When English Language Learners Write: Connecting Research to Practice, K-8

by Katharine Davies Samway

Unfair mythologies about English language learners have sprung up in schools around the country. Unsure how to help nonnative speakers write, some teachers and administrators have resorted to deficit-based ELLs can't write They have writing problems They are reluctant writers They need to be taught the skills of writing before writing independently. In reality, however, ELLs benefit from the same smart, research-based instructional strategies as mainstream student writers, and in When English Language Learners Write , Katharine Davies Samway explores second language writers, shattering myths and in their place offering meaningful insight into powerful instruction. When English Language Learners Write helps you connect the latest thinking on ELLs and language acquisition to your everyday classroom practices. Samway helps you understand numerous important factors affecting nonnative writers, Then she shows you crucial steps to take for instruction that's responsive to language learners' needs, such Not only does Samway provide a window into the latest research as well as practical teaching ideas, she takes you inside the minds and classroom experiences of five ELLs. She documents the ways they think, the products of their learning, and their progress as writers. You'll see firsthand how an instructional focus on what children can do helps nonnative speakers become fluid English writers more quickly than placing them in low-performing groups or falling back on pullout remediation.

208 pages, Paperback

First published March 14, 2006

Reviews

[Lauren · Rating 5 out of 5]

I read this a few years ago, so I can't give a more thorough review, but I found this book inspired as an educator and someone who wants to write.

[Crystal, Anthony, Matt · Rating 3 out of 5]

by: Matt Novak, Crystal Schrader, Anthony Booms
When English Language Learners Write: Connecting Research to Practice, K-8 by Katharine Davies Samway, is a comprehensive look at the process, background, theories and research that English Language Learners (ELL) students go through on their journey to become writers. It appears that the idea behind writing the book was for educators to get a better understanding of how ELL ‘s function as writers and the importance of fostering a classroom where this can occur. Through the chapters she offers a map and informational thought process to consider when a teacher has an ELL student in his/her classroom. By offering this she helps educators understand that not all learners will be the same and how they become writers within the English language will vary.
At the beginning of the book current research is explored with very carefully noted references. Deficits in the exploration and documentation of young writers are seen and the ELL experimentation is even scarcer. Samway points out that the lack of research makes it harder for teachers to have a firmer and more proven base from which to formulate opinions about ELL learners and their processes.
By far the meat of the book and the most interesting part is when Samway not only points out the myths of ELL students but dispels them with logic and proof of students’ work and progressing stages. The current research of how ELL students learn and emerge as writers is supported by student’s awareness of the written language, connections to oral language, expression of complex thoughts and symbolism within the writing. Later on Samway profiles 5 students in their journeys and individual differences in development as they progress through school.
Among the profiles and research are the considerations for other reasons why students progress differently and these are explored in depth. Gender, social class, prior instruction, parental involvement, teacher perceptions and exposure to reading are among some of the factors discussed.
This book is a nice summary piece of current and past literature and research. It shows samples of students’ work and takes a proactive stance on ELL learners and their individuality. It does focus on having a pull-out program for students who are learning English as a component for reasoning within the book. Some teachers who have students that are not in a program such as this will benefit from other aspects of the book but might find it lacking in that area. The language of the book reads very easily and is not difficult to follow. I especially liked the side by side illustrations of students’ work from various backgrounds and their developmental differences. It helped reinforce the author’s main point of individuality within the learner. Seven chapters are a fairly short read but informative none the less. Teachers who are looking for specific strategies for implementing in the classroom will have to read hard and decipher methodology, as the book is set up in a conclusive format rather than a step-by-step instruction manual or resource guide. On the informative side the book is great on the instructional side not so much.
Overall I gave this book 3.5 out of 5 but will show up as a 3 due to the fact that a half star cannot be given. I found this book informative and a read for teachers looking for clarification and a deeper understanding of the research for how ELL students develop within the classroom as writers. It is a good summary of a lot of information pared down to help educators make sense of all the material available. I recommend it to teachers looking for just that and I would suggest that if further instructional methods are sought to look to this as a jumping off base for knowledge.

[Sarah · Rating 4 out of 5]

This book serves as the basis for great discussion about meeting the needs of our ELLs in writing. It does not offer much in the way of Language Acquisition theory and research, but it does offer a lot of insight, theory, and research about writing generally, and about ELL writing specifically. It reinforces what other great professional texts keep saying about supporting ELLs: Oral language must be scaffolded and supported, students are going to develop in individual and often unpredictable ways and there are many factors that must be accounted for in supporting the writing of ELLs. It also supports what many great professional texts say about writing: creativity must be fostered, the writing process isn't really linear, students must find their own personal way to come to writing. Although the text focuses on K-8 students and classrooms, I have read this with several groups containing high school teachers who have taken a lot away from this text.

[Claudia · Rating 3 out of 5]

Another book club book...for Oklahoma Writing Project...another book club I doomed! :(

This was a good discussion of writing instruction, with some amazing discussions: one of the best histories of writing instruction, including the development of the writing process in schools, and how to work with parents of ELL kids. Both of these discussions are applicable for all children, not just ELL...In fact, I saw precious little that was specifically focused on ELLs. Not to say the word was not useful..I think her points will help all teachers.

Another concern I had, besides not enough SPECIFIC focus on ELLs is the research she sites...most of it seems pretty old. I wonder, as quickly as research in ELL education is growing, if her sources aren't outdated.

I did find a good discussion of reflective writing I'll be using for my National Board candidates.

[Sunday · Rating 1 out of 5]

A book on this topic has so much potential for being helpful to pre-service and in-service teachers in learning environments where the demographics have become increasingly diverse. A lot of the content in this book is not about ELLs - Samway attempts to draw comparisons between the two, but is not effective. A lot of the research described is not with ELLs. The writing is not well organized either.