Exploring and Re-imagining Second Language Writing in TESOL

1. 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

2. Second Language Writing IS membersapproved in June 2005

3. 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.

4. 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

5. 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 writingof TESOL members from a broad spectrum of educational levels and geographic regions

6. 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

7. 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

8. Respondents’ “linguistic context” (role of English in country)

9. Respondents’ institutional context

10. Respondents’ IS memberships

11. Students’ purposes for learning English

12. 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%

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. Approximately how much of your instructional time is devoted to teaching writing (as opposed to other language skills)?

19. Do you teach a course that is primarily focused on writing?

20. 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.”

21. 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.

22. Some interesting, novel, or out-of-the-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.

23. Writing assessment

24. Other • The vast majority (55% ) of “other” responses used some form of classroom writing for assessment. • Untimed, loosely-timed exams • In-class writing assignments

25. Challenges in teaching writing

26. Challenges (cont.) “At secondary levels, Georgian English teachers do not devote much time to essay writing because they, themselves, do not feel confident in this skill.”-teacher trainer in Georgian Ministry of Education “I give every student (max in class is about 16) lots of individual attention and feedback. Its great for them, but exhausting for me.” –Instructor at US 4-year institution • A few comments “Wow! none of these are problems for me! My classes are very small (1-3 students). I have enough computers for all in my classroom. I'm glad they speak different languages--it makes communicating in English important. The school is top-notch and very selective, so my students are capable and motivated. I get to place my students with content teachers who enjoy having ESL students in their classes.” –US middle school teacher “Our teachers are generally well-qualified to teach writing, but not qualified to teach multilingual students.” –Instructor at English L1 4-year institution

27. Means of support

28. Support (cont.) “There is no free on-campus editing/proofreading service; students must find editors/proofreaders privately, usually for a fee.” –instructor at US 4-year institution “…all those services are in the same place (the Writing Center) and are provided by two people. Services are highly limited and woefully inadequate.” –instructor at US 4-year institution • A few comments “The tutoring center on campus is only for the male students since there is only one official 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

29. Desired resources • 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

30. Final comments and additions? Many!

31. Bottom line? Context matters

32. 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

33. Re-imagining SLW at TESOL: Possible Initiatives • Lesson Plan • Activity • Quiz/Assessment Tool • Teaching Tip • Paper or Article • Presentation/Multimedia Resource • Web Link/Software • Research Brief • Other • Resources for TESOL Resource Center on… • 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

34. Re-imagining SLW at TESOL: Possible Initiatives • Bibliographies on targeted areas, posted on SLW-IS site • InterSectioncolumns 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)

35. Your thoughts?