How ESL Contexts Shape the Argumentative Writing of Students in High School "Sheltered Instruction" Classrooms

• In Event: 35.076 - Writing Practices and Digital Literacies in Multilingual Settings

Abstract

We are studying underlying epistemologies for argumentative writing instruction and the sociocultural contexts of secondary school English as second language writing instruction that shape them. This study draws upon classroom observations, video and audio recordings of instructional conversations, teacher and student interviews and writing sample data from the classrooms of 2 ESL teachers in a U.S. high school. Findings suggest the manner in which the 2 ESL teachers were exposed to ideas about argumentative writing was an important source for understanding their eclectic approaches leading to their students' struggles with argumentative writing.This may be particularly the case when schools do not support ESL teachers in developing and refining instructional strategies through on-going professional development in collaboration with other content area teachers.

Authors

• George E. Newell, The Ohio State University

• Hyun Jung Joo, The Ohio State University - Columbus

• Alan Hirvela, The Ohio State University