Same journey, different pathways: similarities and differences in the writing development of a culturally and linguistically diverse group of students

Master of EducationThis research project developed from an interest in the monitoring and assessment of the writing development of ESL students. Inappropriate assessment procedures can position ESL students as failing or underachieving. They can also lead to the development of inappropriate intervention programs. ESL students need to have their achievements and progress acknowledged. This will only occur if there is recognition of the English as a second language-learning pathway. The learning journey for all students is enhanced when their diverse literacy experiences are shared and are the basis for new understandings and participation in the literacies that surround them. This study explored aspects of English language development in the writing of two genres, explanations and narratives, over two school terms. It aimed to identify similarities and differences in the writing development of students at different stages of English language development. Comparative samples of students' texts were collected and analysed. The study demonstrated that there are significant differences in the writing samples at the lexicogrammatical level. Control of features such as tense, reference items and conjunctions limited the meanings that the ESL students in particular could make. These English language needs are distinctive and impact on learning. They require consideration when developing a writing program