Preparing teachers to treat errors in the k-12 classroom

1. Preparing teachers to treat errors in the k-12 classroom Dr. Dana Ferris University of California, Davis

2. objective • Provide a critical overview of what K-12 ESOL and content-area teachers of English learners need to know about treating student errors in writing.

3. Overview of module • Provide research and perspectives on the usefulness of corrective feedback in second language writing • Understand types of errors made by English learners (ELs) • Understand how to respond to student errors and the issues surrounding corrective feedback • Suggest strategies, methods, and options for responding to student errors • Provide suggestions for aiding ELs’ development of academic language in writing

4. Why this issue is important • High stakes tests are moving beyond multiple choice formats to include short, extended, and essay-response questions. • New national common core standards integrate literacy development in all content classes, stressing the importance of expository writing skills in content-area classes. • Teachers of English learners need to understand the issues unique to second language writing and how to appropriately address them.

5. Understanding the issue • Background of corrective feedback • Is corrective feedback useful? • Types of corrective feedback

6. What the research says • Errors are a normal part of language acquisition • ELs may stall (“fossilize”) in their acquisition of particular language structures • Expert intervention (feedback and instruction) can help ELs improve in written accuracy over time

7. What types of errors l2 writers commonly make • Errors with nouns (articles, plurals) • Errors with verbs (tense, form) • Subject-verb agreement • Word choice • Sentence structure (word order, missing/extra words) • Errors also typical of native English speakers (punctuation, sentence boundaries, spelling, other mechanics)

8. What errors to treat • Serious/global errors that impede readers’ comprehension • Patterns of frequent errors • Stigmatizing errors that cause readers to “label” the writer as “ESL”

9. When to treat an error • Throughout the writing process, but with different emphases at various stages: • Early stages: general indications of 1-2 patterns of error to watch for (“As you revise, pay attention to plural endings on your nouns…”) • Intermediate stages: more detailed, text-specific feedback on several patterns of error • Final versions: feedback on remaining errors for student analysis and to monitor for future papers

10. How should instructors treat errors • Strategies • Options for feedback

11. Strategies • Direct feedback (teacher makes the correction) • Indirect feedback (teacher points out the error but asks student to make the correction) • Comprehensive feedback (correcting all errors you see) • Selective feedback (marking only patterns of several specific error types) • Explicit feedback (indicating error type and/or rule reminder) • Implicit feedback (underlining or highlighting error)

12. options • Selective feedback early in writing process; comprehensive feedback on final drafts (for future reference) • Reduce amount of teacher feedback as term progresses; require more student involvement • Use peer- and self-editing workshops in class to build student autonomy • Combine direct/indirect feedback (e.g., direct feedback for lexical errors such as prepositions, indirect for errors students should be able to correct) • More direct feedback for lower-proficiency learners; more indirect feedback for advanced learners • Ask students to revise/rewrite texts and/or complete reflection/analysis exercises after receiving corrections

13. Developing l2 students’ academic language • Vocabulary • Grammar • Style • Developing independence in writing • Self-editing strategies for ELs

14. Vocabulary development • Teach vocabulary analysis strategies through classroom intensive reading activities • Require and facilitate extensive reading • Encourage or require self-directed vocabulary learning (note cards or journals) • Help students understand the importance of accurate and effective lexical choices in writing • Teach students to analyze and revise vocabulary choices in their own writing

15. Grammar instruction • Teach mini-lessons on patterns of error common to the whole class • Go beyond “error”: Build awareness and control of grammatical structures elicited by specific writing tasks (e.g., tense shifts for narratives, appropriate use of passive voice) • Follow any grammar instruction with immediate application to students’ own writing (peer- and self-editing workshops)

16. style • Work on writing style with more advanced learners who have generally good linguistic control/repertoires • Discuss register, genre, and audience in relation to specific writing tasks • Teach basic distinctions between casual and formal writing styles (e.g., use of contractions, first/second person, “casual” punctuation such as dashes or parentheses, use of sentence fragments) • Help students become aware of vocabulary choices considered informal or cliché

17. autonomy • Raise awareness about the effects of error on real-world audiences • Emphasize the importance of attending to accuracy, especially in final stages of text production • Include accountability mechanisms (through grading) and follow-up (reflection/analysis activities, rewriting/revision, charting, etc.) • Teach self-editing strategies (next)

18. Strategies for self-editing • Proofreading • Using word-processing tools effectively • Reading aloud • Adequate time & distance from writing content • Analyzing word choice, sentence structure, and style • Other editors (working effectively with peers and other readers) • Awareness of weaknesses/error patterns; independent study & practice resources

19. Conclusion • Accurate and effective use of language is a critical element of successful writing • Most ELs have not had enough exposure to language/text to have complete control of structure/mechanics • Carefully provided feedback and instruction can empower students and build their confidence • Teachers may need to study grammar/language and writing pedagogy to provide feedback and instruction effectively

20. references • Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge. • Ferris, D.R. (2011). Treatment of error in second language student writing (2nd Ed.). Ann Arbor: University of Michigan. • Folse, K.S. (2004). Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan. • Hedgcock, J.S., & Ferris, D.R. (2009). Teaching readers of English: Students, texts, and contexts. New York: Routledge. • Reid, J.M. (Ed.) (2008). Writing myths: Applying second language research to classroom teaching. Ann Arbor: University of Michigan.