When English Language Learners Write

Katharine Davies Samway is Professor of Education at San Jose State University, where she teaches courses in reading/language arts, assessment, writing, and multicultural literature for children and young adults. Her research focuses on the literacy development of English language learners (particularly their writing development and processes), and influences on teachers' beliefs and practices. Her previous books with Heinemann include Myths and Realities (1999) and Buddy Reading (1995). She also cowrote Literature Study Circles in a Multicultural Classroom (1996).

When English Language Learners Write helps you connect the latest thinking on ELLs and understand numerous important factors affecting nonnative writers, including: - what young children know about print and about the connection between oral and written language- how their native language influences the process of learning to write in English- how gender, race, ethnicity, and social class affect writing- how adult expectations, school-based writing experiences, and participation in bilingual classrooms affect children's development as writers- which current developments in writing pedagogy help the most.The Samway shows crucial steps for responding to ELL needs, such as: - understanding the literacy practices of non-mainstream cultures- discovering what ELLs can do as writers before they become fluent in English- moving from looking at only the writing itself to investigating writers' processes- providing a print-rich environment to cement the reading-writing connection and foster literate behaviors in a new tongue- incorporating reflective writing to support ELLs' literacy development- providing a learner-centered workshop approach to teaching writing.Not only does Samway provide the latest research as well as practical teaching ideas, she takes you inside the minds and classroom experiences of five ELLs. You'll see how a focus on what children can do helps ELLs become fluid English writers more quickly than placing them in low-performing groups or falling back on pullout remediation.