Writing Instruction for English Learners: Examining Instructional Practices in Fourth-Grade Classrooms

Abstract

This qualitative study examined writing instruction in two linguistically diverse fourth-grade classrooms in order to determine the genres taught and the instructional practices favored by teachers. Researchers observed writing instruction and interviewed teachers in a culturally and linguistically diverse elementary school in Southern California to study how teachers worked with children to develop their capacity to negotiate different writing tasks. Findings revealed that students were engaged in content-area expository writing, and the writing assignments were influenced by assessment requirements. Both teachers evidenced explicit instruction of academic language, attention to genres, and scaffolding for writing. Observations revealed that teachers tended to focus their feedback on word and sentence level discourse during classroom instruction. For lengthier pieces, teachers used mentor texts and heavy scaffolding to ensure that every student in the class would be able to produce the writing required. Implications for professional development are discussed.

Teaching Elementary ESL Writing in Canada

“…Scholars have underlined the importance of early writing-literacy development among children (e.g., Fitts et al, 2016). They have maintained that writing involves complex neuromotor, psycholinguistic, and metacognitive processes (e.g., Roessingh, 2018;Roessingh et al, 2019).…”

“…Although writing is considered to be a fundamental literacy skill for children's academic success (e.g., Cutler & Graham 2008;Fitts et al, 2016;Graham, 2019), there is a paucity of research on English as a Second Language (ESL) children's writing (Flinspach et al, 2010). In particular, we know little about pedagogical practices in K-6 ESL writing classrooms.…”