Writing Challenges for English Language Learners

Writing performance is notoriously under-studied among US students generally. One 2011 study found that only 27% of US eighth- and twelfth-grade students demonstrated writing skills “proficient” or better. Additionally, research has shown a strong correlation between a student’s writing proficiency and reading level, and more recent literacy metrics also suggest worrying disparities between L1 and L2 English speakers. In 2019, the average reading score for fourth-grade ELL students (191) was 33 points lower than that of their non-ELL peers (224); for eighth-graders, it was 45 points lower. Many experts believe the writing performance gap between these two groups is at least as wide.

Several factors contribute to writing proficiency deficits for English learners. Challenges for ELL students include:

• Skipped basics: Few students receive specific instruction in composition skills (outlining, language arts styles, etc.).

• L2 vocabulary limitations: Assignments that include or require too many unknown English words undermine ELLs’ ability to complete them.

• L1 vocabulary mismatches: Prompts written in ELLs’ first language can alienate if tone/vocab is too different from learners’ lived experiences with the language.

• Relatability: Writing activities that don’t take into account ELL students’ cultural background and daily lives hinder understanding and engagement. 

• Intimidation: Confusion and uncertainty created by other factors can sabotage confidence and increase resistance.

Teachers working with ELLs face their own obstacles to helping their students succeed. These challenges include:

• Content quality: Well-written activities, aligned with curriculum and relevant to students, are hard to find.

• Time: Process of finding, assigning, reviewing, and returning activities takes more time than many busy teachers have.

• Guidance: Curriculum often covers “what” writing milestones students should hit, but not “how” teachers can build up to them.

• Visibility: Most schools assess language writing just once a year, making it hard for teachers to gauge student understanding and address learning gaps.

Classroom Writing Opportunities

Writing is not only a fundamental skill for academic success, but also a critical tool for effective communication in both professional and personal realms. In the classroom setting, particularly for ELL students, dedicated writing exercises offer more than just practice; they provide a critical platform for learning, feedback, and growth.

• Enabling a focused environment: Classroom settings inherently offer a controlled environment which is ideal for minimizing distractions and maximizing focus on writing tasks. This environment is essential for ELL students who need to concentrate on the complexities of writing in a second language, which can include grasping new vocabulary, syntax, and semantic rules.

• Teacher involvement and feedback: One of the most significant advantages of classroom writing is the presence of a teacher who can observe, intervene, and assist immediately. Teachers play a crucial role in identifying language misconceptions and providing corrective feedback. Immediate and specific feedback helps students adjust their learning strategies in real-time, enhancing their understanding and retention of new language rules

• Visibility into student proficiency: Regular classroom writing exercises give teachers valuable insights into each student’s proficiency levels, strengths, and areas needing improvement. This visibility is crucial in adapting teaching methods and materials to better suit the class’s needs, ensuring that all students, regardless of their starting level, have the opportunity to advance.

• Promoting technical skills: The classroom is the best place for ELLs to receive technical guidance on grammar, syntax, semantics, and writing conventions. Teachers can provide explanations and examples of correct usage, model these skills, and directly address any errors students may make, which is harder to do in less structured settings.

Best Practices in Classroom Writing

To make the most out of classroom writing opportunities, educators should consider several best practices:

• Regular, low-pressure practice: Normalize writing by integrating it regularly into classroom activities. This helps reduce anxiety around writing and encourages students to try without fear of harsh criticism.

• Growth mindset: Encourage a growth mindset by celebrating mistakes as a natural part of learning and emphasizing the progress made. This approach helps destigmatize errors and supports students in taking risks necessary for learning.

• Showing, not telling: Instead of merely dictating correct usage, teachers should model it through their own writing and corrections. This method helps students internalize the examples and understand their application.

• Timely, frequent feedback: Provide feedback that is both specific to the task and frequent, allowing students to continually refine their skills based on recent, relevant advice.

• Use of digital tools: Leverage technology to streamline the assignment and review process. Digital tools can offer immediate feedback and help scale personalized writing instruction, making it easier to address the needs of a diverse student group.

By embracing these practices, educators can create a supportive and effective writing-focused classroom environment that not only addresses the unique challenges faced by ELLs but also enhances their confidence and competence in using written language as a powerful tool for communication.

Strategies for Building ELL Writing Confidence

Writing can be a daunting task for ELLs, but with the right strategies, educators can transform the classroom into a space that fosters confidence and creativity. This section delves into six key strategies designed to enhance writing confidence, followed by additional ideas to enrich classroom writing practices. 

The first four strategies showcase practical applications from the experiences of bilingual resource teachers at Albuquerque Public Schools. Strategies five and six highlight the integration of technological tools like LearningWrite to modernize and enhance writing instruction.

Strategy 1: Create a Supportive Environment

The foundation of any learning experience, especially in language acquisition, is the environment in which it takes place. A supportive classroom environment encourages ELLs to express themselves without fear of judgment, and to accept constructive criticism without shame. This respectful and growth-focused culture maximizes exploration and learning.

Example: The Dictado 

The Dictado is a routine in which the teacher dictates a series of phrases, sentences, or paragraphs, and the teacher and students collaboratively correct them. The process serves to teach and reinforce basic writing skills in a low-pressure, collaborative setting. Students have the opportunity to learn from and correct mistakes in a supportive, collaborative context.