students face in learning.”

JOIN me on June 28 for a 2-hour online writing workshop

New Online professional development course

Teaching Writing to Intermediate and Advanced English Language Learners is now available. This 3-credit graduate course is aimed at beginner and experienced English-language teachers who want to improve their knowledge and skills in teaching academic writing.

Teaching Writing, a multimedia course containing five modules, is your complete guide to teaching academic writing. Each module has a short video introduction, several recorded lectures, an accompanying tape script, a reading, an interview with a writing expert (in three of the modules), and a self-assessment exercise. To obtain university credit for the course, participants must complete five quizzes and two assignments.

A peek inside Module 1

peekinsideThe first module explores the context for teaching and learning academic writing to adolescent English language learners. Topics include some effective ways for teaching academic writing,  problems English language learners face in learning, the distinction between comprehensible input and output, and an overview of the WIDA writing rubrics with Kelly Reider. In today’s post, I want to share with you parts of Lecture 2.

Teaching Writing

Module 1: Problems student face in learning

External issues

externalissuesHow well do you know your students? Experienced teachers realize that they have to take the time to get to know their language students as human beings. I have always taken the time to relate to my students, to understand where they are coming from, to learn about their interests and hobbies, and to ask about what they are good at.

Language teachers need to understand the external and personal issues in the lives of their students, so well described in “Teaching writing to diverse populations” (Fowler). Let’s look at three external issues.

First, learning to write well is challenging cognitively and linguistically, not only for English language learners but also native speakers of English.

Second, some English language learners come from disadvantaged homes at the lower end of the socio-economic ladder. Many students work part time which cuts into their study time. In addition, some of them have learning disabilities. In the school where I teach ESL, over 10% of the students are dyslexic or have learning difficulties often related to stress.

Third, English language teachers may not be up to the task. They may lack the pedagogical knowledge as well as effective strategies and techniques to teach academic writing. They could benefit from professional development courses to upgrade their teaching skills, such as this course.

Furthermore, English language teachers may not have access to good resources. They may not know how to implement consistently academic writing into their program.

Let’s now move on to three personal issues or problems that English language learners may have (Fowler). Learners often lack the knowledge and skills to write well. Even more importantly, they may not be motivated to write well or write at all.

internalissuesPersonal issues

Knowledge problems

I teach academic writing to intermediate and advanced ESL learners. Yet many of them do not know what good writing is. They do not know how to start to write, thinking that just putting ideas on paper pell mell is good enough. They need to improve their knowledge of vocabulary—using synonyms and antonyms for example.

Moreover, students often have a poor sense of sentence structure and variety. Learners may know who the latest pop stars are, but they have limited knowledge of current events or social issues in general.

Finally, learners are not always familiar with some of the purposes of writing, such as to persuade or inform readers.

Skill problems

Let’s move on to skill problems that many English language learners face (Fowler).

A common problem I see among learners is that they are not interested in planning. They fail to plan which effectively means that they plan to fail.

Another problem is that they do not how to revise their writing. It is like pulling teeth to get them to reflect on their writing. Another issue is that they do not know how to self regulate their ideas and actions. It is a metacognitive skill that they have perhaps never been taught.

As most teachers know, learners have limited attention spans. That is not surprising. The latest research shows that the attention span of adults is only eight seconds. As I mentioned before, many learners have either visual or motor disabilities.

Motivation problems

Let’s have a brief look at some of the motivational issues that English language learners have (Fowler). For example, they have rarely been taught to develop writing goals. So they do not know how to achieve success. Some think that they fail to write well because they are not smart enough. They may have this erroneous self-belief that they can never succeed.

In addition, many learners are not very persistent in their attempts to write well. They are easily discouraged by constant failure.

What are some effective ways to teach academic writing?

lightbulbEnglish language learners need to be taught how to write effectively. They need to know how to achieve their goals within a given context. Learners need to be taught how to express themselves effectively. They need to learn how to write well-organized, clear texts.

Here are three effective strategies for teaching writing that we will explore further in later lectures (Graham, 1-2).

  • First, teachers should explicitly teach learners appropriate writing strategies. They should use effective instructional models, such as Engage-Study-Activate that we look at in lecture 2.1 (Harmer, 25-29).
  • Second, teachers should help learners develop their reading comprehension skills to become better writers. Reading can be an important tool to develop writing skills (Writing). Both reading and writing can help learners think and learn better. Teachers should show learners good texts, highlighting their outstanding features.
  • Third, students should receive regular feedback to keep track of their own success in writing. This feedback can take the form of teacher to students, students to students, and student self-reflection, using for example the Virtual Writing Tutor. More about this online tool in lecture 5.5.

