Nicole Nikonetz EDUC 3601 Jan.

18, 2018

ARTICLE TITLE: Success with ELLs: We Are All Writers! Building Second Language Writing
Skills in the ELA Classroom

AUTHOR: DelliCarpini, Margo

JOURNAL: English Journal

YEAR: 2012

ISSUE/VOLUME: Vol. 101, issue 5

PAGES: 97-101

TOPIC OF SEARCH: Writing for ELLs

SEARCH TERMS: (ELLs) AND (Writing) AND (English Journal)

ANOTHER ARTICLE OF INTEREST BY THIS AUTHOR(S) (*ANY JOURNAL/YEAR):

DelliCarpini, M. (2006). Working with literacy-level english language learners in correctional

education settings: Issues, challenges and best practices.Journal of Correctional
Education, 57(3), 250-267. Retrieved from https://search-proquest-
com.ezproxy.uleth.ca/docview/229785513?accountid=12063

PRECIS

Margo DelliCarpini’s article “Success with ELLs: We Are All Writers! Building Second
Language Writing Skills in the ELA Classroom” is a useful introduction to integrating ELL
learners with ELA classrooms. DelliCarpini focuses on several big-picture concerns when teaching
ELL students writing, while also discussing the appropriate way to teach grammar. She argues that
“if second language acquisition is compelled by the same underlying process as first language
acquisition, then there is no need for explicit grammar instruction” while still emphasizing that
this does not mean an absence of correcting grammar.
While DelliCarpini may not necessarily support explicit grammar lessons, she
acknowledges the existence of research that indicates “second language learners need explicit
instruction of some sort, and the emergence of drawing second language learners’ attention to the
form, or noticing as an effective way to promote language acquisition”. It is clear throughout the
article that DelliCarpini’s goal is to create authentic learning within her students, while still
balancing the need for standards, the need to push students, and to guide their learning.
DelliCarpini highlights four main difficulties that teachers express when attempting to
integrate ELLs into their ELA classroom. These range from concerns over ELLs lacking the proper
knowledge in both academic discourse and vocabulary in order to successfully write in English, to
Nicole Nikonetz EDUC 3601 Jan. 18, 2018

the fact that most ELLs need more time to create written work, to being uncertain of how much
one should correct student errors in a way that doesn’t overwhelm and discourage the students.
By suggesting small differentiations – or, alternatively, universal designs – that one may
integrate into the ELA classroom, we can support the writing of our ELL students in a much more
encouraging and measurable way. The goal of incorporating daily opportunities to engage in
different types of writing becomes less daunting when considering the classroom take-aways
below, using those to guide our teaching and to give more opportunities to ELLs.
I found this shed light on my topic because throughout PSI, I was never quite sure how to
balance whole-class instruction with the specific needs of certain ELLs. Knowing easy, practical,
and effective strategies to ensure that they are feeling a level of success at school is incredibly
important to me, as I saw firsthand how difficult motivation can be when students have had too
much experience with repeated academic failures. I think that it is incredibly important to establish
class routines for ELA that don’t separate the ELL learners as “slow” or “different”, and rather
build activities that are manageable and effective for both native and non-native English speakers.
These are especially important in smaller, rural schools where an ESL-specific teacher/course may
not be offered.

CLASSROOM TAKE-AWAYS

 Short “do now” assignments: Students are asked to create a short story, newscast, letter,
diary entry (etc.) related to a current event or topic discussed in class.
What I like: It’s very malleable to numerous units/lessons. The purpose of the
writing can be varied from persuasion to informing to questioning, and the style of
writing can be varied as well.
Why it’s beneficial in my classroom: This low-stakes activity is a great way to
incorporate grammar in an authentic way, and by
discussing/deconstructing/analyzing these activities, ELLs will be able to connect
their awareness of what they are doing with larger themes of the course. It also can
provide structure to the day when students know that this type of activity will be
used for transitions.

 Giving out students’ example assignments and asking them to grade these pieces in small
groups using a rubric.
What I like: The possibilities for metacognition many students can receive. By
spending class time discussing why that student was assigned a certain grade and
how they could have gotten a higher score fosters a critical eye when students check
over their own work.
Why it’s beneficial in my classroom: Aside from helping students with their
metacognition, this allows ELL students to break down grading criteria and see
exactly how it relates to a piece of writing.
Nicole Nikonetz EDUC 3601 Jan. 18, 2018

 Sustained Silent Reading (SSR): This reading strategy provides class time for students to
read their own chosen texts. The goal in SSR is to increase reading comprehension, fluency,
and potentially students’ attitudes regarding reading.
What I like: I like that this is not only beneficial for ELLs, but also for many
struggling readers. SSR provides a relaxed reading atmosphere to disassociate the
generic issue that LA classes can kill a love of reading. My only difficulty with this
one is being uncertain of how much class time to really commit to this.
Why it’s beneficial in my classroom: According to Dellicarpini, SSR has shown
gains in vocabulary, reading ability, and attitudes of students. In addition to this, it
helps ELL students bolster their vocabulary in a much more engaging way than rote
memorization.

 Co-planning with ESL teachers. If a school offers a specialized ESL course where ELL
students will spend a portion of their days, it would be hugely beneficial to co-plan with
them for the students in my ELA class.
What I like: Co-planning means that there is constant communication between the
other teacher and I, and that we can tackle challenges with each of our common
ELL students more efficiently.
Why it’s beneficial in my classroom: This would mean that ELL students can have
more time to work on assignments, as well as utilize further resources to develop a
more holistic understanding (ex. If we are reading in class, perhaps they use the
audiobook in ESL).

 Guided feedback for writing activities: While the idea of rubrics has already been firmly
established for me, I hadn’t considered putting emphasis on a certain literary feature for
small assignments, especially ones that I’d want to incorporate fairly frequently.
What I like: I like the opportunity to focus these small assignments. I think they
will be more useful for formative feedback, and they blend in with numerous lesson
plans, thus allowing me to more easily chunk my assignments, tying things together
with a bow.
Why it’s beneficial in my classroom: Similar to the strategy above, this strategy is
very handy because when I can convey to my students what they are doing right
(and what can be improved upon) in a meaningful way, the likelihood of student
progress will increase because the correction information is not overwhelming or
difficult to understand. I also think that this type of feedback is more easily
trackable, which would make it easier to keep an eye on student progress and to
determine future decisions regarding the student.