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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 stereotypes: 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, including:
|Ch. 1||A brief history of writing research||1|
|Ch. 2||Core research about the writing of children who are ELLs||21|
|Ch. 3||Sketches of English language learners becoming writers||61|
|Ch. 4||Gender, race, ethnicity, social class, and writing||79|
|Ch. 5||Reading/writing connections||101|
|Ch. 6||Reflective writing||125|
|Ch. 7||The influence of the environment on children's writing||150|