Other strategies that we can mention include teaching grammar explicitly, providing challenging activities, and helping students build their vocabulary (Writing).

In Teaching by Principles, Brown recommends teachers get students to:

  • Use the practices of “good” writers, such as following an organizational plan as they write
  • Do prewriting activities, such as conducting outside research or discussing a topic or question.

In the next blog post, we will take a peek into one of the lectures in Module 2,  “What is successful language learning?”

JOIN me on June 28 for a 2-hour online writing workshop

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Set a larger table….

Set a Larger Table
by guest blogger Laurie Meberg

I had never felt more isolated in my life. My family had just moved to a town where we knew only one family. This was my first opportunity to live in a foreign town where I did not have a local community on which to rely. To make matters more isolating, I was a stay at home mom to two girls under the age of three while my husband set up his office in the town center. My shortcomings in the local language limited me further. Finally, I was used to blending into the chaos of an international city and had found myself in a small town where I stuck out more than I had in the city. While I saw the same people every time I went out of the house, they did not seem to recognize me.

My neighbors did not know what to make of this blonde-haired, fair-skinned family who had just moved into their building. They had heard through the grapevine that my husband would be teaching English lessons to take the place of our dear friends in the local language institute. While most of the neighbors and people in our community avoided us as they passed us by – watching us only out of the corners of their eyes – one family in particular took us in. My next-door neighbors and their five teenage daughters were life to me in that season.

MebergBlogWithin a week of our arrival, Muzyen and her family greeted us and welcomed us. When I came home from errands, they eagerly kept the kids while I shuttled groceries up the three flights of stairs. Muzyen understood my younger daughter’s nervous cries and stood singing to her in the hallway as they watched me work. When her daughters were home, one of the daughters would keep my girls entertained while I cleaned the house or cooked dinner – teaching them songs, hand-games, and stories.  When my family returned from outings and clomped and chattered our way up the stairs, Muzyen’s family would open the door to talk with us and visit with our little kids. Occasionally, on long afternoons, Muzyen would break up the monotony of my day by inviting me for tea. She offered sweet pastries and savory dishes as we fumbled through small-talk and conversation.

I learned through our visits that Muzyen’s husband had recently retired from a career in mining. In their early years of marriage, the couple lived far from their families while Muzyen’s husband worked long shifts in the mines. She spent those years home with little children having to find her own friends and support system but the early years had been very hard. She encouraged me by empathizing with my isolation and welcoming me into her life.

Holidays were the hardest days for me as a foreigner in a strange land. Surprisingly, our own holidays were not so hard. Rather than wallow in self-pity about missing our family, I would find creative ways to make traditional foods, decorate with what we could find, and teach the children about our holidays. While I missed celebrating with our extended family, I would visit with friends in other cities. I found that – rather than our own holidays – the local holidays were harder for me.

As a local holiday drew near, I noticed the community brimming with excitement as 02A12D2Geveryone prepared for a big event. The neighbors would clean their homes top to bottom – so thoroughly that they would even hang their carpets over the balconies to dry after hand-washing them. The community scoured the local markets and stores for specialty foods they would use for traditional meals, toys to give their children, and outfits to wear for the festivities. Furthermore, people stocked up their kitchens as shops would be closed for a few days.

While some ex-pats might take this as an opportunity to relax and stay home, I could not. Despite my introversion, I longed to be part of the festivities. I too wanted a reason to cook, clean, shop, and visit – anticipation that transformed the routine.

Al Fresco Dining, With Food Laid Out On TableMuzyen knew what it was to be an outsider. Because of that, she invited us to join her family’s festivities. One of the more intimate components of their celebrations was a breakfast to break their fast. Muzyen had already graciously included our family at a few of their iftar dinner meals. The breakfast marked the beginning of a three-day celebration. This was more of a family affair. Normally new friends or neighbors might visit on the third day, but in my observation not typically the first breakfast.

Muzyen taught me a lesson that day. She modeled for me how to be a neighbor and how to be a friend. There were not elaborate schemes or agendas hidden in her invitation – rather a simple invitation from one woman who had experienced isolation to another woman who was in the midst of it. She had no idea that some of her traditional foods were similar to those of my grandparents and she had no idea how honored I was to be included. She expanded her table, added four plates, and welcomed us in – not as strangers but as if we belonged.

I have applied this lesson many times in the past ten years. How hard is it for me to welcome a newcomer to our celebrations?  Being a newcomer is lonely. But to welcome a newcomer in speaks volumes.

