Rethinking Process‐Based Writing Approaches in theESOLMiddle School Classroom: Developing Linguistic Fluency via Hybrid Pedagogies
Abstract
This article calls for a rethinking of pure process‐based approaches in the teaching of second language writers in the middle school classroom. The author provides evidence from a detailed case study of the writing of a Korean middle school student in a U.S. school setting to make a case for rethinking the efficacy of classic process‐based approaches to English to speakers of other languages (ESOL) writing pedagogy at this level. Proposing hybrid and recursive rather than linear and static methodologies based on second language acquisition research, the author calls for the use of modeling strategies to provide students with the necessary practice, conscious awareness, and eventual automaticity of key formal and functional details of writing. The article presents a visual model of writing instruction, blending graphic and acronym‐based strategies to enhance rhetorical fluency and grammatical accuracy in multifarious expository genres within and across grade levels in middle school. The article provides evidence from middle schoolESOLwriting to propose an action‐based model of bottom‐up teaching. The author argues that a detailed inductive focus on morphology, grammar, paragraph‐based discourse structure, and thesis statement construction, taught via individualized workshop configurations in theESOLwriting classroom, will in fact trigger advanced writing fluency in newcomer populations.
Faculty Members
- Anjali Pandey - Salisbury University
Themes
- Rethinking traditional writing pedagogy
- Modeling strategies in education
- Individualized instruction in ESOL contexts
- Morphology and grammar in writing instruction
- Second language acquisition
- Hybrid and recursive teaching methodologies
- Rhetorical fluency and grammatical accuracy
- Teaching practices for newcomer populations
Categories
- Foreign languages, literatures, and linguistics
- Education research
- English language and literature nec
- Bilingual, multilingual, and multicultural education
- Teacher education
- Spanish language and literature
- Humanities
- Curriculum and instruction
- Teacher education, specific subject areas
- English language and literature, letters
- Rhetoric and composition, and writing studies
- Educational assessment, evaluation, and research methods
- Hispanic Latin American languages, literatures, and linguistics
- Education
- Education research nec