Blog Entry 1

van Weijen, Daphne et al. “L1 Use During L2 Writing: An Empirical Study of a Complex Phenomenon.” Journal of Second Language Writing 18.4 (2009): 235-50. ScienceDirect. Web. 28 Jan. 2010.

As I started thinking about what I wanted to focus on for this course, I began to realize that correlating the research I do in this course with the empirical research I do in Dr. Neff’s course would help me better formulate a methodology for my own research as well as aid in the construction of knowledge regarding L2 writers. Here are two research questions I am pondering for research in Dr. Neff's course: Does composing an essay in the student's native language and then translating that essay into English help/hinder second language acquisition? When writing in L1 and L2, what differs in terms of the writing strategies employed? In Daphne van Weijen et al.'s article “L1 Use During L2 writing: An Empirical Study of a Complex Phenomenon,” Weijen et al. conduct a study which is very similar to the research I plan to do. In the article, Weijen et al. discuss their study which “analyzed whether L1 use varied between writers and tasks, and whether it was related to general writing proficiency, L2 proficiency, and L2 text quality” (235). Weijen et al.’s study found “that all participants used their L1 while writing in their L2 to some extent;” moreover, “L2 proficiency was directly related to L2 text quality” (235). This study used TAP (think aloud protocols) which I do not necessarily agree with. When I am writing, I do not verbalize my thoughts about the process, so it is difficult for me to see the validity in that research method. However, Weijen et al. provide reasons for why TAP was the method used to carry out this study; they explain that it is “one of the best methods for observing the occurrence of conceptual activities such as Planning, Generating ideas, and Evaluating” (239). This justification allows me to overlook the method used and instead, concentrate on the data provided. Towards the end of the article, Weijen et al. note that despite their study's findings, one research question still in existence is "why writers use their L1 during L2 writing” (245). They also suggest that “comparing L1 use of writers at different levels of L2 proficiency...could prove informative” as Weijen et al.'s study used first-year university students. Because all the participants were similar in age and level of education, this implies their level of L2 proficiency was similar. This comment indicates that there is a gap in the research and presents me with a variety of research questions I could consider pursuing. Due to the fact that this study provides samples of L2 students’ writing in addition to statistics on “relation between L1 use, L2 proficiency, general writing proficiency, and text quality,” I would recommend it to anyone interested in L2 writers and their cognitive processes (Weijen et al. 243).

Initial Blog Entry

“English for Speakers of Other Languages.” Virginia Beach Public Schools. 7 Jan. 2010. The Adult Learning Center. Web. 22 Jan. 2010

Gonzalez, Arturo. "Which English Skills Matter to Immigrants? The Acquisition and Value of Four English Skills." Language Ideologies: Critical Perspectives on the Official English Movement, Volume 1: Education and the Social Implications of Official Language. Posted on Blackboard.

For my initial blog entry, I am posting a link where you can find more information about an Adult Learning Center’s ESOL classes located in Virginia Beach. From the ALC site’s home page, I clicked on ESOL (English for Speakers of Other Languages). The ALC is offering classes to “non-native speakers of English” and “the program consists of....reading, writing, speaking, and listening.” After reading this portion of the site, I thought of Gonzalez and his article “Which English Skills Matter to Immigrants? The Acquisition and Value of Four English Skills.” Gonzalez argues that immigrants should be given time to assimilate into American society/culture and notes that “time [residing] in the United States is associated with a higher probability of proficiency” (6). Furthermore, he comments “that in order to increase the literacy among recent immigrants, basic educational skills may be necessary in adult ESL courses” (7). After perusing the ALC site as well as the advertisement for ESOL courses, I think Gonzalez would respond in a positive manner to the ALC’s actions. Their ESOL courses are offered during the day and at night which allows potential students with busy schedules to enroll at a time which is convenient for them. The courses are also available at two different locations adequately accommodating the needs of many. However, I do have some issues with the ad. It talks about a testing process and putting students into “the appropriate class.” I wonder what that test looks like and how the examiners of that test assess the scores. In addition to this, I must add that the cost of the course is reasonable, but if, as Gonzalez mentions, oral proficiency correlates with monetary reward in this country, then I suggest cost might be of some concern (especially to newer immigrants). Finally, because the ad is in English, I wonder how much the students are already expected to know in terms of their reading ability. Near the end of his essay, Gonzalez points out that “the ability to communicate in various languages is a positive, not a negative, attribute” (10). I will add that effective communication is an asset - a resource which should be held in high esteem.