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mebergLaurie Meberg has been working cross-culturally for seventeen years as a teacher, community developer, and refugee liaison. She learned two languages through immersion and tried to learn a third through friendships in a multicultural community. She has frequently helped emerging English speakers by being a conversation partner – mostly over cups of tea. She lives in Colorado with her husband and three children.
She can be found on instagram @ _lauries_stories_

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Click HERE to join the English Learner Portal mail list!  Receive information about our free resources and new courses as they are released, including upcoming spring and summer courses in our online classroom!  Check out our Spring/Summer 2018 course list HERE.  New courses beginning in March!

English Learner Portal    January 2018

Social Skills with Newcomer Students

The Importance of Social Skills with Newcomer Students
by Graciela Williams, Guest Blogger

turkeyThanksgiving is almost here, and, undoubtedly, your classroom is buzzing with excitement for the soon-approaching break. You might find that you and your students have finally found a steady routine. You may even feel that your students have some sense of your classroom rules and requirements, even if many of those aren’t exactly followed to a “T.” Your sense of classroom “normalcy” is at its peak when, suddenly, you get word that you will have a new student. Not only will you have a new student, but it will be a new student that speaks limited English. You have been here before and know the difficulty of adding a new student into the mix, but a student that speaks limited English is a step further. The classroom dynamic changes, and the educational “catch up” game quickly follows. This scenario is all too common in many schools across the U.S. Teachers and school administration begin to identify the challenges of students who start school mid-year, but they soon find themselves focusing on classroom dynamics and making sure that the student meets certain targets for educational purposes. An area that can be easily overlooked is the newcomer’s social and emotional well-being. Adjustment in the classroom involves much more than the student’s physical and mental understanding of school and classroom norms.

Research is finding that new incoming students require social and emotional support studentsduring school adjustment periods. Although the needs of the students increase, the school’s ability to provide adequate resources and staff to meet the needs of the students remains limited. Even with limitations, schools can still make sure that all of the newcomer’s needs are met in order for the student to be successful in the classroom. Incorporating social skills lessons within the classroom can promote an environment where newcomer students share experiences, establish connections, and practice their English abilities.

Sharing experiences, for newcomer students, in a non-threatening environment is a great way for students to start building connections and relationships with their peers. girlsBeginning conversations at the lunch table or at recess can be intimidating, but providing an in-class activity, where students share in small groups, can help promote effective communication and relationship building. It allows the newcomer to participate in the lesson all while learning essential vocabulary skills. Social skills lessons can help promote English by having newcomers practice their English skills within the four domains: speaking, listening, reading, and writing. Social skill lessons can also help the teacher understand their student’s background in a non-intrusive manner. Understanding the student’s past experiences can shed some light on educational learning experiences and current levels of social, emotional, and physical adaptation to a new learning environment.

For a FREE sample social/emotional lesson, visit the “Newcomers/SIFE” folder in the English Learner Portal Resource Center.  This activity promotes the four domains, while engaging students in a fun, interactive activity where they feel comfortable sharing about their experiences.  The full lesson plan and Feelings Cards included!

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gracieGraciela Williams “Gracie” is a licensed bilingual school social worker in Annapolis, Maryland. Gracie currently works with newcomer students and runs several social skills groups around the county. She specializes in working with international students who have experienced trauma. She has done extensive work incorporating and facilitating student and parent reunification groups within the school system. Gracie has worked as an Adult ESL teacher and program manager for literacy centers in South Carolina and Colorado. She has a bachelor’s degree in counseling from Bob Jones University and a master’s degree in social work from the University of New England. Gracie is also an Adjunct Professor for Goucher College, where she teaches a graduate level seminar course regarding At Risk Students, and she is an Adjunct Community Faculty for The University of New England providing field instruction to current MSW students.

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Click HERE to join the English Learner Portal mail list!  Receive information about our free resources and new online courses as they are released, including an upcoming course by Gracie!  Check out our current courses HERE.

English Learner Portal    November 2017

Hard writing makes easy reading…

frankToday’s blog post is written by guest blogger, Frank Bonkowski.  Frank has over 30 years of experience writing English language teaching materials, creating e-courses, and teaching English language at university, college, and high school levels.  Frank teaches at Cégep de Saint-Laurent in Montreal, Canada.  He has co-authored nine textbooks and consulted on many projects with publishers and e-learning companies.  We are thrilled to have Frank as an online classroom partner with English Learner portal.
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Hard writing makes easy reading – an old adage

In Teaching by Principles, Brown compares swimming and writing. You might wonder, what does swimming have to do with academic writing? I am a swimmer, so I know how hard it is to swim well. I am a writer too, and it is just as difficult for me to write well.

I do sprint triathlons—a combination of swimming, biking, and running. frankswinSwimming is my weakest event because I never learned to swim correctly. Fortunately, I am a better writer than I am a swimmer.

