What Is The Purpose Of Second Language Writing Essay

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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, …show more content…
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
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(1999): 277-285. Web. 21 Nov. 2015. Dong investigates ESL students’ native literacy-learning experiences through written learning autobiographies of 26 first year college students from eight different countries. He proposes that teachers need to understand each student’s unique needs and experiences in relation to writing. Because students that are native speakers of languages other than English may have vastly different writing experiences, she suggests teachers ask their ESL students to explain how they learned to write in their native languages. By understanding these experiences, Dong suggests that a teacher will be better able to build on these experiences and help these students better learn writing in English. Dong argues that teachers must understand the language organization and literacy skills their second language students bring to the classroom in order for them to teach these students to write effectively. She notes that ESL students arrive in composition classes “with rich home cultural, educational, language, and literacy backgrounds” (277). Teachers should “expand their teaching repertoire and to diversify teaching strategies” when working with diverse students (283). Dong emphasizes that students need more time and opportunities to learn new

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