Writing With Power, Sharing Their Immigrant Stories: Adult ESOL Students Find Their Voices Through Writing
Writing With Power, Sharing Their Immigrant Stories: Adult ESOL Students Find Their Voices Through Writing
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充满力量的写作，分享他们的移民故事：成人 ESOL 学生通过写作找到自己的声音
DOI：
10.5054/tj.2010.222974
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发表时间：
2010
期刊：
影响因子：
1.4
通讯作者：
M. Stewart
中科院分区：
文献类型：
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作者：
M. Stewart
在注意到学生充满激情的口头故事与毫无生气的写作之间的脱节后，一位成人教育讲师对 ESOL 阅读和写作课程进行了具体的教学和课程调整。所有的改变都是为了教授第二语言写作中的语音元素。讲师利用移民问题来教授课程，因为这是所有学生的相关且共同的经历。所有的阅读材料都是关于移民经历的，这成为学生写下自己经历的催化剂。学生们写信与他人分享作为移民的感受以及他们遇到的独特挑战。全班同学将他们的论文、短篇小说和诗歌汇编成一本讲述移民问题的书。事实证明，相关主题可以有效地激励学生将声音融入写作中，并激发他们的英语阅读和写作兴趣。通过用声音写作，他们掌控了自己的身份，将自己定义为美国的移民，并有权分享自己的故事，以实现积极的改变。
After noting the disconnect between students' passionate oral stories and their lifeless writing, an adult education instructor made specific instructional and curriculum changes in an ESOL reading and writing course. All changes served the purpose of teaching the element of voice in second language writing. The instructor used the issue of immigration to teach the course because it was a relevant and shared experience of all the students. All of the reading material was about the immigrant experience, which became a catalyst for students' writing about their own experiences. Students wrote to share with others what it is like to be an immigrant and the unique challenges they encounter. The class compiled their essays, short stories, and poetry to make a book that speaks to the issue of immigration. The relevant theme proved to be effective in motivating students to infuse voice into their writing and exciting them about reading and writing in English. Through writing with voice, they took control to define themselves as immigrants in the United States and became empowered to share their stories to effect positive change.