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Helen Ly May 15, 2015 L1 L2 Nonnative English Speaker English Language Learner (ELL) (U.S. K-12 system) English as a Second Language (ESL) Student/ Learner Native English Speaker Multilingual, English as an Additional Language (EAL) Student International Local Visa Generation 1.5 early/late arrival bilingual In Winter 2015, ~25% of all visits and students for SCAA Writing Tutoring were enrolled with a visa. Table adaptation from Michelle Cox, Workshop presented at WAC Conference, April 2015 Stephen Krashen Learning is consciously studying the language, whereas acquisition is exposure to language at a level the learner can understand with a focus on meaning (i + 1). Different students acquire different levels of acquisition in L2 reading, writing, listening, and speaking. Learning grammatical rules does not necessarily mean that a learner will acquire the meaning behind L2. Strengths -Highly literate in L1 -Grammar knowledge -Overall academic skills Strengths -Verbal communication -Familiar with American essay conventions and U.S. educational culture Challenges -Applying grammatical knowledge -Colloquial language Challenges -Academic written register -College preparedness -Grammatical knowledge Eye Learners – Reading and Writing Ear Learners – Listening and Speaking Adapted from Reid (1990) Rhetorical preferences may differ from language to language. Maho, Writing Across Borders Tutor Tip Read the text as a whole, and find out the organization pattern on its own terms. “method to the madness” Interlanguage BICS CALP Tutor Tip Find out the logic behind the student’s patterns of errors.
