CCCC Committee on Second Language Writing. “CCCC Statement on Second Language Writing and Writers.” College Composition and Communication. 52.4 (2001): 669-674. Print. In response to the increase diversity of the student population and the increase of second-language students in writing programs, CCCC urges writing programs and teachers to recognize the increasing presence of these students and “to understand their characteristics, and to develop instructional and administrative practices that are sensitive to their linguistic and cultural needs” (1). The statement urges for additional research regarding the issues involved with second-language writing ranging from all aspects of writing theory to writing assessment. Additionally,
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Cruz, Mary Carmen. “Can English Language Learners Acquire Academic English?” English
Journal. 93.4 (2004): 14-17. Web. 21 Nov. 2015. Cruz argues that in order for teachers to improve their instruction for all students and assist the English language learners in their classrooms, they must understand how language is acquired. She points out that both learning and language acquisition are both social processes. When students “interact to solve problems or learn by discovery in highly contextualized, collaborative settings, they develop language, academic skills and cognition together” (14). She implemented a collaborative approach to literacy and language development in high school English classrooms where Ells were guided from basic interpersonal skills to more cognitively demanding tasks in order to achieve academic competence. To provide a context-rich language experience, a controversial topic of students’ interest was introduced so that students could write an argument. The teacher provided opportunities for the students to use their prior knowledge and time to process the information while acquiring language during group activities. Cruz shows that learners of English language are taught the art of communication by assisting them to read, express ideas and opinions and using strategies skillfully. These learners can acquire academic English if instructors recognize that the best instructional practices for English as Secondary Language (ESL) students are best practices for all students. Carmen provides personal experiences and insights based on her more than 20 years of teaching and is currently at Cholla High Magnet School in Tucson, AZ. Additionally, she is a current member of the Executive Committee of NCTE, past co-chair of the NCTE 's Latino Caucus and 2002 chair of its Committee on Racism and Bias in the Teaching
Cruz, Mary Carmen. “Can English Language Learners Acquire Academic English?” English
Journal. 93.4 (2004): 14-17. Web. 21 Nov. 2015. Cruz argues that in order for teachers to improve their instruction for all students and assist the English language learners in their classrooms, they must understand how language is acquired. She points out that both learning and language acquisition are both social processes. When students “interact to solve problems or learn by discovery in highly contextualized, collaborative settings, they develop language, academic skills and cognition together” (14). She implemented a collaborative approach to literacy and language development in high school English classrooms where Ells were guided from basic interpersonal skills to more cognitively demanding tasks in order to achieve academic competence. To provide a context-rich language experience, a controversial topic of students’ interest was introduced so that students could write an argument. The teacher provided opportunities for the students to use their prior knowledge and time to process the information while acquiring language during group activities. Cruz shows that learners of English language are taught the art of communication by assisting them to read, express ideas and opinions and using strategies skillfully. These learners can acquire academic English if instructors recognize that the best instructional practices for English as Secondary Language (ESL) students are best practices for all students. Carmen provides personal experiences and insights based on her more than 20 years of teaching and is currently at Cholla High Magnet School in Tucson, AZ. Additionally, she is a current member of the Executive Committee of NCTE, past co-chair of the NCTE 's Latino Caucus and 2002 chair of its Committee on Racism and Bias in the Teaching