Elizabeth-HAlR+Chapter+9

It seems that little research has been done on adolescent second language writing. The chapter wants to find out whether writing in L2 is different from writing in L1. The answer is yes. The aim is to get non-native speakers of English into mainstream English classes, that is to integrate them. The writing and written discourse of non-native English speaking adolescents is different from native English writers in many ways. simply put, it is less sophisticated and the effect of foreign language, its usage, and culture are all apparent in the writings. I make mistakes in the idiomatic use of prepositions. I have to edit my work and leave it for a while, when I come back to it I find additional common mistakes due to my knowledge of other languages. I superimpose conventions of Armenian and Arabic on my English writings. I cannot help it. I am always told "your writing is adequate given that you are an ESL writer." The differences between native and non-native writers of English according to HALR include: Less diversity in lexical choices. Less academic vocabulary Noun inflections Word classes Spelling Determiners Verb tenses Subject/verb agreement Active/passive voice Preposition choice Favor narrative mode Idiosyncratic uses of grammar Applying L12 discourse conventions as far as length of text, sentences and conjunction use. Also, L2 adolescents deviate from the main idea or string ideas together And I am guilty of all of the above. Chapter 9 points out that L2 learners can benefit from systematic vocabulary instruction.

Elizabeth - I also haven't seen much discourse on adolescent ESL students, and almost nothing on what kinds of programs are offered within the public school system to help with integration in the classroom. I also work with a great deal of ESL students at the community college level, and their frustrations seem to go far beyond the teaching of grammar. The standard genres of argumentation or persuasive writing also seems to have cultural consequences for some, especially the young female students who find argumentation inappropriate. I would like to see more research done on the attitudes of ESL students on standard American college essay assignments. I think it might be very enlightening to see how they approach these assignments which seem intimidating from a grammatical level as well as from a cultural standpoint. Some cultures are not taught to be expressive or opinionated either. It is a sign of disrespect for some of my Japanese students to argue against authority, therefore, some of the assignments hold far more intimidation than just mechanics and organization, the required content itself is a stumbling block. - Jennifer