March+13,+2012+-+HALR+Ch+9+reflection

HALR Chapter 9

“Adolescent Second-Language Writing”

This is a very interesting chapter regarding second language writing and the obstacles these students face while trying to master writing. I have often wondered, what is the best way to address the teaching of writing to my ESL students? After reading Chapter 9, it sounds like the research is just getting started and these answers might be further down the road. The quote in the “Conclusion and Recommendation” section pinpoints one precaution that must be taken in regard to further research. “On a broader level, there is considerable danger that //diverse// becomes a catch-all term that creates a binary between White monolingual students and anybody else who may speak a language or dialect other than standard edited English.” (135)

Another interesting observation that made me smile was that no matter which instruction method they used, if students did not find the writing **motivating**, it wasn’t beneficial. (131) This is a truth that crosses all barriers.

Hopefully more research will be coming, since according to Harklau and Pinnow, one in five students is an immigrant or second generation. As of now, with the L2 students, I am continually reminding them how important their language is and to always value it. They must promise me they will never lose it. They are encouraged to speak it, write it, and use it when they are at home and in their community. If we value it in our schools, hopefully they will understand their own value. But on the other hand, I must also be very honest about the skills needed in the professional world and that people will judge you by your speech and vocabulary, and because of this we need to prepare our students for the future, beyond college, and into careers, so that they can acquire everything they’ll need to fulfill their goals. On the brighter side, I feel they also need to know that in today’s global markets being bilingual on a job application is an advantage over the monolingual applicant.