Blog Post #1

As a student writer and future teacher of writing, I want my students to learn to write in a way that allows them to communicate effectively. Although the spoken English language is full of slang and regional dialects, it is important that my students have the ability to differentiate between the less formal spoken language and the more formal written language so that they can use academic writing to sound polished and professional as they enter the workforce. One of the reasons that I am drawn towards teaching English to English Language Learners (ELLs) is because I see the disadvantage that they oftentimes start off with, despite their intelligence and abilities. Some ELLs immigrate without an extensive formal education while others were formerly doctors, lawyers and professionals in their country of origin. Regardless of background or past academic opportunities, each ELL deserves a chance to learn to be an effective communicator in the L2, which in this case is English. If they are able to develop effective communication skills, they will have a much better chance at excelling and succeeding in their endeavors.

When it comes to writing, I believe that it originates from the human desire to leave a legacy. People want to be known and understood. Writing allows people to write histories, genealogies, and inventories. As history progressed, writing became better adept at chronicling detailed information. Instead of ambiguous protowriting, writing developed into different forms that made the content and purpose clear. As we have progressed to modern times, writing remains one of the most important pieces of our formal education. It opens up the world to the reader and gives a platform to the writer. It is a way to document history and current events, scientific discoveries, natural disasters, transcription of spoken language, literature and entertainment, and academic works. It creates a way for the reader to understand the world around them and make contributions to society.

Having absolutely no teaching experience in the area of writing, I would like to develop skills in teaching effective writing, troubleshooting, and understanding the difference between L1 and L2 composition. In my mind I have always believed that effective writing meant good grammar, perfect spelling and smooth transitions. However, the more I learn, the more I realize that these things can be tricky and somewhat subjective, highly dependent on audience and purpose. In an effort to give ELLs the skills they need to succeed, I want to have a clear understanding of different theories and writing styles so that I can hone in on where each student excels (and give strong encouragement in that area) and where each student needs work (and give guidance in that area). Once I learn these skills, I will be able to troubleshoot to see why individual students have difficulty in particular areas and how to assist them in their L2 writing journeys.

Writing systems are diverse, and because of that, each system is unique and full of its own complexities. Since different writing systems developed independently from one another, it is fair to assume that each was developed using the mental creativity of its creator within each unique culture, depending on what the original purpose of the writing system entailed. As the systems changed and evolved, they evolved separately from each other. Some writing systems ended up having similar features (i.e. symbols that correlate with specific sounds), but due to the nature of isolated evolutions, some turned out vastly different from others. These differences, however, are all able to be learned and understood by anyone who takes the time to study and learn them. That is, their purpose is to be a functional way for people who understand the writing system to communicate. Learning a writing system, even in L1, takes time, practice and dedication on the part of the learner. The learner has to use the writing system (and take time to understand errors and edit the piece) to acquire and perfect it.

Though we all must practice and perfect L1 writing, L2 writing takes on some additional challenges. If the writing system is the same or similar in L1 and L2, it is easier to pick up. However, just because the symbols are the same (or mostly the same) does not mean that the pronunciation, word structure and grammar rules are the same. If the writing systems are different (i.e. one is an alphabet and one is an abugida), it takes additional time to learn the symbols that make up the sounds, syllables and words. Being literate in one language is helpful because it allows the L2 learner to look back on prior knowledge. For example, the student would understand that symbols make up sounds and words, that writing goes in a specific pattern (such as left to right) and is not written haphazardly across the page, and that sentences and paragraphs need structure. On the other hand, literacy in L1 could also cause some hindrances in L2 writing. For instance, if L1 goes from left to right but L2 does not, it could prove very difficult to adjust muscle memory, or if L2 is a logography, students who are accustomed to symbols that correspond with sounds may try to transfer that knowledge when it is not how L2 works.

In all, it is important that we strive to help L2 writers overcome all of the hurdles that prevent them from achieving full literacy in L2.