English Language Learners: Writing Development

Table of Contents
Introduction
-Statement of the Problem
-Review of Related Literature
-Statement of the Hypothesis
Method
-Participants
-Instruments
-Experimental Design
-Procedure
Statistical Analyses
- Charts/Graphs
- Correlation
- Results
Discussion
Implications
Threats to Internal and External Validity
 Statement of the Problem

Very little research has been done on English

language learners writing development. Knowing
how English language learners learn or transfer skills
from their native language will provide teachers with
the tools necessary to help enhance students writing
development in any language.

Guided questions are:

Is there a significant difference in the writing
development between an English proficient and a
Spanish proficient student in a dual classroom?
Does the parents educational background make a
significant difference in the childs writing progress?
 Literature Review

Researchers claim, that parents educational

background has a positive influence in the
childrens literacy achievement. The parents
educational background promotes literacy
learning because of the literacy behavior
practice at home( Saracho, 2007; Loucks, 1992).
 Literature Review

Very little research has been done on English

language learners writing development. Regardless
the lack of research, an educator can use strategies
that help promote reading and writing. Basic
research is known to hold the key to help educators
choose instructional methods and strategies to
enhance student achievement. (Alvarez, and
Hakuta, 1992; Gort, 2006).
 Literature Review

There are specific strategies and skills needed for the

native speaker to convey their oral language into written
language. Cooperative learning, scaffolding, peer
revision, editing, are a few that will benefit students
transform their thoughts well into the written form
(Patterson, and Bums, 1994; Gort, 2006; Cummins,
1999; Alvarez and Hakuta, 1992).
 Statement of the Hypothesis
Even though, there is lack of research in the
writing development for English language
learners, this study will compare the writing of
both English proficient and Spanish proficient
students in a Two-Way program.
Giving the teachers an insight on the
difference between two groups within a dual
program. At the same time realize if and how
the parents education background may effect
the students writing development.
 Method
Participants:
Students participating in this research are currently in a second grade Dual classroom also known as Two-Way
Program.
Fifteen students are from the English component.
Fifteen students are from the Spanish component.
Students are from a New York City Public School System.
School is located in Sunset Park Section of Brooklyn, New York.

Instruments:
A. Demographic Survey
B. Confidence/Rating Scale
C. General Survey
D. Parent Involvement Questionnaire (Time Allotted)
E. Students Educational Background Questionnaire

Experimental Design:
Quasi-Experimental Design: Nonequivalent Control Group Design
Symbolic Design: OX1O
O X2 O
Procedure:
Two groups Spanish and English proficient students pretested (Writing on Demand).
Both groups are exposed to a treatment.
Both groups are post-tested with the writing unit (Writing About Reading).
 Statistical Analyses
Writing on Demand (Pretest)

Writing
Progress Writing
Spanis Progress
Spanish
h English

Students (15) Students (15)

Writing Progress Levels:

(1)Low
Average 1.8
Median 2 (2)Average Average 1.875
Mode 2 Median 2
(3)High Mode 2

(4)Exceeding
 Statistical Analyses
Writing Unit (Post Test)

4
English 3
Spanish
3.5
2.5
3

2.5 Writing 2
Writing
Levels Levels
2
1.5

1.5
1
1

0.5
0.5

0 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Students Students
Writing Progress Levels:

(1)Low
Average 2.66666667 Average 1.86666667
Median 3 (2)Average Median 2
Mode 2 Mode 2
(3)High

(4)Exceeding
 Statistical Analyses
Spanish Component

Fathers Mothers
Education Education
Level Level
(Y) (Y)

Y X Y X
2 1 2 1
1 1 15 Students (X) 15 Students (X) 2 1
0 2 Writing (Pretest) Education Levels: Writing (Pretest) 2 2
1 2 4 2
1 2 1 2
1 2 (1)Less than High School 2 2
1 2 1 2
2 2 (2)High School 1 2
4 2 3 2
3 2 3 2
1 2 (3)Some College 1 2
1 2 1 2
1 2 (4)College Graduate 1 2
2 1 Correlation -0.0696733 Correlation -0.07537784 2 1
2 2 RXY= -0.06 RXY= -0.06 2 2
Negative Negative
 Statistical Analyses
English Component

Fathers Mothers
Education Education
Level Level
(Y) (Y)

Y X Y X
1 2 15 Students (X) 2 1
2 2 Writing (Pretest) 15 Students (X) 2 1
1 2 Education Levels: Writing (Pretest) 2 2
2 2 4 2
0 3 1 2
3 2 (1)Less than High School 2 2
2 2 1 2
2 2 (2)High School 1 2
2 2 3 2
2 2 3 2
1 1 (3)Some College 1 2
3 2 1 2
2 2 (4)College Graduate 1 2
3 2 Correlation -0.22664921 Correlation 0.16081688 2 1
2 2 RXY= -0.22 RXY= 0.16 2 2
Negative Negative
 Results
The results from the pretest prior to the treatment demonstrated that the English language learners from both the English and
Spanish component were basically at the same levels of development in their writing. Students were measured by a rubric
geared to focus on specific elements in their writing. It was mostly focused on syntax and conventions. The rubric represented
Its levels from one to four, one being the lowest, two average, three high and four exceeding. According to the data (bar graphs)
for both groups demonstrated that the majority of students were at level 2, which indicates to be in an average level according to
the rubric.

