- Wilson(2012) asks: How can educators honor students' home languages while building competence with written and spoken English? The findings show personal stories and narratives reflected ELLs' culture and identity.
I would like to use some of the methods that Wilson(2012) used in his study:Findings: "enabled students to instantiate identities in relation to family members, places, items they liked, activities, popular culture, or life events. Second, students purposefully employed a variety of communicative techniques to organize their podcasts and to establish that these aspects of their lives were salient to them. Third, this assignment allowed students to communicate in ways at which they felt proficient, while using the English language in domains that were challenging to them"(380).
"The interviews consisted of two types of questions. First, Kathryn asked students about their affective orientation toward speaking and writing in their native language and English (e.g., How do you feel about writing in Spanish? How do you feel about speaking in English?). We asked these questions with the hope that we could compare students' answers to the forms of representation including written and spoken languagesthat they selected to appear in their podcasts.Second, we asked students to evaluate their podcasts and the process of making them, including questions such as, What was your favorite part of the podcast? What was the hardest part of making the podcast? Would you do anything differently? What? Why did you do [this part] in the way that you did?"
I plan to use similar questions in order to note ELLs attitudes towards writing in native language vs English and questions after the narrative or dialogue journal to evaluate change in attitudes.
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