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ELLs could have a problem with sharing their writing during the publishing state because they might have language or speaking proficiency yet in order to share their work in front of the class or in a small group. However, it is important for ELLs to share their work with their class because it provides a valuable opportunity for their peers to hear about their experiences. During the sharing process, students get to know each other better and it can create opportunities for friendships to develop.

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Revising can be a struggle for ELLs because might have a limited knowledge on sentence variety and they may have only used one or two sentence patterns throughout their paper so even when they go to revise they may be trying to continue to use those same sentence patterns when changing or reviewing their sentences.

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For ELLs trying to edit their work it may be a challenged for them because they have a limited knowledge of vocabulary, grammar, and mechanics of English. During this process, teachers should have ELLs working with an English proficient peer to help revise their paper because students are able to perform activities outside of their ability to do it on their own within their zone of proximal development through scaffolding from proficient peer.

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ELLs might have trouble during the writing and drafting phase of the writing process because they might not feel confident with their ability to quickly write down their ideas for a first draft or they might have anxiety about having to write in a language they are not proficient in. When students have anxiety or low self-esteem it raises their affective filters and in turn prevents students from being able to learn, work, or participate in meaningful activities

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ELLs may struggle with the prewriting/brainstorming step because they lack the background knowledge needed to be able to brainstorm about the specific topic. Teachers need to make sure they are activating or creating background knowledge with meaningful and comprehensible input so that students can start the prewriting step with their English-proficient peers.

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Adding to what Kayla Nice stated, cultural differences may cause a challenge for ELLs in the brainstorming process. Brainstorming may be an entirely new concept for ELLs. Depending on age and how much formal education an ELLs has they may have never been given the opportunity to free think, come up with their own ideas by activating prior knowledge in order to write. In some cultures, students are told how to write and what to write about. In this case, teachers should take into consideration and or address the students linguistic and cultural background during this process.

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When it comes to publishing, many students can be worried about how others view their work. This is very possible for Els, especially because they often are worried about how their English is developing. They may be worried about how others will view their work, as they know they are still learning the language.

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Some Els might have difficulty with the drafting stage. This could be because they have their thoughts in their l1 but struggle to put it in to English. Also, they might have difficulty understanding the use of graphic organizers.

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Similar to my post regarding editing, some ELLs may lack confidence in their work, especially if they are brand new to the writing process under these circumstances.

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In peer editing or when working in potential workshop environments, it is imperative that there is a learning environment that is inclusive and not detrimental to an ELLs ability. They must be comfortable sharing their work.

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ELLs may lack the vocabulary that will allow them to build on their previous writing progress

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Some ELLs may be unfamiliar with traditional academic American writing. Even a student that has experience completing similar assignments in their native language, may never have been exposed to certain a specific diction or syntax.

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Almost always, pre writing is the foundation to any substantial writing piece or work that is produced in any content class. While students may be able to write using tier 1 and 2 vocabulary they, ELLs may lack the knowledge surrounding tier 3 vocabulary that will allow them to create understanding around key concepts that they are expected to understand.

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Revising may be difficult for ELs because they are still learning sentence structures and vocabulary. Identifying errors does not come intuitively when you are just beginning to learn a new language. It is important for the teacher to only choose 1-2 things to correct at a time so as not to overwhelm and discourage the student. It is more important for the Els to be able to communicate their meaning and the self-correction will naturally follow according to Krashen's Monitor Hypothesis.

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Writing and drafting can be very difficult for writers of all proficiency levels. Allowing students to use a essay outline or paragraph format can immensely help ELs because it allows them to focus on their content rather than the sentence and paragraph structures. Providing scaffolding for English language learners follows Vygotsky's ZPD because it allows them to use the knowledge they already possess to develop new skills or concepts.

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Publishing allows for students to have an opportunity to show off their work and ideas and develop a sense of pride and accomplishment for themselves. Sharing their work with the class. furthermore, builds an atmosphere of collaboration and appreciation between the students. Students who feel shy about their work or shy about trying to explain their work may prefer to share within a smaller group of students than in front of the whole class.

