This document discusses approaches to teaching writing and reading. It notes that writing is often neglected in primary classrooms and later used mostly for assessment. It recommends that children have a foundation in oral skills and their native language before introducing writing. Approaches to teaching writing include grammar-focused, task-based, and process-oriented methods. Motivation can be increased through using IT and teacher scaffolding/praise. Coursebooks often lack literacy focus so teachers supplement. Effective writing instruction makes it meaningful, allows free writing without worrying over correctness, engages students in short bursts, and publishes student writing.
This document discusses approaches to teaching writing and reading. It notes that writing is often neglected in primary classrooms and later used mostly for assessment. It recommends that children have a foundation in oral skills and their native language before introducing writing. Approaches to teaching writing include grammar-focused, task-based, and process-oriented methods. Motivation can be increased through using IT and teacher scaffolding/praise. Coursebooks often lack literacy focus so teachers supplement. Effective writing instruction makes it meaningful, allows free writing without worrying over correctness, engages students in short bursts, and publishes student writing.
This document discusses approaches to teaching writing and reading. It notes that writing is often neglected in primary classrooms and later used mostly for assessment. It recommends that children have a foundation in oral skills and their native language before introducing writing. Approaches to teaching writing include grammar-focused, task-based, and process-oriented methods. Motivation can be increased through using IT and teacher scaffolding/praise. Coursebooks often lack literacy focus so teachers supplement. Effective writing instruction makes it meaningful, allows free writing without worrying over correctness, engages students in short bursts, and publishes student writing.
This document discusses approaches to teaching writing and reading. It notes that writing is often neglected in primary classrooms and later used mostly for assessment. It recommends that children have a foundation in oral skills and their native language before introducing writing. Approaches to teaching writing include grammar-focused, task-based, and process-oriented methods. Motivation can be increased through using IT and teacher scaffolding/praise. Coursebooks often lack literacy focus so teachers supplement. Effective writing instruction makes it meaningful, allows free writing without worrying over correctness, engages students in short bursts, and publishes student writing.
(Moon 2007) Writing is ignored in the primary classroom Later seen as a vehicle for assessment
When to introduce writing
Children should have sound basis of
oral skills in English and have a foundation in own language literacy skills Coursebooks can distort perceptions of levels of literacy
Approaches to teaching writing
Grammar focussed, sentence-based,
accuracy orientated, including dictation Task-based or communicatively orientated approach Process-orientated approach
Motivation to write
IT used to encouraged learners to write
e.g. email Teacher scaffolding and praise can foster motivation
Need for appropriate L2
materials
Lack of focus on literacy in most
coursebooks Difficulties of dealing with L2 literacy in international coursebooks YL teachers not trained to deal with literacy and so cannot remedy problems with coursebooks
Approaches to teaching writingn (UNICEF, 1999)
Make writing meaningful. Young
writers can express themselves about topics that are important to them. These can include their families, special events in the community, topics in social studies, and many more
Invite young writers to write
freely, without worrying about correctness. Children who are just learning to write can build language structures and expression, even if they use imaginary spellings and strange punctuation.
Ask young learners to write about
their own lives and experiences. Whether it's a holiday, or their experience with their grandparents, or any other experience outside the classroom, young writers write best when they write about something they know well.
Engage young writers in short
bursts of writing. For children under the ages of 8 or 9, it's very tiring to hold the pencil or chalk, make the letters, and remain focused on the message to be communicated. Writing often, for brief periods, is much more effective than trying to write for a long period of time.
Give writers the chance to revise
Publish writing to make it meaningful.
Learners' writing can be "published" on the walls of the classroom. It can also be shared with learners in other classes, with families and the community, and with others. When learners write letters to a community leader or a resource expert, whether to ask questions, offer opinions, or simply express appreciation for a visit, they have the chance to write about things that are important to them.