Exploring and Re-imagining Second
Language Writing in TESOL
Erik Johnson, Arizona State University
Todd Ruecker, University of Texas El Paso
Shawna Shapiro, Middlebury College
Christine Tardy, DePaul University
Second Language Writing IS members
approved in June 2005
2500
2000
1500
Other
Primary
1000
500
0
2005
2006
2007
2008
2009
Feb. 2010
SLW-IS
(http://www.tesol.org)
The SLWIS aims to facilitate communication
about writing across teaching levels and settings.
…the SLWIS provides the opportunity to initiate
more research and scholarship in these
underrepresented contexts by supporting new
collaborations and partnerships across levels and
by providing a forum for discussing shared
experiences.
Common topics in TESOL 2009 SLW-IS
sessions
• Feedback
• Generation 1.5
• Writing Center
• Writing in EFL Contexts
• Research Methods
• Assessment
Focus is primarily on higher education, including IEPs,
First Year Writing, Writing Centers, and graduate
students
Goal of survey
To help the SLW-IS address the goals set out by
its mission by identifying the interests and needs
related to L2 writing of TESOL members from a
broad spectrum of educational levels and
geographic regions
Survey design
• Fall 2009: Completed two cycles of piloting
and revising survey, based on responses from
TESOL professionals working in a range of
contexts
• January 2010: Survey sent by Central Office to
2,000 TESOL members, proportionately
representative of all Interest Sections
• Total of 456 respondents
Respondents’ teaching location
(top 5 countries by percentage of representation)
Survey population
65.3% (224) from USA
4.4% (15) from Japan
3.5% (12) from Canada
1.7% (6) from Mexico
1.4% (5) from each:
China, South Korea,
& Thailand
TESOL membership
75.6% from USA
3.9% from Japan
2.8% from Canada
1.4% from Mexico
.8% from Brazil
Respondents’ “linguistic context”
(role of English in country)
100
90
80
70
60
50
40
30
20
10
0
English dominant English one of
or official
multiple official
language
languages of
country
English is a
English is the
common second official langauge
or foreign
of instruction at
langauge
institution
Respondents’ institutional context
Elementary school: 6.5%
4% 3% 6.50%
3.70%
Middle school: 3.7%
6.90%
10.70%
Secondary school: 10.7%
2-year or vocational
postsecondary: 18.4%
4-year or graduate: 46.9%
18.40%
46.90%
Private language school:
6.9%
Community/faith-based
organization: 4%
Workplace: 3%
Respondents’ IS memberships
Percentage of respondents who identified primarily
with a certain IS (only percentages over 5% reported)
Teacher Education
Secondary Schools
L2 Writing
Intensive English Programs
TESOL's data
Our data
Higher Education
English as a Foreign
Language
Applied Linguistics
Adult Education
0%
5%
10%
15%
20%
Students’ purposes for learning English
Institutional
requirement,
13.2%
Academic
purposes, 55.6%
Professional
purposes, 17.3%
Life/survival
skills, 12.9%
Social/recreation
al purposes,
1.0%
Importance of writing
“Very important”- 77% overall
Institutional Setting
▫
▫
▫
84% K-12
82% 4-year
79% 2-year
Linguistic Setting
▫
▫
84% Eng dominant and/or English medium of
instruction
59% EFL
“Somewhat important” – 20% overall
Not important- < 3%
Writing may be less important,
because…
[1] It's far more important that my students speak
the language, read it and understand it. Writing
is the least asked for skill…
[2] Once choice isn't appropriate. Depends on
learner goals.
Writing for academic success
[3] Writing skills very much support students'
success in all of their current and future
coursework.
[4] My students are required to pass a proficiency
test in writing…which determines whether or not
they graduate.
Writing for survival and general
success
[5] Writing …has an increasing importance in
the global English world.
[6] They need to learn English, but not all
students will actually use English in their
futures. However, I still believe that helping
students learn as much as they can in all
areas of the Language, can provide them
with bigger opportunities.
Writing to learn
[7] When writing is incorporated as an important
"leg" of the four areas of language use, it
strengthens all the others.
[8] Because it reinforces what they can express
orally, it helps them to better organize their
ideas and in general it is another important way
to express what you think.
Writing for mastery and/or ownership
[9] Adult learners view the writing skill of a
second language of equal importance to their
speaking skill. They regard it as a symbol of
intellectual ownership.
[10] For full fluency and upward linguistic
mobility, my students need to be fully competent
in L2 writing.
Approximately how much of your instructional
time is devoted to teaching writing (as opposed
to other language skills)?
Little or no
time teaching
writing, 5%
Less time
teaching
writing than
other skills,
23%
Most of my
instructional
time, 19%
About as much
time teaching
writing as other
skills, 32%
A significant
amount, but
not primary
focus, 21%
Do you teach a course that is
primarily focused on writing?
No
55.6%
Yes
44.4%
Nature of writing-focused courses
Academic writing (argument, persuasion, compare/contrast,
research skills): 50%
Typical Responses
• “Academic essay writing”
• “Writing for college”
• “Argumentative Essays mostly”
• “I teach courses designed to develop academic writing skills of
Japanese university students preparing for an academic year
abroad in the US.”
