ERIC Number: EJ1082755
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 44
Young Learner Writing Performance in Swiss Elementary Schools--Which Teacher Variables Matter?
Loder Buechel, Laura
RELC Journal: A Journal of Language Teaching and Research, v46 n3 p275-292 Dec 2015
Elementary school English language teachers in Swiss public schools often question the role of writing in early years language instruction because there is a significant disparity in messages they receive from Board of Education members, from fellow teachers and from teacher trainers. This study describes the issues concerning writing in the first years of English language instruction in Switzerland and presents data that suggest that teaching reading, writing, listening and speaking in every lesson is associated with better learner performance in writing (and the other skills) than teaching with a different balance of skills. A general writing rubric and some recommendations for writing with young learners in the Swiss setting are provided and the argument is made that teachers should indeed start with writing in the first year of English language instruction.
Descriptors: Writing Skills, Elementary School Students, English (Second Language), Second Language Learning, Second Language Instruction, Scoring Rubrics, Foreign Countries, Role, Reading Instruction, Writing Instruction, Language Teachers, Teaching Methods, Listening Skills, Oral Language, Writing Evaluation, Teacher Surveys
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Switzerland