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Writing instruction for second language learners : a project in effective practices / Kimberly A. Wezowicz

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Identifier	Thesis 1511
Author	Wezowicz, Kimberly A
Title	Writing instruction for second language learners : a project in effective practices / Kimberly A. Wezowicz
Publisher	Central Connecticut State University
Date	1997
Resource Type	Master's Thesis
Notes	The overall purpose of this project was to identify and examine instructional practices, specifically in the realm of written expression, in regular classrooms attempting to meet the academic needs of second language learners in the intermediate grades. One question the project examined was: "What are the characteristics of effective writing instruction for second language learners in the intermediate grades?" Where research had identified practices that are useful to all learners, specificity was established through cross referencing writing instruction to effective instructional practices for second language learners. With the establishment of practices, a second, two-tiered question was investigated: 'In the intermediate setting, what should the framework for instruction for second language learners consist of and what instructional practices should be targeted within the approach?" Selected literature by experts in the fields of written instructional practices and second language learning was included in an integrated review following Cooper's (1989) guidelines for conducting research reviews. Initial findings were separated in terms of writing instruction and second language learning. Following compilation of data, strands of practices were extracted from synthesized research. Final conclusions were categorically related and outlined specifically. In terms of second language learners receiving writing instruction in the regular intermediate classroom, the following practices have been identified as effective: 1) Instruction should occur throughout the recursive stages of the writing process. 2) Extended, predictable times for writing need to be provided. 3) Instruction in writing should take place across the curriculum. 4) Activation of schema should be included throughout writing. 5) Scaffolds, language models, and feedback should be supplied throughout writing instruction. 6) Opportunities for collaborative efforts in writing should be provided.
Subject	English language -- Study and teaching (Secondary) -- Foreign speakers English language -- Written English
Department	Department of Reading and Language Arts
Advisor	Truscott, Diane M.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	40049096
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