Second Language Writing in Elementary Classrooms: Instructional Issues, Content-area Writing and Teacher Education

202 Pages·2016·2.96 MB·English

by  Luciana C. de Oliveira

SECOND LANGUAGE WRITING
IN ELEMENTARY CLASSROOMS
Instructional Issues, Content-area
Writing and Teacher Education
Edited by
Luciana C. de Oliveira
and Tony Silva
Second Language Writing in Eleme ntary Classrooms

Second Language Writing
in Elementary Classrooms
Instructional Issues, Content-area
Writing and Teacher Education
Edited by
Luciana C. de Oliveira
University of Miami, USA
and
Tony Silva
Purdue University, USA
SECOND LANGUAGE WRITING IN ELEMENTARY CLASSROOMS: INSTRUCTIONAL ISSUES,
CONTENT-AREA WRITING AND TEACHER EDUCATION
Selection and editorial matter © Luciana C. de Oliveira and Tony Silva, 2016
Individual chapters © Respective authors, 2016
Softcover reprint of the hardcover 1st edition 2016 978-1-137-50397-4
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First published 2016 by
PALGRAVE MACMILLAN
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work in accordance with the Copyright, Designs and Patents Act 1988.
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registered in England, company number 785998, of Houndmills, Basingstoke,
Hampshire RG21 6XS.
Palgrave Macmillan in the US is a division of Nature America, Inc., One
New York Plaza, Suite 4500 New York, NY 10004–1562.
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ISBN: 978-1-349-70865-9
E-PDF ISBN: 978–1–137–53098–1
DOI: 10.1057/9781137530981
Distribution in the UK, Europe and the rest of the world is by Palgrave
Macmillan®, a division of Macmillan Publishers Limited, registered in England,
company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS.
Library of Congress Cataloging-in-Publication Data
Names: De Oliveira, Luciana C., editor. | Silva, Tony J., editor.
Title: Second language writing in elementary classrooms : instructional issues,
content-area writing and teacher education / edited by Luciana de
Oliveira,Teachers College, Columbia University, USA ; Tony Silva,
Purdue University, USA.
Description: Houndmills, Baskingstoke, Hampshire ; New York : Palgrave
Macmillan, 2016. | Includes index.
Identifiers: LCCN 2015040544 |
Subjects: LCSH: English language—Study and teaching (Elementary)—Foreign
speakers. | Language arts (Elementary) | Language arts—Correlation with
content subjects. | Interdisciplinary approach in education. | BISAC: FOREIGN
LANGUAGE STUDY / General. | FOREIGN LANGUAGE STUDY / English as a
Second Language. | LANGUAGE ARTS & DISCIPLINES / Study & Teaching.
Classification: LCC PE1128.A2 S34 2016 | DDC 428.0071—dc23
LC record available at http://lccn.loc.gov/2015040544
A catalog record for this book is available from the Library of Congress.
A catalogue record for the book is available from the British Library.
Typeset by MPS Limited, Chennai, India.
Contents
List of Figures and Tables vii
Notes on Contributors ix
1 Second Language Writing in Elementary Classrooms:
An Overview of Issues 1
Luciana C. de Oliveira and Tony Silva
Part I Instructional Issues
2 E-Journaling in Response to Digital Texts 13
Sally Brown
3 The Benefits of Co-teaching in the ESL
Classroom 33
Carrie Neely
4 Leveraging Hidden Resources to Navigate Tensions and
Challenges in Writing: A Case Study of a Fourth-grade
Emergent Bilingual Student 47
Joanna W. Wong
Part II Content-area Writing
5 Teaching Writing through Genres and Language 69
Tracy Hodgson-Drysdale
6 Bilingual Fourth Graders Develop a Central Character
for Their Narratives 88
Maria Estela Brisk, Deborah Nelson, and Cheryl O’Connor
7 Disciplinary Language Development in Writing:
Science Reports and Common Core State Standards 106
Dong-shin Shin
8 Supporting L2 Elementary Science Writing with SFL
in an Age o f School Reform 126
Kathryn Accurso, Meg Gebhard, and Cécily Selden
v
vi Contents
Part III Teacher Education
