Similarities and Differences Between Young EFL and Native Speaking Students
Teaching writing skills to native English speaking kindergartners may seem like a challenging endeavor because of the wide range of experiences and development they have entering the classroom. One third of five year olds do not possess the perceptual-motor skills necessary to create the size and quality of writing expected by adults (Dunsmuir & Blatchford, 2004). Kindergartners have varied levels of exposure to and support of literacy at their homes before entering school (Dunsmuir & Blatchford, 2004, p.462). Additionally, only two thirds of students enter kindergarten knowing their letters and sounds (Calkins, 2011, p.2). The challenge for an EFL kindergarten may seem even greater. EFL Students are learning English in a country where English use is minimal or ab in the every day lives of residents. Students usually arrive with little to no vocabulary or syntactic knowledge of English and rarely even have a rudimentary understanding of the English alphabet.
Despite these limitation upon entering the classroom, EFL students possess strong background knowledge and skills. Harrison, Ogle, & Keitly (2011) reported that kindergarten ESL students, students who live in an English speaking country but primarily communicate with another language, were outperformed by their non-ESL counterparts on English oral vocabulary and speaking assessments. However, the ESL students scored similarly to the non-ESL students on the OWLS Written Expression Scale assessment after six months in class (Harrison, Ogle, & Keitly, 2011). Regardless of their vocabulary and speaking skills, both ESL and non-ESL students' writing skills are influenced and predicted by alphabet knowledge and notational competence (Harrison, Ogle, & Keitly, 2011; Pinto, Bigozzi, Gamannossi, & Vezzani, 2012). Alphabet knowledge is a broad term which can include different skills such as alphabet recital, letter naming or recognition, print concepts, and letter-sound knowledge (Harrison, Ogle, & Keitly, 2011; Pinto, Bigozzi, Gamannossi, & Vezzani, 2012). Notational competence refers to a the ability to translate sounds into the appropriate written signs, with attention paid to words outside sound-sign correspondence (Pinto, Bigozzi, Gamannossi, & Vezzani, 2012, p.334). Even with some skills and abilities the match those of native speaking students, attention should be given to the special needs of young ELLs.
Implications in the Classroom
The first day of kindergarten each year, I am faced with twelve students who cannot unzip their jackets without assistance, can barely hold a spoon, and have about a good chance of either crying spontaneously, peeing their pants, or both within the first hour of class. As EFL kindergartners, they also do not understand verbal instructions and cannot make verbal requests in English. Even in this situation, the students can write. As is discussed in Invented Spelling, writing will not be conventional, but student writing can convey meaning even on the first day of English class. Dennis & Votteler (2012) note that, "teachers should not just assume that, simply because most children cannot write conventionally they should not be encouraged to experiment with the writing process as they develop" (p.439). Even though students are capable of writing, it is not an isolated skill. To further developing writing in English, students need to improve other language skills in addition to their writing process skills. Alphabet knowledge, sight word recognition, vocabulary building, motor skills like holding a pencil and forming letters, reading skills, and speaking skills need to be developed to support a successful student writer (Harrison, Ogle, & Keitly, 2011; Pinto, Bigozzi, Gamannossi, & Vezzani, 2012; Schulz, 2009). Expectations of student capabilities should be flexible as they develop other areas of their language skills (Schulz, 2009). With the understanding that writing is possible, even from day one, there are several principals that could be employed to encourage growth in EFL kindergarten authors (Behymer, 2003; Brown, 2007; Calkins, 2011; Common Core, 2010; Dennis & Votteler, 2012; Schulz, 2009):
Writing should be authentic and relevant to the students' needs and interest- The purpose for writing and the audience should be clear. Student choice in writing topics can increase relevance. Sharing writing with other students can increase authenticity by providing an audience.
The classroom environment should be structured, supportive, positive, and encouraging - Routines and behavioral expectations for Writing Workshop should be clearly laid out and enforced to promote a healthy learning environment. Teachers should praise students for work done well and provide sensitive feedback when giving corrections.
Teach the practices of good writers- Idea development, writing strategies, grammar tips, word usage, writing mechanics are all skill areas where students can learn to be good writers.
Storybooks can be used to enhance writing- Storybooks can introduce language, new genres of writing, interesting topics, and be used to model the practices of good writers.
A variety of genres should be employed- Kindergartners should understand the difference between fiction and nonfiction. They should also be to write narratives, opinions, or informative pieces.
Meaningful interaction and sharing should occur- Sharing writing with other students can increase authenticity by providing an audience. Students can develop ideas for writing from their peers.
Explicit instruction of material should be clear - Through telling, showing, and comparing, students can learn formal conventions of writing they are unable to observe on their own.
Balance the writing process versus the final product- Ensure students understand how the steps they take and strategies they use during the writing process help them arrive at a well written final product.