Education Week - September 23, 2015 - (Page 19)

Can a Former Journalist Teach English-Language Learners to Write? W By Mary Ann Zehr hen I started a new career as a high school English-asa-second-language teacher in 2011, I figured I was better equipped than many teachers to help students learn to write. I had been a journalist for 14 years for Education Week, and for most of that time I had specialized in writing about English-language learners. Four years later, I'm still in a trialand-error stage in finding the most effective ways to teach adolescent ELLs to write. But I have had some success. Most of my students have made good progress in English on the standardized test, ACCEss for ELLs, developed by WIDA, a consortium in Madison, Wis., and used by about half the states plus the District of Columbia to measure ELLs' annual progress in English. The students' results are the outcome of instruction from all their teachers, not just me. But I believe my focus on teaching writing in an English-language-development class for students with a Level 4 out of 6 on the WIDA scale helped many of my students polish their skills so they could test out of the ESL program. I'm particularly satisfied that a handful of ELLs who were born in the United States and never went to school elsewhere finally scored high enough to leave ESL classes after they took my writing class. My approach to writing has both evolved from experimentation and drawn on ideas I learned in conducting a review in 2014 of research on the teaching of writing to ELLs in U.S. high schools. * English-learners need models of writing and instruction in specific genres. ELLs can go astray in myriad ways during writing and need to be taught the differences between genres, such as an argumentative essay, a personal narrative, and a research paper. Ken Hyland, a professor of applied linguistics at the University of Hong Kong, argues for the use of "genre pedagogy" for second-language learners, in which students learn about text forms, rather than use of a process approach, in which students learn steps of writing. Hyland wrote in a 2007 article in the Journal of Second Language Writing that in genre pedagogy, supporting the learning of students "takes many forms but typically includes modeling and discussion of texts, explicit instruction, and teacher input." " Teenagers are more likely to complete writing assignments and write well if they see themselves as writers." His approach resonates with me. When I give a substantial writing assignment, I provide models. We talk about the genre. For example, when teaching how to write an argumentative essay, I stress the need for students to back up their claims with facts or examples and to address counterarguments. I provide a template with phrases to start for main-idea sentences. * Students benefit from meeting authors. Serving the District of Columbia and Baltimore city public schools is a wonderful program run by the Washington-based PEN/Faulkner Foundation, which buys books for students to read and keep and arranges for authors of those books to visit classrooms. My students have become more interested in reading and writing after meeting authors. Last school year, my classes received visits from six authors, who were diverse and passionate about their writing. Why Do Students Hate History? Some Thoughts on the 'Boring' Social Studies I By Greg Milo open up my World History textbook and sigh. It starts with the origins of civilization, and it wraps up with a rushed snapshot of today. That's 5,000 years of history. "So," I asked myself early in my career, "we're supposed to teach everything that's ever happened everywhere on Earth?" "Right (inject sarcasm)." It wasn't until my fifth year that I began selecting units to merely touch upon and other units to dive deep into, but in a class based on chronology, that can be difficult for students. I was never much into the European Middle Ages, but I couldn't breeze over it and expect my students to understand why the European Renaissance emerged. About my seventh year, I began to wonder, "What's this all about? Who cares about DaVinci? Who cares about the Roaring Twenties? Who cares about Sun Tzu? Who cares about any of this history? What's the point?" I mean, I care, because I nerd out over it. I'm guessing most historians do. But I'm also guessing many kids don't. I run into people all the time who say, "I hated history as a kid, but I like it now." They also can't tell me anything about their history class, except for how boring the teacher was, but they can tell me about whatever history interests " If we want our students to make reasoned decisions, then they'll have to be able to understand the complicated mix of people, places, and things that lead to an outcome." Getty For example, my students read the short story "The Summer of Ice Cream," about a couple of boys helping their Nigerian father run an ice cream business in Salt Lake City. Then they met Tope Folarin, the author of that story, who talked with them about how he based the story on his own experiences of trying to figure out what it means to be American. When I assigned English-learners to write their own stories, Folarin's work provided a model. * ELLs need to talk first and write later. While initially my inclination as a teacher was to have students read a model for an assignment and then launch into their own writing, I've found it's more effective to have students talk about a topic before they write about it. This PAGE 21 > MARY ANN ZEHR teaches English to English-language learners in the District of Columbia school system. She is a former staff writer and assistant editor for Education Week. them today. Why does that happen? Why do students hate history? I'm pretty sure it's a diverse list of reasons, but usually students who dislike my class say it is boring. "Why is it boring?" I ask. Students often answer with something along the lines of, "How is learning about the Treaty of Versailles going to help me in life?" Good question. It makes me question whether the content should be the focus. What is it about the social studies that's most important to my students? My answer: strengthening their thinking skills. I want my students to think. I want them to make reasoned decisions that consider the many variables of an event. I want them to understand a decision's consequences, for the long term as well as the short. I want them to understand how others will be affected by the decision. And I want them to act accordingly. If my goal is, as the Ohio Department of Education puts it, to "prepare students to be participating citizens," then it seems that I want to challenge students' decisionmaking, and to provide them with the opportunity to take action. And it makes sense that students can practice those decisionmaking skills with any subject-not a boring one. Why does history have to be taught through a chronology of topics? Why do my students have to learn about the fall of Rome or the East India Trading Co.? Maybe one of them would like to focus on elections in Burundi. Textbooks are often written with brief and incomplete details, blowing through the specifics, kind of like how a teacher who isn't comfortable with the subject matter would teach a topic. This method misses out on the many variables that matter in understanding cause and effect. Textbooks also tend to dismiss the humanity of the subject-akin to telling a story with no main character. If we want our students to make reasoned decisions, then they'll have to be able to understand the complicated mix of people, places, and things that lead to an outcome. My students ask questions that show how perceptive they are. They realize that there are gaps in a lesson, or that I've breezed over something. I could run with that awareness, answering the students' questions, fulfilling the so-called "teachable moment," but why not let PAGE 21 > Getty GREG MILO is the social studies department chair at Archbishop Hoban High School in Akron, Ohio, where he is beginning his 13th year. He can be reached at milog@ hoban.org and on Twitter at @Mr_Greg_Milo. EDUCATION WEEK | September 23, 2015 | www.edweek.org/go/commentary | 19 http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - September 23, 2015

Education Week - September 23, 2015
Research Agency Faces Deep Cuts In Budget Bills
Schools Seek Split From Confederacy
English-Learner Tests Moving to Digital Realm
Despite Research on Teens’ Sleep, Change to School Start Times Difficult
Contents
News in Brief
Report Roundup
To Combat Inequity, Ferguson Panel Urges K-12 Changes
Study: KIPP Confers an Edge in Academics But Not in Attitudes
DIGITAL DIRECTIONS: Online Credit Recovery in Need of Overhaul, Study Says
Blogs of the Week
From Pre-K to Higher Ed., Duncan Tour Touts Priorities
GOP Presidential Debaters Give Glancing Mention to Education
In Wide-Ranging Discussion, Duncan Mulls Issues, Agenda
ANN MYERS & JILL BERKOWICZ: STEM Doesn’t Narrow the Curriculum
MARY ANN ZEHR: Can a Former Journalist Teach English-Language Learners to Write?
GREG MILO: Why Do Students Hate History? Some Thoughts on the ‘Boring’ Social Studies
Letters
TopSchoolJobs Recruitment Marketplace
CAROL DWECK: Growth Mindset, Revisited

Education Week - September 23, 2015

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