Understanding Student Populations and Instructional Contexts

Challenges Facing L2 Learners

            The purpose for learning a second language (L2), syntax, and time constraints are some of the biggest challenges facing L2 learners when writing in a second language. Depending on the purpose for learning an L2 is if it is a requirement for entering a degree program, to have better chances being admitted into a degree program, or for enjoyment (Ferris & Hedgcock, pg. 44) a second language learner has different motivations and levels of dedication for learning an L2. I think newer L2 learners have to think more about comparative syntax of the first language (L1) and the L2 as to not accidentally write the sentence as they would in their L1. Because the second language learner has to now think in the L2 opposed to their L1, it takes the learner more time to construct a sentence that they feel comfortable with presenting for critique. Even if the sentence, paragraph, or essay isn’t finished the learner put great effort into writing what they could. Whether it’s the thinking process or remembering what a letter looks like, their level of dedication can impact how much effort they put into trying to construct a sentence in the L2.

Teaching an L2 Writing Course

Advantageous information to have on L2 students in a writing course I’m preparing to teach would be what level of literacy they have in English and their goals for the course. I wouldn’t want to assign a task where students mimic the format of a sentence from a particular text Charlotte’s Web would be better suited for this course than Romeo and Juliet. Knowing the goals and literacy level of the L2 would help me selects appropriate texts, lessons, and activities that reflect the end goals.

Settings to Teach Writing

            Since I’m interested in teaching primary school children learning English I would need to know what outside support resources are available for students and parents, what level of progress is expected to be attained by the end of the year, and what policies are in place for students that don’t meet expected progress. If there are additional support services available for students and parents outside of school, then that could further the family’s understanding of the L2 and help the student meet expected goals for their experience with the second language. In the case that a student or students are not able to meet personal or district goals, it would be helpful to know what steps I have to take in order to help that student do what’s best for their educational level. There could be a case of a reading or writing difficulty hindering the student’s ability to learn the L2.

References

Ferris, Dana R. and John S. Hedgcock. Teaching L2 Composition: Purpose, Process, and

Practice. New York: Routledge, 2014. Print.