Standards and Personalization in the Writing of Linguistically Diverse Students
Issue: Vol 6 No. 1 (2014)
Journal: Writing & Pedagogy
Subject Areas: Writing and Composition Linguistics
DOI: 10.1558/wap.v6i1.59
Abstract:
This study examines the interplay between standards and personalization for linguistically diverse adolescents in a year-long Senior (12th grade) Exhibition project in a U.S. public high school. Focal students included a bilingual Mexican-origin immigrant, a transnational bilingual student of Mexican origin, and an English-only adolescent from California, all female. Qualitative data consisted of multiple drafts of each student’s 15–20 page research essay, interviews, writing conferences, and school-based standards documents. Analyses attended to how conceptions of personalization of learning in relation to a major research and writing assignment were operationalized in the experiences of three learners and the consequences of each approach for the student’s attention to standards in her inquiry and writing processes. Findings highlight the normative power of standards in promoting standardization within the current accountability paradigm and the potential of deep personalization to enhance learning around writing.
Author: Kerry Anne Enright
References :
AUTHOR. (2006a) XXXXXXXXXXXXXX.
AUTHOR. (2006b) XXXXXXXXXXXXXX.
AUTHOR. (2011) XXXXXXXXXXXXXXX.
AUTHOR and Other. (2011) XXXXXXXXXXXXXXX.
Other and AUTHOR. (2011) XXXXXXXXXXXXXXX.
Barton, D. (1994) Literacy: An Introduction to the Ecology of Written Language. Malden, Massachusetts: Blackwell Publishing.
Barton, D., Hamilton, M., and Ivanič, R. (eds.) (2000) Situated Literacies: Reading and Writing in Context. New York: Routledge.
Cummins, J. (2011) Identity matters: From evidence-free to evidence-based policies for promoting achievement among students from marginalized social groups. Writing & Pedagogy 3(1): 189-216.
Duff, P. A. (2002) The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics 23(3): 289–322.
Dyson, A. H. and Genishi, C. (2005) On the Case: Approaches to Language and Literacy Research. New York: Teachers College Press.
Fairclough, N. (2001) Language and Power (2nd edition). New York: Pearson Education Limited.
Fisher, D. and Frey, N. (2003) Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent and Adult Literacy 46(5): 396–405.
Fránquiz, M. E. and C. S. Salinas (2011) Newcomers developing English literacy through historical thinking and digitized primary sources. Journal of Second Language Writing 20(3): 196–210.
Freeman, M., deMarrais, K., Preissle, J., Roulston, K., and St. Pierre, E. A. (2007) Standards of evidence in qualitative research: An incitement to discourse. Educational Researcher 36(1): 25–32.
Gee, J. P. (1999) An Introduction to Discourse Analysis: Theory and Method. New York: Routledge.
Gee, J. P. (2004) New times and new literacies: Themes for a changing world. In A. F. Ball and S. W. Freedman (eds.) Bakhtinian Perspectives on Language, Literacy, and Learning 279–306. New York: Cambridge University Press.
Gibson, J. J. (1979) The Ecological Approach to Visual Perception. Hillsdale, New Jersey: Erlbaum. Cited in Van Lier (2004).
Graham, S. and Perin, D. (2007) What we know, what we still need to know: Teaching adolescents to write. Scientific Studies of Reading 11: 313–335.
Harklau, L. (2002) ESL versus mainstream classes: Contrasting L2 learning environments. In V. Zamel and R. Spack (eds.) Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Harklau, L. (2011) Commentary: Adolescent L2 writing research as an emerging field. Journal of Second Language Writing 20(3): 227–230.
Harklau, L. and Pinnow, R. (2009) Adolescent second-language writing. In L. Christenbury, R. Bomer and P. Smagorinsky (eds.) Handbook of Adolescent Literacy Research 126–137. New York: Guildford.
Hillocks, G., Jr. (2002) The Testing Trap: How State Writing Assessments Control Learning. New York: Teachers College Press.
Johnstone, B. (2000) Qualitative Methods in Sociolinguistics. New York: Oxford University Press.
Short, D. J., & Fitzsimmons, S. (2007). Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners--A Report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Kibler, A. (2011) “I write it in a way that people can read it”: How teachers and adolescent L2 writers describe content area writing. Journal of Second Language Writing 20(3): 211–226.
Kramsch, C. (ed.) (2002) Language Acquisition and Language Socialization: Ecological Perspectives. New York: Continuum.
Leather, J. and van Dam, J. (eds.) (2003) Ecology of Language Acquisition. Dordrecht: Kluwer Academic Publishers.
Leki, I., Cumming, A. and Silva, T. (2008) Writing in secondary school A Synthesis of Research on Second Language Writing in English 17–27. New York: Routledge.
Lewis, J., and Ritchie, J. (2003) Generalising from qualitative research. In J. Ritchie and J. Lewis (eds.) Qualitative Research Practice: A Guide for Social Science Students and Researchers 263–286. London: Sage.
National Commission on Writing in America’s Schools and Colleges. (2003) The Neglected “R”: The Need for a Writing Revolution 42. College Entrance Examination Board.
Ortmeier-Hooper, C. (2010) The shifting nature of identity: Social identity, L2 writers, and high school. In M. Cox, J. Jordan, C. Ortmeier-Hooper and G. Gray Schwartz (eds.) Reinventing Identities in Second Language Writing 5–28. Urbana, Illinois: NCTE Press.
Panofsky, C., Pacheco, M., Smith, S., Santos, J., Fogelman, C., Harrington, M. et al. (2005) Approaches to Writing Instruction for Adolescent English Language Learners. Providence, Rhode Island: The Education Alliance.
Pennington, M. C. (2011) Teaching writing: Managing the tension between freedom and control. Writing and Pedagogy 3(1): 1–16.
Pope, D. C. (2003) Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students. New Haven, Connecticut: Yale University Press.
Prior, L. (2004) Doing things with documents. In D. Silverman (ed.) Qualitative Analysis. Issues of Theory and Method (2nd edition) 76–94. London: Sage.
Ruiz-de-Velasco, J., Fix, M. and Clewell, B. C. (2000) Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools: The Urban Institute.
Strauss, A. L. (1987) Qualitative Analysis for Social Scientists. New York: Cambridge University Press.
Valdés, G. (1999) Incipient bilingualism and the development of English language writing abilities in the secondary school. In C. J. Faltis and P. M. Wolfe (eds.) So Much to Say: Adolescents, Bilingualism, and ESL in the Secondary School 138–175. New York: Teachers College Press.
Valdés, G. and Sanders, P. A. (1999) Latino ESL students and the development of writing abilities. In C. R. Cooper and L. Odell (eds.) Evaluating Writing: The Role of Teachers’ Knowledge about Text, Learning, and Culture 249–278. Urbana, Illinois: National Council of Teachers of English.
van Lier, L. (2004) The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. New York: Kluwer Academic Publishers.
Yi, Y. (2007) Engaging literacy: A biliterate student’s composing practices beyond school. Journal of Second Language Writing 16(1): 23–39.