Writing+and+Linguistic+Diversity

=__Teaching Word Choice to English Language Learners__=




 * Word Choice**: The process of choosing words that are precise and accurate to express your ideas fully in writing.

For very clear and concise descriptions of the 6 +1 traits of writing, as well as potential rubrics for grading, see this site:

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 * Linguistic Diversity:** The variation in language or dialect of language spoken by students. This can be categorized with exceptionalities due to the significant challenge that it can pose for students' development of literacy and the associated difficulties in acquiring in-depth knowledge in more specific content areas.

This pages focuses specifically on how to teach word choice to English Language Learners. Word choice can be a particularly tricky but important trait to focus on when teaching writing to ELLs. Students obviously have a more limited vocabulary in English than native speakers, and so they must be explicitly taught to expand their vocabulary and purposefully use words to convey the meaning they desire. Especially when students are still developing BICS (Basic Interpersonal Communication Skills) and are rather limited in their CALPS (Cognitive Academic Language Proficiency), it can be difficult for them to find the word with the exact meaning they are looking for, or to choose a word that is more captivating or precise than the "safe" word choice. I have listed below some potential


 * Suggested Instructional Methods**

__Context-imbedded Instruction__

This can be used in teaching writing by allowing students to write about ideas and experiences that are familiar and meaningful to them-- such as their experiences in their native country, or traditions celebrated with their family. This can allow students to use some words from their first language, where appropriate, but also allow them to acquire the English words for the objects, events, actions, or people that are most important to them in their lives.

Example: A student given the opportunity to write about the "Dia de los Muertos" traditions that they practice with their family could blend their own Spanish vocabulary of skulls and celebrations with English words describing the same event, or describing the way that Americans celebrate Halloween around the same time. The student would have a context and a connection to make to this material, making it easier for them to write and more likely for them to retain the vocabulary used.

Similarly, students should be encouraged to continue the literary traditions of their native tongue/country. Education in English should not replace their native language, and developing literacy skills in their first language will ultimately help them acquire literacy in English. The historical significance of the literary traditions of their native country should be acknowledged, valued, and drawn upon as a way to engage students in instruction. This can also be a multicultural lesson for the non-ELLs in the classroom.

This site gives a particularly helpful outline about how to engage ELLs in writing instruction: []

__Using Cognates__

Allowing students to see that words overlap between English and their native language can help them expand their English vocabulary and build their confidence in their English skills. It can also encourage them to practice their decoding skills to see if they can discern meaning from unknown words.

__Explicitly Teach False Cognates__

On the other side of the coin, students may choose incorrect words frequently as a result of false cognates. Be sure to use direct vocabulary instruction to teach these false cognates, demonstrating them on word walls and with pictures. This will help students understand the difference between the two categories of words.

For a list of Spanish/English cognates and false cognates, as well as methods of teaching them, visit this site: []

__Allow Students to Work with Language-Common Peers__

Given what an essential piece of the writing process brainstorming is, it may be helpful to have students with the same first language brainstorm ideas for writing together, either in English or in their own language to ensure that they are able to fully express themselves. This applies to word choice, as it can allow students to talk through their ideas together and have a clear concept of what they want to say, before working together to choose the word that they feel expresses the same idea most accurately in English.

That being said, ELLs should not be paired exclusively with each other, because that will inherently limit the number of English words that they are exposed to and use in their own writing. Teaching students to work collaboratively across language barriers helps allow native English speakers support the development of ELLs' academic vocabulary.

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__Offer Clear, Specific Directions__

Many ELLs may be unfamiliar with the words used in directions for writing assignments. Discussing these words explicitly with the class when an assignment is given can ensure that students know the purpose for which they need to choose words and the expectations that are being set for the class.

__Offer Clear, Specific Feedback__

It is very important for students who are learning English to be given opportunities to correct their language and their vocabulary during the writing process, just like any other students would. Pairing written feedback with oral feedback will help to ensure that students understand their errors, and can correct them. This will also give students assistance in using their oral language skills/vocabulary in their writing, and vice versa.

__Bibliography__

**Curry, M. (2004). UCLA community college review: Academic literacy for English language learners. //Community College Review//. 32 (2), 51-68.

Friedlander, A. (1990). //Composing in English: Effects of a first language on writing in English as a second language.// In B. Kroll, Second language writing: Research insights for the classroom. (pp. 109-125). New York: Cambridge UP.

Scarcella, R. English learners and writing: Responding to linguistic diversity.**

**Vaughn, S., Bos, C., & Schumm, J. S. (2007). //Teaching students who are exceptional,////diverse, and at risk in the general education classroom// (Fourth ed.). Boston: Pearson

Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers. //System//. 27 (4). 537-555.

__Additional Resources__

The Education Alliance: [] 50 Strategies for Teaching ELLs: []

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