According to psychologists, human beings easily learn how to walk and talk; learning to swim and write well is another matter. Brown states that “swimming and writing are culturally specific, learned behaviours.” We need to be taught how to swim and write.

So how do you teach academic writing to English language learners?

In today’s post, I will introduce you to a new professional development course coming soon from English Learner Portal that answers this question. It is called Teaching academic writing to intermediate and advanced English language learners.

Here are some of the issues the course will address.

  • Why is teaching academic English important?
  • How does academic English differ from conversational English?
  • What are some of the problems that English language learners face in learning to write at an acceptable level?
  • What are some effective ways to teach academic writing?

Why teach academic writing?

Let me touch on the first issue: why we should teach academic writing—with the emphasis on academic.

If you are an English language teacher in today’s language classroom, you know from experience the importance of teaching academic language as well as academic writing. In fact, it has become an important part of the curriculum.

In “Teaching secondary students to write effectively: practical guide,” Graham argues that academic English is a necessity for English language learners for achieving success both inside and outside the classroom.

However, attaining language proficiency is a long process. It takes three to five years to become orally proficient in English, and four to seven years to become proficient in academic English, according to researcher Gary Cook.

In other research findings, Graham and Perin point out that good reading and writing skills predict academic success. Having these essential skills motivates learners to stay in the classroom and not drop out. Not all English language learners will go on to higher education. However, equipped with these two skills, learners will be better able to participate more fully in society.

There are other intrinsic reasons to teach writing in the classroom as Jeremy Harmer in How to Teach English attests:

  • First, writing reinforces understanding English and keeping language in memory.
  • Second, the actual writing process is a mental activity that helps learners learn better.
  • Third, the task of writing appeals to some learners who need to see the written language and reflect on it.
  • Lastly, writing is a linguistic skill just as important as reading, listening, and speaking. In both language and content classrooms, English language learners must be able to communicate effectively.

In his practical guide, Graham states that learners need to think critically, analyze information, and express their opinions and thoughts if they are to succeed.

New Online Training course

Let me describe briefly the self-paced course that we are in the process of creating at English Learner Portal.

The five modules in the course are designed to help teachers learn and use effective strategies and techniques to teach academic writing to English language learners.

The training course has five objectives:

  • Describe critical issues in teaching academic writing to ELLs.
  • Explain why teaching academic writing to ELLs is important.
  • Demonstrate to ELLs the initial steps in planning to write.
  • Show ELLs examples of effective writing at the sentence, paragraph and text levels.
  • Illustrate to ELLs techniques for editing and revising their writing.

highlighterCourse features

Here are the main features of the training course:

  • Audiovisual presentation of the more than 25 lectures
  • Transcripts of all the lectures
  • Readings: the latest research in the field of English language teaching
  • Interviews: writing specialists share their thinking on teaching writing
  • Activities: tasks to get teachers to implement what they are learning
  • Discussion forum: teachers share their ideas with the instructor and all the teachers
  • Quizzes: self-graded
  • Self-assessments: allow teachers to to get feedback on what they’re learning
  • Graded assignments: allow teachers to get feedback from the instructor
  • Certificate of completion.

Interviews

Knowledgeable resource people will share their ideas about teaching writing:

  • Kelly Reider, founder of ELP, on Wida writing rubrics
  • Dorothy Zemach, author of “50 Ways to Practice Writing”
  • Ktwente, HS teacher, on plagiarism
  • Nick Walker, creator of the Virtual Writing Tutor, on self-correcting.

Bonus Material

An added feature is a fun section dealing with teaching English literature through film.

Downloadable teaching unit

The training course will make available to teachers —at a discount price—a downloadable teaching unit called “The Amazing World of Comics” (Soubliere, 2007).

The unit offers a number of engaging reading, listening, and speaking activities.

Learners build on these activities to create their own comic strips about a famous person or a superhero.

comics

The unit—which I created—shows learners how illustrators and authors present their creative ideas through comics. The broad areas of language learning include career planning, entrepreneurship and media literacy.

The teaching unit encourages learners to:

  • use information
  • exercise critical judgement
  • be creative adopt effective work methods
  • use information and communication Technologies
  • cooperate with other learners, and
  • communicate appropriately.

The materials include the following three components:

  • 40-page teacher guide explaining how to use the unit, including suggested answers for activities end tasks.
  • 18 student activities that teach writing, grammar, and vocabulary leading to three engaging closure projects.
  • 27-page full color teaching unit in PDF format.

School licenses will be available for teachers to use the unit in their classroom.

Stay in touch with us at Englishlearnerportal.com. Sign up for our email updates to get the latest information on the upcoming course launch date!