Investigation of the differences between L1 and L2 writers from the perspectives of instructors: A case study of two secondary school teachers

Song-Eun Lee, Purdue University

Abstract

The present research study investigates the differences between L1 and L2 writers at the secondary level from the perspectives of instructors. To this end, the researcher explored the thoughts of two secondary school teachers who teach English to both L1 and L2 student writers in junior high school. Qualitative data were collected through two in-depth interviews with each teacher, and verbatim quotations were excerpted in the study report. The findings indicate that, from the teachers’ perspectives, the L1 and L2 students exhibit a number of observable differences in their writing (i.e., in composing processes and features of written texts). Additionally, the teachers have different challenges, expectations, and strategies in teaching L1 and L2 writers. Finally, these findings hold important pedagogical implications; this investigation will help composition instructors better understand L2 writers’ writing at both the secondary and college levels and aid them in developing effective strategies for dealing with L2 writers’ challenges.

Degree

M.A.

Advisors

Silva, Purdue University.

Subject Area

English as a Second Language

COinS