Within a year, a student who is on grade level from his or her country is frequently able to write a syntactically correct composition and is ready to be given more challenging writing assignments. As Cummins mentioned in his presentation at Lesley University last spring, students like Jae-Eun should be given more advanced reading and writing assignments. College interns and volunteers are instrumental in facilitating small group, individual, or self editings. Communication, interaction, partnership with higher education institutions and community-based organizations is of utmost importance in writing with ESL students. Specialists in buildings that house bilingual, ESL, and special education programs should also be involved in writing with ESL students.
ESL writing is more effective when it is done with an integrated approach.
The writing process may take far longer for those who have minimal or no literacy skills in their native language. In some instances, the Cambridge Bilingual Department hires native language tutors to work with such students under the supervision of the ESL teacher. I am currently compiling examples of the written work of these students. Based on my own observations in these ESL centers, I would strongly recommend that ESL students be encouraged to explore and experience in their own evolving developmental stages this complex but important mode of communication. Waiting for ESL students to speak English fluently before introducing them to writing in any language is not an effective way to develop skills that writers need, and it is also a waste of constructive learning time.