9 Bridging the In- and Out- of-school Writing Practices
of ELLs through Postmethod Pedagogy: One Elementary
Teacher’s Journey 153
Sarah Henderson Lee
10 Pre-service Teacher Preparation for L2 Writing:
Perspectives of In-service Elementary ESL Teachers 172
Ditlev Larsen
Index 191
List of Figures and Tables
Figures
2.1 Emoticons available to students in the e-journal app 20
3.1 Co-teaching 36
3.2 Co-teaching realized 37
6.1 Kelly’s drawing with character’s features 93
6.2 Sample page from Walter’s narrative 100
7.1 Texts from orientation stage 117
7.2 Jointly constructed text 118
7.3 Independently constructed text 119
8.1 Teaching/learning cycle 131
8.2 Ana Sofia’s initial explanation writing sample
(September 2013) 139
8.3 Ana Sofia’s rough draft (early November 2013) 140
8.4 Ana Sofia’s final draft (late November 2013) 142
8.5 Ana Sofia’s use of a ‘zig-zag’ pattern to present
information incrementally in her final draft 143
10.1 Distribution of responses to question 10: ‘I respond to,
or comment on, ESL students’ written work …’ 177
10.2 Distribution of responses to question 5: ‘Did your
teacher education program offer a separate course
focusing specifically on ESL/L2 writing theory
and pedagogy?’ 178
10.3 Distribution of responses to question 7: ‘Do you feel
that your teacher education program adequately
prepared you for dealing with the written work of
ESL learners in your classes?’ 179
Tables
2.1 Participant information 19
5.1 Genres and language taught by Eva 78
5.2 Genres and language taught by Myrna 80
vii
viii List of Figures and Tables
6.1 Analysis of Walter’s main character’s features 95
6.2 External attributes and internal qualities of the
students’ characters 97
6.3 Connection between character features and plot 101
Notes on Contributors
Kathryn Accurso is a doctoral candidate in the College of Education
at the University of Massachusetts, USA with a background in applied
linguistics and English language instruction. Her research interests
focus around K-12 teachers’ development of critical language knowl-
edge to support the education of diverse learners. Her work has been
presented at national conferences including the American Association
of Applied Linguistics (AAAL), American Educational Research Association
(AERA), Teaching English to Speakers of Other Languages (TESOL), and
the National Science Teachers Association (NSTA).
Maria Estela Brisk is Professor of Education at the Lynch School of
Education, Boston College. Her research and teacher-training inter-
ests include elementary students’ writing development, bilingual
education, bilingual language and literacy acquisition, methods of
teaching literacy, and preparation of mainstream teachers to work
with bilingual learners. She is the author of numerous articles and
of several books, including Language Development and Education:
Children with Varying Language Experiences (with P. Menyuk); Language,
Culture, and Community in Teacher Education; and Engaging Students in
Academic Literacies: Genre-based Pedagogy for K-5 Classrooms.
Sally Brown is Associate Professor of Literacy at Georgia Southern
University. Her research interests include English language learn-
ers, Latino immigrants, K-3rd language and literacy development,
and digital literacies. She has conducted research with young stu-
dents whose first languages were Arabic, Chinese, Spanish, Tagalog,
Portuguese, and Vietnamese. Brown is the co-editor of Talking Points,
a National Council of Teachers of English journal (http://www.ncte.
org/journals/tp). She has published articles in educational journals
including the Early Childhood Education Journal, Journal of Classroom
Interaction, Literacy Research and Instruction, and the Journal of Latinos
and Education.
Luciana C. de Oliveira is an associate professor in the Department of
Teaching and Learning at the University of Miami, Florida, USA. Her
ix