The Role of ELL (English Language Learner) Students’ First Language (L1) in Their English Writing Development

• In Event: Adolescent Language Learners Engaging in Literacy Practices: Multilingual Pathways to Writing

Abstract

Purpose
This presentation reports findings from research on the role of ELLs’ first language in their writing development. This study challenges monolingual assumptions in education which devalue ELLs’ native language competence and emphasize assimilation to ‘native-like’ English in L2 writing.

Theoretical framework
This study applies the theoretical framework of multicompetency and multilingualism, which highlights the interdependence between languages (Cummins, 2001). L1 and L2 academic skills are manifestations of a common underlying proficiency that can be developed with input in either language, yet more research is needed to understand teaching practices that encourage transfer across languages.

Modes of inquiry and data sources
This inquiry was a form of scholarship of engagement (Boyer, 1996), which connects research with intensive, practical work with teachers as we sought to improve instruction for ELLs and promote authentic literacy instruction for all students. We address questions frequently raised by teachers: How can we teach ELLs to write when they don’t have a command of basic English skills? How can we help ELLs make the transition from writing in their native language to writing in English? Responses to these questions draw from data collected through observing classrooms, examining students’ writing samples and listening to teachers and students explain writing transitions.

Findings
Over the course of two decades working with ELL writers from elementary to graduate schools, the presenter developed a model to explain how ELLs make the transition to fluency as they learn to write in English. This model highlights the role that native language plays as ELLs become writers of English. Findings from this work show that learning to write in English--for ELLs who are literate in their native language--is a process of becoming a bilingual author, rather than merely replacing one writing ability with another. ELLs’ native language was found to be part of their identity, their funds of knowledge, and their tools for thinking and expressing. If writing reflects who and what the writers are, then ELLs’ native language (voice and expressions) either visibly appears (in the form of code-switch) or is blended with English (interlanguage) in their writing.

Significance and Implications
As a nation of immigrants, educators should value what new immigrants bring to our schools—including their languages, cultures and ethnic spirit—as resources (human capital) rather as barriers to learning or a threat to society. We should continue to enhance the development of their native-language competence while cultivating their English learning and academic ability in this English dominant society. Valuing ELLs’ hybrid competence calls for a radical shift in pedagogical assumptions regarding effective instruction for ELLs. This study contributes to our understanding of what teaching for transfer entails and what it can achieve in the area of ELL writing development. This research has implications for classroom practice, by showing the powerful pedagogical impact of adopting bilingual instructional strategies rather than exclusive reliance on monolingual instructional strategies. By incorporating bilingual instructional strategies into English-medium classrooms, new pedagogical spaces are opened in ways that legitimate the intelligence, imagination, and linguistic talents of ELL students.

Author

• Danling Fu, University of Florida