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TESOL 2009 Thursday, March 26, 2009 Youngjoo Yi (Georgia State University)

Preparing Pre- and In-service Teachers for Writing Instruction. TESOL 2009 Thursday, March 26, 2009 Youngjoo Yi (Georgia State University). Overview. 1. Research findings on adolescent Generation 1.5 students’ voluntary, out-of-school writing

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TESOL 2009 Thursday, March 26, 2009 Youngjoo Yi (Georgia State University)

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  1. Preparing Pre- and In-service Teachers for Writing Instruction TESOL 2009 Thursday, March 26, 2009 Youngjoo Yi (Georgia State University)

  2. Overview 1. Research findings on adolescent Generation 1.5 students’ voluntary, out-of-school writing 2. Pedagogical implications for pre service and in-service teacher educators

  3. Adolescent ELLs’ out-of-school W Identity

  4. Generation 1.5 students’ out-of-school writing practices • A variety of genres of writing • Both L1 & L2 • Individual & collective writing practices • Online & print-based (multimodal) writing • Multiple purposes

  5. Implications for Teacher Educators • Help pre- and in-service teachers expand the notion of writing & bridge out-of-school writing with classroom practices Multiple literacies Academic literacy

  6. Continuum of writing activity types copying, dictation Grammar, Controlled comp Creative Letter, email, online Journal, note-taking Analytical Essays Free writing emphasis on emphasis on • formal accuracy content/ideas School-sponsored---Self-sponsored writing (Figure from Kern, 2000, p. 191)

  7. Implications for Teacher Educators • Help pre- and in-service teachers (1) expand the notion of writing & (2) bridge out-of-school writing with classroom practices Multiple literacies Academic literacy

  8. Implications for Teacher Educators • Pre- and in-service teachers reflect upon everyday writing • What involves writing • Genres, purposes, audiences, • Role/meaning of writing

  9. Implications for Teacher Educators 2. Pre- and in-service teachers are familiar with literature. : Acknowledge adolescent Gen. 1.5 students’ out-of-school writing practices (e.g., richness & quality of texts)

  10. Implications for Teacher Educators 3. Teachers as ethnographers: conduct ethnographies • rarely discuss the skills and tools that our teachers need in order to conduct their own ethnography. • Skills: participants observations, fieldnotes, artifacts, interviews

  11. Implications for Teacher Educators 1. Reflect on their own everyday writing 2. Familiar with the literature 3. Conduct ethnographies  Expand the notion of writing + acknowledge students’ out-of-school literate lives 4. Focused observations on writing instruction  compare/contrast, bridge the two

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