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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English Learner Portal    January 2018

10 Possible Alternatives to “International Night”

laura

Today’s blog is written by Laura Gardner.  Laura has 16 years of experience working in public education, refugee resettlement, and social work.  While in public education, she worked as a district level manager for immigrant family and community engagement as well as a school social worker.  Learn more about Laura on our English Learner Portal website.

Many schools across the U.S. host international or multicultural nights each year.  At intnightthese events, students and/or their families typically set up tables to highlight their countries and cultures and the rest of the students and families walk from table to table sampling food and looking at artifacts and maps.  While organizers of these events have good intentions and aim to honor their students’ cultural backgrounds, sometimes these events can seem internationalnighttokenistic.  How can we build family comfort in schools throughout the school year?  With 79% of teachers in the U.S. being white* and 25% of students being children of immigrants, getting to know the cultural backgrounds of students requires a deeper dive.

intparadeThere are often two goals of international nights. The first is for students to learn more about other cultures and the second is for teachers to learn more about the backgrounds of their students and their families. With those goals in mind, what are 10 possible alternatives to international night?

  1. Invite immigrant parents or community members to speak in your class about their background and culture or a particular topic (i.e. a Vietnamese refugee could speak to students who are learning about the Vietnam war, etc.).
  2. Invite immigrant parents or community members to come to the classroom and share a story from their home country.
  3. Visit the main places your students and their families spend their time (places of worship, stores, community centers, neighborhoods, etc.).
  4. Travel as much as possible outside of the United States, particularly to the home countries of your students. Talk with students and their families about your experiences.
  5. Conduct an immigrant parent panel. For this professional learning opportunity, invite 3-6 immigrant parents to form a panel. Have one educator ask questions to each parent such as “Can you tell us about schools in your home country?” and so on. Be sure to provide teachers in the audience with an opportunity to ask their own questions.
  6. Invite immigrant parents to provide input on the rules and values that are practiced at school. Discuss any “cultural mismatches” between home and school.
  7. Take an interest in immigrant parents’ approach to raising their children. Ask questions about their family life.
  8. Ask immigrant parents or community members for information needed. Every time you seek background information on something from another country or culture, ask a parent from that culture (or student, if appropriate) to tell you what they know about that topic.  For example, if you have a lesson on Chinese New Year, find a Chinese parent in your school or community leader to talk to for more information and/or invite the person to speak directly with your students. Resist the urge to Google for lesson plans when you have direct sources of information nearby.
  9. Invite immigrant parents or community members to provide input on the curriculum.
  10. Help students make connections between what they’re studying and the immigrant communities in their own town.  For example, an IB (International Baccalaureate) class studying India could visit a local Indian organization rather than visiting the Indian embassy.
international

When you are ready to plan your schedule of parent/community events, please visit the English Learner Portal Resource Center for a free “Planning Checklist for ELL Family Nights”.  You will find this document in the Family Engagement folder.

*https://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf

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