The scatter plot represented the relationship between parents educational background with the writing progress of both
groups. According to the data there was a minimal correlation (rxy: -0.06, -0.07, -0.22, 0.16 ). Using the demographic survey one
of the questions asked about the mother and the fathers educational background. When analyzing the demographic survey,
there was a clear indication that with both groups the mothers had higher education than the fathers. Even with this
information it still didnt make a difference. It was clearly noted that the parents educational background had absolutely no
direct effect to the students writing development.

The results of this research indicate there was a slight increase in the writing progress of the English component and at the same
time there was no correlation between the parents education and the students writing progress.
 Discussion

According to the results, the data does not reflect a direct correlation between the students writing progress and their
parents educational background. Saracho (2007), claimed that there was a significant tie between the students writing
development and their parents education. The researcher claimed the higher the education the parents had, the more it would
promote the childs literacy learning. The research clearly indicates otherwise. The data simply noted that the effect was minimal.
Many of the lessons prepared were geared for English language learners. Scaffolding tools like thinking maps , graphic
organizers, visuals, cooperative learning, modeling, shared writing and conferencing were all part of the unit of writing. It became
a great asset to use with the English language learners. Even connecting some the lessons with their own past experiences and
their cultural background provided a connection to work with their new writing piece, especially when they used text-to-self
connections.
Theorist Lev Vygotsky, and Jerome Bruner have emphasized cognitive development as closely acquainted to the brains
construction of knowledge within a social context. Both theorist agree that the process of constructing knowledge of the world is
not in isolation. They also agree that past experiences, culture and language play a central role in mental development . They also
agree on the same instructional practices modeling, cooperative learning, and scaffolding are practices that are significant when
Working with any student especially with English language learners.
The action research that was used to compare the writing development of two groups , one Spanish proficient group and
the
other a English proficient clearly states that the students regardless if they were English or Spanish proficient they were
transferring their first language skills to the second language. It is just like Cummins and Krashnen (1999) state that the bilingual
education builds a solid foundation in the students native language preparing the native speaker to learn English whether it is
speaking, reading or writing. Also developing literacy in two languages entails linguistic and cognitive advantages for bilingual
students.
 Implications
As the research concluded and the data was analyzed, it became clear the results indicated a slight increase in the writing of
the students in the English component. After evaluating the students writing, it was evident that the threats of internal and
external validity during the research certainly effected the results of the data for the students in the Spanish component. Several
threats came into play with the Spanish component group. Scheduling was a big issue when it came to working with the Spanish
group. Several unscheduled meetings came up, spring break for some students were extended and finally the cancelling of the
dual after school program because of funds. All these reasons may seem unimportant, but educators that work with English
language learners understand that students need consistency and time for taking in strategies and putting them into practice.
The majority of the English components results in the post-test did reflect a slight increase from their pretest and from the
Spanish component. The reason seem to be obvious. These students had more exposure and time to put into practice the
strategies and skills presented for this writing unit. There were evidence of editing in their writing piece, meaning they had the
Flexibility and the time to go back to their writing to revise and edit their work.
There were fundamental flaws in the action research for the Spanish group because of lack of time the group met. It was not
the students fault, but it did effect the outcome. It seems to be obvious according to the data that if the time allotted was
distributed equally, the results may have been about the same as the English group.
After closely evaluating the writing post-test, it was for certain that more research is needed in the writing progress of the
English language learners. One thing is for certain, time is a significant part of this type of research. Writing is not a simple task,
especially for an English language learners who are trying to combine new knowledge with the old and then transfer their oral
language skills from the first language to the second language, well into the written form (Patterson and Bums, 1994). Keeping
In mind that to become proficient in any language it may take up to seven to eight years (Mitchell, Destino, Karam, and Muniz,
1999).
 Threats to Validity

INTERNAL: English Component Spanish

Component

History + -
Maturation + -
Testing + +
Instrumentation + -
Regression + -
Selection + -
Mortality + -

EXTERNAL:

Pretest X Interaction + +
Multiple X Interference - -

SYMBOLS:

+ Factor Controlled
- Factor not Controlled