Stereotypical response
[12] Getting students to understand the classic 5
paragraph essay and the organizational structure
expected. Also, getting students aware of and
able to abide by US rules of citation and
quotation to avoid plagiarism, and understand
plagiarism concepts.
Some interesting, novel, or out-ofthe-box responses
[13] One of the courses that I often teach is one focused on
military writing skills.
[14] Since October 2008, I have conducted workshops
throughout Georgia [the country] on listening skills, reading
comprehension skills, grammar and writing essays in
preparation for a [teacher] certification examination.
[15] Context based (success in pharmacy school)
[16] Graduation thesis -- a one-semester class for seniors, since
all theses are written and presented in English.
Writing assessment
On average, how frequently do you use the following to assess your
students' writing?
Journals
Portfolios
Revised out-of-class
writing
Timed essay exams
Grammar or language
exams
0.00
0.50
1.00
1.50
2.00
2.50
3.00
Other
• The vast majority (55% ) of “other” responses
used some form of classroom writing for
assessment.
• Untimed, loosely-timed exams
• In-class writing assignments
Challenges in teaching writing
placement policies
testing policies
time for providing feedback to…
lack of instructional time
teachers' own writing skills
Private
K-12
2 year
4 year
Overall
lack of qualified teachers
lack of student interest
different English abilities
different language backgrounds
lack of technology
lack of instructional resources
large class sizes
0%
20%
40%
60%
80% 100%
Challenges (cont.)
• A few comments
“At secondary levels, Georgian
English teachers do not devote“I give every student (max in
class for
is about
much
“Wow!time
nonetoofessay
thesewriting
are problems
me! 16) lots of
individual
and
because
they,
do not
My
classes
arethemselves,
very small (1-3
students). attention
I
Its great for them, but
feel
in this skill.”haveconfident
enough computers
for allfeedback.
in my
teacher
trainer
Georgian
classroom.
I'm in
glad
they speakexhausting
different for me.” –Instructor
at US 4-year
institution
Ministry
of Education
languages--it
makes communicating
in
“Our teachers are
English important. The school is top-notch
generally well-qualified to
and very selective, so my students are
teach writing, but not
capable and motivated. I get to place
my
qualified
to teach
students with content teachers who multilingual
enjoy
students.” –
having ESL students in their classes.”
–US
Instructor
at English L1 4middle school teacher
year institution
Means of support
None
Individualized meetings
Private
K-12
2 year
4 year
Overall
Writing group
Editing/proofreading services
Writing/learning center
0%
20%
40%
60%
80%
100%
Support (cont.)
• A few comments
“There is no free on-campus
“…all those services are in the
editing/proofreading service;
same place (the Writing Center)
students must find
and are provided by two people.
editors/proofreaders privately,
Services
are highly limited and
usually for a fee.” –instructor
at
woefully inadequate.” –
US 4-year institution
“The tutoring center on campus
is only for
instructor
at the
US male
4-yearstudents
since there is only one official institution
male tutor to help students.
Female instructors are assigned 1/4 time work to assist
students with tutoring; however, it is not necessarily specific
to writing. I always invite students to come to my office for
support and help.” –Instructor at 4-year institution in Saudi
Arabia
Desired resources
1.
2.
3.
Summary/Paraphrase (48% overall)
▫ Especially in English-dominant settings and for academic writing
(K-12= 60%)
Feedback/Error correction (45% overall)
▫ 67% in settings where English is one of multiple languages
▫ Especially in 2-year settings- 56%
Pre-writing, Revision, Peer review, Citing Sources (~ 30%
each)
▫ Varies by context
▫ SLWIS members chose “revision” as #1 (48%)
▫ Advanced speakers chose “advanced writing” as #1 (45%)
Other
▫ Wide variety of responses
Final comments and additions?
Many!
Bottom line?
Context matters
Re-imagining SLW at TESOL:
Relevant Issues
• Working with/against testing policies (U.S.
K-12)
• Time (instructional and non-class)
• Incorporating technology as a learning
resource
• Individualized support (one-on-one
feedback, tutorials, pull-out models)
• Placement/mixed-level classes
Re-imagining SLW at TESOL:
Possible Initiatives
• Resources for TESOL Resource
Center on…
•Lesson Plan
•Activity
•Quiz/Assessment Tool
•Teaching Tip
•Paper or Article
•Presentation/Multimed
ia Resource
•Web Link/Software
•Research Brief
•Other
▫ Using technology
▫ Alternative forms of assessment
(e.g., journals, portfolios)
▫ Writing in workplace/professional
contexts (especially EFL)
▫ Writing in K-12 contexts
▫ Integrating sources: summarizing,
paraphrasing, citing/plagiarism
▫ Feedback and error correction
▫ Writing process
▫ Peer review
Re-imagining SLW at TESOL:
Possible Initiatives
• Bibliographies on targeted areas, posted on SLW-IS
site
• InterSection columns or newsletters (e.g., March
2009 issue)
• Submission of newsletter articles to TRC
• IS leadership representation
• InterSections and colloquia with Elementary
Education, Secondary Education, EFL, ESP
• PCIs and workshops on K-12 writing instruction and
assessment
• White papers/Resolutions (e.g., CCCC Statement on
Teaching Second Language Writing & Writers)
Your thoughts?