When English Language Learners Write: Connecting Research to Practice, K-8 Book

By: Matt Novak, Crystal Schrader, Anthony Booms
When English Language Learners Write: Connecting Research to Practice, K-8 by Katharine Davies Samway, is a comprehensive look at the process, background, theories and research that English Language Learners (ELL) students go through on their journey to become writers. It appears that the idea behind writing the book was for educators to get a better understanding of how ELL 's function as writers and the importance of fostering a classroom where this can occur. Through the chapters she offers a map and informational thought process to consider when a teacher has an ELL student in his/her classroom. By offering this she helps educators understand that not all learners will be the same and how they become writers within the English language will vary.
At the beginning of the book current research is explored with very carefully noted references. Deficits in the exploration and documentation of young writers are seen and the ELL experimentation is even scarcer. Samway points out that the lack of research makes it harder for teachers to have a firmer and more proven base from which to formulate opinions about ELL learners and their processes.
By far the meat of the book and the most interesting part is when Samway not only points out the myths of ELL students but dispels them with logic and proof of students' work and progressing stages. The current research of how ELL students learn and emerge as writers is supported by student's awareness of the written language, connections to oral language, expression of complex thoughts and symbolism within the writing. Later on Samway profiles 5 students in their journeys and individual differences in development as they progress through school.
Among the profiles and research are the considerations for other reasons why students progress differently and these are explored in depth. Gender, social class, prior instruction, parental involvement, teacher perceptions and exposure to reading are among some of the factors discussed.
This book is a nice summary piece of current and past literature and research. It shows samples of students' work and takes a proactive stance on ELL learners and their individuality. It does focus on having a pull-out program for students who are learning English as a component for reasoning within the book. Some teachers who have students that are not in a program such as this will benefit from other aspects of the book but might find it lacking in that area. The language of the book reads very easily and is not difficult to follow. I especially liked the side by side illustrations of students' work from various backgrounds and their developmental differences. It helped reinforce the author's main point of individuality within the learner. Seven chapters are a fairly short read but informative none the less. Teachers who are looking for specific strategies for implementing in the classroom will have to read hard and decipher methodology, as the book is set up in a conclusive format rather than a step-by-step instruction manual or resource guide. On the informative side the book is great on the instructional side not so much.
Overall I gave this book 3.5 out of 5 but will show up as a 3 due to the fact that a half star cannot be given. I found this book informative and a read for teachers looking for clarification and a deeper understanding of the research for how ELL students develop within the classroom as writers. It is a good summary of a lot of information pared down to help educators make sense of all the material available. I recommend it to teachers looking for just that and I would suggest that if further instructional methods are sought to look to this as a jumping off base for knowledge.