Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write

This article discusses the use of image based methods in writing with adolescent English language learners.  Some of the positive effects include growth in students writing proficiency and raising awareness of reasons to care about school. The article emphasizes the power of using visual materials in aiding ELL adolescent students who are at the beginning level of language learning.

The writing method describes several findings:

Finding 1. Asking ELLs to write. Instead of telling ELL students why school and writing are important, the researchers asked them what they believed about school.  Students documented this through photographs and writing.  Students revealed unexpected insights into their personal lives, which was sometimes negative, and they began to see the value in having an education thus increasing motivation.

  

Finding 2. Others’ images as engaging.  Using peers’ work helped with engagement and appreciation of writing activities.  The assignment students had was to analyze their peer’s photos or images and address certain questions about the photos/images.  Students were intrigued with one another’s work, especially in finding commonalities.  They learned from one another and were more likely to share more about themselves after looking at pictures from other people their age. 

Finding 3. Walking – photo walking – beyond the classroom.  In this activity, students and teachers ventured outside the classroom into other parts of the school and even outside the school into the community.  They took photos that they later reflected on and wrote about.  Students began to see that many things in their lives outside of school can have an impact on their lives.

Adolescent beginning language learners would benefit greatly from methods such as these, which incorporate visual materials into writing activities, especially if students are writing about their own life experiences.

Bell, A., Ewaida, M., Lynch, M., & Zenkov, K. (Nov 2012) Seeing how to ask first: Photo elicitation motivates English language learners to write. Middle School Journal v44 n2. Retrieved from http://eric.ed.gov/?id=EJ990871

Contexts For Learning; English Language Learners in US Middle Schools

Contexts For Learning; English Language Learners in US Middle Schools

In the last few decades there has been a conceptual shift in the human sciences.  The term 'acquisition' is often replaced with the term 'participation' to emphasize the social the social aspect.

This article examines the learning culture within the schools as well as the community outside the school.  It also takes a look at the importance of engaging students in the community.  The researcher argues that in addition to the subject matter being taught, the following also help to shape learning opportunities available to ELL students.  

                     1) The teacher's conceptualization of the needs of second-language students

                      2) The ways in which they perceive their own role in the responding to these needs

                     3) The larger context of institutional practices

One study conducted in a Canadian high school identified 5 "interacting variables" that may have contributed to strong academic outcomes for ELLs

                     1) Administrative support

                     2) Collaboration among colleagues

                     3) Contact hours in the ESL class

                     4) Direct explicit instruction with respect to language learning objectives

                     5) A strong sense of advocacy for ELLs

Haneda,M. (2008) Contexts for learning: English language

       learners in US middle school. International Journal of

       Bilingual Education and Bilingualism. Vol.II Iss.1