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Some ELLs may find it difficult to get all the ideas out of their head and onto the paper. Using a graphic organizer and/or word bank with bilingual dictionaries would be a good way to allow the students to relatively quickly brainstorm their ideas and begin to think about how they want to organize their thoughts. According to SLA theory it is important to prevent situations where ELs can become discouraged. Maintaining their motivation is important according to Krashen's Affective Filter Hypothesis.

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Some English Language Learners will have trouble with the drafting stage because of their lack of background knowledge on a certain topic. Before you start a topic, teachers should activate and create background knowledge. For example, the teacher could ask the student about their personal experiences, then try to help them connect to their own. For some ELs, it might be tricky to connect to their own experiences because of cultural differences.

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EL students may struggle with the confidence to share final drafts of their writing orally with other students or in a whole class setting. This may be due to language difficulties the student has with both oral and/or written language. To boost students’ confidence, these individuals should be working in group activities, interacting with their peers to establish a comfortable learning environment. In addition, their peers can support the Interactionist Perspective in Second Language Acquisition by promoting conversation and asking students questions about their work to practice the conversational aspect of publishing and work towards developing stronger oral and written skills.

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A trouble an EL student may have in the editing stage of the writing process is correcting their writing to ensure they are using appropriate grammar. While these students should be supported through scaffolding, a teacher should not be penalizing students’ grammar until the publishing stage, and even then, teachers should work toward understanding cultural differences between a student’s first language and second language acquisition.

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EL students working in this stage of the writing process (Revising) may struggle with making their writing explicit for readers to understand their meaning and purpose. This struggle may be due to an EL’s limited vocabulary and can be assisted with the use of sentence starters.

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In this stage of the writing process (Drafting or Writing), EL students may struggle with working towards organizing and structuring their writing according to the appropriate writing style for a given assignment. This may be a challenge, for writing styles differ amongst languages. A way to assist students with this struggle is by monitoring their writing and using instances and excerpts from their own writing to teach grammar lessons, for there is a chance such lessons will click more easily when applied to the students’ own writing. Such strategies tie to Krashen’s Monitor Hypothesis.

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A difficulty an EL may face in this brainstorming or pre-writing stage of writing is building and/or activating background knowledge necessary for the drafting and writing stage. Most likely, EL students will have different cultural experiences than their peers, and therefore, may struggle to connect their personal experiences to their writing since their experiences could vary greatly from other students.

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Students who are comfortable in the classroom are more likely to share their work and thrive. Teachers need to provide a safe environment where all students are appreciated and celebrated. As an ELL student, its not easy to take pride in your work especially when you see what your classmates are producing. Having a classroom that appreciates your learning and your work will provide confidence to ELL students so that they can share their work.

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I agree with Gelissa that ELL students might struggle with the editing process because they might not be aware of grammatical errors or that they may not register to them. Teaching explicitly how to edit ones work and practicing it would benefit all learners especially ELL students

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I agree that ELL students might consistently use familiar words or phrases in their writing. In order to help ELL students with the revision process and strengthening their writing and vocabulary, it would be useful to have a word wall in which synonyms are present. That way when revision, they are able to look on the wall and choose a stronger word to enhance their writing.

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I agree that ELL students might consistantly use familiar

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I agree that ELL students might consistantly use th

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ELL students might have difficulty being able to express their ideas and what they want to write about. Using graphic organizers and brainstorming during the pre writing stage can benefit ELL learners in helping them organize their thoughts and ideas.

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Marianna Wells           ELL students might have difficulty with knowing how to start sentences in their writing. Providing students with specific sentence starters would eliminate repetition of the same words/ phrases in ELL's writing. 

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Marianna Wells           ELL students might have difficulty with knowing how to start sentences in their writing. Providing students with specific sentence starters would eliminate repetition of the same words/ phrases in ELL's writing. 

