ERIC Number: ED411707
Record Type: RIE
Publication Date: 1996-Jun
Strategies for Working One-on-One with ESL Adult Literacy Writers. Adult Literacy Independent Learning Packet.
Halbert, Harold William
Special writing problems faced by English-as-a-Second-Language (ESL) adult literacy students are examined, and an approach to the individual teacher-student writing conference is proposed. Four conference components are distinguished, and suggestions are made for handling each: oral interaction; engaging the student in dialogue before reading the writing sample; reading the student's text; and negotiation of revisions. Recommended strategies for oral interaction include: patience; creation of a comfortable speaking environment; having students reformulate ideas orally; explaining conference expectations; avoiding yes/no questions; and avoiding all suggestion of cultural superiority. Pre-reading dialogue strategies include: asking the student what needs work; examining writing prompts and sample texts together; making the student aware of his responsibility to contribute to the conference; and providing a text copy. Text reading strategies include: prioritizing issues to be addressed; following the student's agenda; and explaining editing marks. Revision negotiation strategies include: demanding feedback; having the student describe how a writing choice meets audience expectations; using models and examples to introduce unknown writing skills; and requiring on-the-spot reformulation and a specific plan of action. Some organizational problems in writing are also discussed. Contains seven references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Descriptors: Adult Education, Classroom Communication, Classroom Techniques, Dialogs (Language), English (Second Language), Individual Instruction, Interpersonal Communication, Literacy Education, Persuasive Discourse, Reading Strategies, Speech Skills, Teacher Expectations of Students, Teacher Student Relationship, Writing Instruction
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Lehigh Univ., Bethlehem, PA.