Scaffolding the Writing Process

Abstract

Writing is a multiple step process that requires the integration of pre-writing, drafting, revising, and editing that later culminates in a written piece. Writing, for the Limited English Proficient student, can be a demanding task. They must balance their native language skills with English literacy and competencies in knowledge and content areas. The task is complicated by the fact that each content area has its own set of terminology/vocabulary, writing conventions, and critical thinking skills. Additionally, many refugee students fall under this category and have significant gaps in their educational backgrounds, lack knowledge in specific subject areas, and often need time to become accustomed to school routines and expectations. This research project investigates potential methods and strategies that would increase achievement and acquisition of secondary language competencies, specifically highlighting the writing process, and explores the impact a manipulative might have on the writing development of LEP students. The ten participants in this study were sixth grade LEP students in an urban school district in western New York. This study took place in a bilingual classroom during Writer's Workshop lessons. There was a bilingual teacher and two ESOL teachers working with the students at the time. Students' first writing drafts and final copy results were analyzed quantitatively. Students were given a survey and interviewed individually to assess their attitude toward use or non-use of silent teachers and a writing process booklet.