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If students feel that the writing task is outside of their comfort level, inauthentic, or unfamiliar, they may struggle to even brainstorm what they are going to write. It is better if they have choices in what to write, and their writing becomes more complete and interesting.

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ELLs might struggle with brainstorming and prewriting activities for many reasons. They may have a hard time understanding the prompt of the type of writing that has been assigned. They also may have difficulty making connections and having experiences to build prior knowledge with the topic

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I agree with all of the above challenges stated regarding editing for the ELL. I would also add that it would be important to have students only focus on one or two types of errors at a time. This would lesson the likelihood that they may feel overwhelmed or that they may feel they make so many mistakes, it's not worth trying. Choosing one or two types of errors to focus on follows Krashen's Affective Filter Hypothesis which states that ELLs may comprehend less input if they feel anxiety, low self-esteem, or that they are not a part of the class because they do not speak the language.

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I agree with Rachel when it comes to where ELs could struggle in the pre-writing/brainstorming process. If a student does not have the necessary prior knowledge to effectively write about the assigned topic. Additionally, if they are writing in a new style, they may struggle as a result of not being able to transfer it from their native language.

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I agree with Katie that ELs might struggle with confidence when it comes to peer editing. Katie mentioned that they may not have the confidence to offer corrections for their peers because they may not have the grammatical structure knowledge needed to notice mistakes. What came to my mind most with the idea of peer editing is the embarrassment that students may face sharing their writing with peers. They may be embarrassed for their peers to see the mistakes that they have made.

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Editing may be challenging for ELLs because many times, ELs write the way they speak. Errors might not register to them as they read their own work, which makes self-editing a difficult task to accomplish.

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Some ELLs might not have the grammatical or structural skills to edit their work. They may get confused on sentence structure, grammar, or writing format between their native language and English. A teacher should explicitly teach grammar and sentence structure to the students before they begin editing. It is beneficial to do many different types of editing, including one-on-one with the teacher, peer, and self. This will help create a low-anxiety learning environment during the editing stage for students to become more confident in their skills.

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The pre-writing stage includes building background, gathering information, and establishing a purpose, audience, and form. When determining audience, an EL may have trouble matching the register of their writing to the intended audience. It is important that the teacher gives explicit instruction about how writers' language changes depending on audience. This task will be particularly challenging for level 1 or 2 students who have not yet even developed the ability to adjust their register in spoken conversation.

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Publishing not only includes creating a formal final draft, but also sharing it with others. This sharing process often requires students to present their work to the class, which can be an intimidating task for many ELs. For this reason, it may be more beneficial to have students share their finished products in small groups, especially if it is being done verbally.

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Some Els might be reluctant to write because they could have a hard time generating ideas for assigned topics. Some students might have many more ideas for a topic of their choice. Students might not have a lot of background knowledge on an assigned topic. The power to choose your own topic could be very beneficial to students.

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Some ELs may struggle with the drafting stage due to unfamiliarity with a specific genre of writing.  They may not understand the purpose or structure of a piece of writing because it is different from their native language.

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When it comes to publishing their work, some ELs might struggle with sharing what they have written. Sometimes, students can feel self-conscious and concerned about being different and they may not want to share their writing. This is why it is important for teachers to create a low-anxiety learning environment where all students feel comfortable and confident.

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ELLs might struggle with sentence structure because it varies in different languages. Students might place verbs/adjectives/ nouns in the order that their native language uses.

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Some ELs might struggle with writing their thoughts in complete sentences after brainstorming in a graphic organizer with one word ideas.

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Some ELs may not have the confidence in editing other's papers during peer editing sessions due to the limited grammatical structure knowledge they have in the English language, it may be more challenging for them to notice what doesn't make sense and errors.

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For those ELs lacking vocabulary, they may resort to using the same words/phrases to begin sentences even when attempting to revise sentences so that they have varied beginnings.