Vous êtes sur la page 1sur 5

Analytic and Personal Essay

When reviewing my original goal statement I focused on my interest of implementing the


writing process to promote literacy acquisition among English Language Learners (ELLs). I
explained how writing workshop, with its explicit teaching of skills in context, had enabled my
ELLs to become proficient readers and writers. With over twenty years of teaching experience in
the primary grades, I wondered why more teachers were not doing the same. Therefore, since
writing is my passion, I decided to pursue my doctorate at GMU. I chose literacy as my primary
focus with Teacher and Teacher Education (TATE) as my secondary.
Since beginning my coursework in literacy, I have gained a greater understanding of the
theory of writing along with its historical roots. In preparing for my course projects, I had the
opportunity to peruse through databases and read research on writing workshop. For example,
after reading the U.S. Department of Educations (2012) Teaching elementary school students to
be effective writers and then reading Executive summary: Developing literacy in secondlanguage learners: Report of the national literacy panel on language-minority children and
youth (August & Shanahan, 2006), I knew my focus on writing with ELLs was important and
relevant. The research demonstrates writing is often pushed aside or sometimes nonexistent
within schools. Since I teach at a Title 1 school with a high population of ELLs, I realize the
importance of implementing writing as part of my literacy program.
My goal in the doctoral program is to study emergent writing with ELLs, preschool
through first grade. I want to continue to learn from my coursework, the research, and my
professors in working towards this goal. I want to be a resource for other educators and add to
the existing research in emergent writing. I would like to combine my research goals with my

secondary focus, TATE. In doing so I would like to teach a course in literacy with a focus on
emergent writing at the university level.
Prior to my coursework, I understood the rationale for writing with young children. I was
successful in my efforts and had the authentic assessment to provide evidence of literacy gains. I
made certain to read everything and anything I could on the writing process and ELLs. I studied
hard to become a National Board Certified Teacher in Literacy, and made writing my focus. Yet,
I never knew the theory behind writing. I knew the how but not the why.
During my initial research methods class I had the opportunity to peruse numerous data
bases and was a bit overwhelmed. Searching for research articles and data concerning writing
with ELLs was frustrating. I realized through searches there were gaps in this area. This makes
me more determined to continue with my goals. I also realize that the more courses I take and
professors I meet, I will have a better understanding of where to search and how to search.
So far, my course work has enabled me to learn about the foundations of literacy,
particularly both theory and history of writing. I learned how Vygotskys socio-cultural theory
and Bruners social-constructivist theory fit into writing. I had the opportunity to read the
seminal works in writing from researchers I wasnt familiar with, such as Dyson and Chomsky.
Understanding the historical roots of writing workshop enabled me to see the relationship
between the language experience approach, whole language, and process writing. In researching
writing I realized there are many different theories of writing. My focus is on the socialconstructivist and socio-cultural theories and how social interaction influences the writing of
ELLs.

In learning the theory of writing along with its historical roots, I am able to explain the
why of writing to colleagues and provide background information that makes sense and helps
teachers understand the process better. I can better explain to colleagues the developmental
nature of writing as well as how Vygotskys zone of proximal development applies to writing. I
can explain Ehris developmental phases of writing and how they coincide with Gentrys
developmental stages of spelling. In doing so I can demonstrate how writing is effective in
teaching children how to spell, and the reciprocity between reading and writing. Furthermore, I
can explain how explicit writing demonstrations can teach skills in context to our ELLs.
I also wrote in my original goal statement that I wanted to be a catalyst for change. This
is why I chose TATE as my secondary. Through my research I hope to demonstrate how writing
is a powerful strategy, and at times, overlooked as a key factor in promoting literacy among
young students, especially ELL students. After reading The neglected R: The need for a
writing revolution (National Commission on Writing, 2003) I am deeply convinced that there
needs to be a focus on writing as a means for increasing literacy, especially with ELLs. I want to
demonstrate through research that writing workshop is an effective pedagogical practice.
I would like to be able to present my research in a way that will benefit educators and
increase student learning. In completing my research I want to provide evidence of how modeled
writing with explicit skill demonstrations in context can replace the part to whole concept of
decontextualized instruction. I want to explain to educators how Vygotskys social interaction
theory of learning applies to writing. For example, I want to demonstrate how writing provides
opportunities for oral language through interactions with others and is so valuable in promoting
literacy for ELLs.

I also wrote in my initial goal statement that I wanted to continue to learn and grow in my
profession and have the opportunity to work with other doctoral candidates who share my
passion for teaching literacy. I have definitely found a cohort of dedicated professionals who are
just as motivated and passionate about literacy and teacher education as I am. I have been
fortunate though my coursework so far to meet other educators that I can collaborate with, gain
insight from, and share ideas.
Being back in a university setting has brought me out of my comfort zone while
providing me the opportunity to have a voice and communicate with other educators. I have the
opportunity to learn from the research, colleagues, and most importantly, my professors. By
pursuing my doctorate and attending GMU, I am now in a better position to share my knowledge
with my colleagues at school, the new teachers, as well as the graduate students I mentor.
Throughout my coursework I have had the opportunity to read research and write several
papers on my area of interest. In addition, I had the opportunity to present at two conferences.
These included a presentation for the Critical Questions in Education (CQIE) Conference in San
Diego in February 2015 and the TESOL conference in Toronto in March 2015. At both
conferences I spoke on writing workshop with ELLs.
Presenting at the conferences was empowering. I learned I had a voice. I felt more at ease
knowing I had support from my professors and other doctoral students in my program and
colleagues at work. The experience encouraged me to continue on my path of learning and
sharing my teaching of writing with others. As I continue to learn through my coursework I am
confident that I can serve as a catalyst for change.

In summary, according to the research what is needed is a new generation of second


language research to help increase literacy among the growing population of ELLs (Calderon,
Slavin, & Sanchez, 2011; Goldenberg, 2008, ). I want this to be my challenge. As a National
Board Certified Teacher, I realize the importance of being reflective in my teaching and learning.
I know as I gain knowledge through my coursework and studies I will continue to reflect upon
my learning and program goals. In the meantime I will continue to serve a resource to my
administrators, colleagues, and education interns.

Vous aimerez peut-être aussi