Ch. 1 & Ch. 2 from The Politics of Second Language Writing

1. Writing Development and Biliteracy – Danling Fu and Marylou Matoush

Human naturally acquire language in compelling social contexts (p. 9).
Sequential biliteracy – abstract and decontextualized nature of academic language
Spontaneous biliteracy – prior contextualized social knowledge as a legitimate goal (p. 9)
(Becoming bilingual and bilterate) not only involves a transformation process that appears to require a greater degree of cognitive, social and linguistic flexibility than monolingualism, but also potentially affords a greater degree of cognitive, social and linguistic freedom of choice (p. 10).
ELLs’ writing development research – four transitional stages: 1. First Language Usage to 2. Code-Switching to 3. Trans-Language Usage to 4. Approaching Standard English (p. 12).
If we don’t value what and how ELLs write in the transitional stages, but only aim at teaching them to write correctly or learn Standard English, these students
won’t develop into writers with depth of thinking and logical thought (p. 24).

2. Reforming High School Writing: Opportunities and Constraints for Generation 1.5 Writers – Kerry Enright Villalva

Ecological framework is based on an understanding that literacy is social practice (p. 31).
Ecological framework – Microsystem, Mesosystem, Exosystems, and Macrosystem (p. 32)
Generation 1.5 writing research – How does systemic factors influence the writing
development of Generation 1.5 writers?

Questions
1. Fu and Matoush mentioned that if language learners are encouraged to choose between languages when they write, they can construct and develop ideas better. From your experience as a language learner, did your first language(s) help you with English learning? How?

2. What does “language errors” (p. 25) mean to you? How can you demonstrate the positive value of “language errors” as “the precursors of flexible dual language word choice and phraseology” (p. 25) to your bilingual/multilingual students? What kind of methods would you use to show them the transition from errors to Standard English?

3. What values did you find from Fu and Matoush’s chapter? Are the four transition stages applicable? If you see it as applicable, how do you use the stages in your ESL class? What kind of assignments can you see being used in your class?

4. From Villalva’s chapter, “peer-modeling” and “cross-age tutoring” (p. 46) seem to create space for Generation 1.5 to develop their languages and generate ideas and topics for their projects. Why can’t this kind of group work be done in a regular class with mainstream students? If we separate the Generation 1.5 students to a different cohort-based organization, aren’t we creating otherness in the class?

5. What benefits and flaws do you see in making a personal project as a new graduation requirement? Should there be double standards for English-speaking students and bilingual/Generation 1.5 students?