The 2004 Symposium on Multilingual Student Writers:
Reaching Beneath the Surface to Access Sub-Text
UC Berkeley College Writing Programs 2004 Symposium on Multilingual Student Writers was held on Saturday, March 13, from 9:30 a.m. to 3:45 p.m.
The 2004 symposium considered how writing instructors can help their students become more successful readers at the post-secondary level. Each presentation was followed by working groups that allowed attendees to discuss and collaborate with local colleagues.
Guest Speakers
John Hedgcock, Monterey Institute of International Studies
- Professor of Applied Linguistics in the MATESOL/MATFL Program
- Recipient of the 2003 Monterey Institute Excellence in Teaching Award
- Co-author of Teaching ESL Composition: Purpose, Process, and Practice (2nd edition in press)
John Hedgcock currently teaches teacher preparation courses, including TESOL (Teaching English to Speakers of Other Languages) courses on teaching reading and writing. He has taught composition, ESL, English for academic purposes, French, and Spanish. His research focuses on language learning and teaching, teacher education, composition, and literacy.
Abstract of John Hedgcock's presentation.
Handout 1 and handout 2 for John Hedgcock's presentation.
Lisa Rigisich, Teachers College, Columbia University
- Teacher Trainer and Consultant at the National Level
- Twice a recipient of Columbia's Excellence in Teaching Award
- Author of a manual on mentoring students, written for the California State Department of Education
Lisa Rigisich's specialties include connecting complex subject matter to students' previous knowledge and experience, heightening student engagement, and designing and enacting theory-based teaching methodologies. She has worked with the National Writing Project, as well as the Bay Area Writing Project.
Abstract of Lisa Rigisich's presentation.
Topics for Discussion
- Using pre-writing strategies to foster a reading-writing connection
- Increasing reading comprehension by building background knowledge and modeling strategies
- Accelerating the learning process for students who need to make up for "lost time"
Abstracts
Literacy Connections: Cultivating Reading Skills and Strategies in the Writing Course
John Hedgcock
Monterey Institute of International Studies
Abstract
Traditional and even contemporary approaches to first language (L1) and second language (L2) writing instruction have historically emphasized the production of written texts as a primary means of achieving rhetorical mastery. This implicit pedagogical imperative understandably results in positioning text production at the center of the writing curriculum. Consequently, interaction with print resources-a process that depends fundamentally on writers' reading skills and strategies-is viewed as a means toward an end, rather than as a worthy pedagogical goal in itself. In other words, whereas writing professionals generally recognize aspects of the reading-writing relationship, the cultivation of students' text interpretation skills often assumes a secondary role with respect to the priority of generating successful academic texts.
Research in L1 and L2 literacy overwhelmingly demonstrates that students cannot possibly become proficient writers in any language without also developing an array of literacy skills, including the ability to comprehend texts from a range of genres (Belcher & Hirvela, 2001; Carrell, Devine, & Eskey, 1988; Grabe, 2001, 2003; Grabe & Stoller, 2001, 2002; Johns, 1997). Kroll (1993) argued persuasively that "teaching writing IS teaching reading" (p. 61); the evidence that has accumulated over the last decade strongly suggests that, whether or not they recognize it, writing professionals are deeply engaged in the teaching and learning of multiple literacies (Gee, 1996; Johns, 1997).
During this presentation I will first synthesize theoretical and empirical insights from L1 and L2 literacy research, composition studies, and genre analysis, particularly as they pertain to the teaching of academic writing in multilingual contexts. I will then identify potential classroom implications for assessing students' literacy needs and for systematically building reading practice into the writing curriculum.
In working groups participants will engage in interactive, text-based tasks that involve maximizing specific reading-writing connections, selecting appropriate sources for literacy instruction, constructing scaffolded literacy assignments, and promoting student autonomy through explicit, literacy-oriented instruction.
Handout 1 and handout 2 for John Hedgcock's presentation.
What's Theory Got to Do with Teaching? Minds Meeting Deeds in the Classroom
Lisa Rigisich
Teachers College, Columbia University
Abstract
A gap exists between learning theory and teaching practice. The most widely accepted learning theories claim that learners must be active, while prevalent teaching methodologies frequently elicit student passivity. Most teacher education programs require students to read a great deal of theory, but provide no model for linking this theory to teaching practice. Through my research, I sought to discover and present a model by which teachers can articulate their beliefs about learning and apply them to every aspect of their teaching practice. The theory application process that I will present is one that practitioners can use to implement any theory, be it general learning theory, or theory more specific to teaching particular subject matter, such as reading in the composition classroom.
I will address a number of difficulties that arise as one follows his or her theory application model. One such difficulty is the fact that changing one's teaching practice is uncomfortable. Individuals often read discomfort as a sign that they are doing something wrong, and thus, they abandon their change efforts. Also, the fact that one's articulated theory of learning must be stated first in theory, but cannot be fully known in a practical sense until one tries to apply it, makes the process feel like walking a tightrope without a net. Such risk-taking can be daunting. I will offer practical suggestions for handling such discomfort and encourage all instructors to undertake the theory application process, an effort which is vital to students' learning.
In working groups, through reflection, brainstorming, and discussion, participants will move from theory to practice. Participants will carefully craft a lesson based on what they believe about how students learn.
For further information, please contact
Michelle Winn, Lecturer
College Writing Programs
University of California, Berkeley
116 Wheeler Hall
Berkeley, CA 94720-2500
winnm@berkeley.edu
(510) 642-3503
