12 Create an atmosphere of acceptance. Many learners find it rather
threatening to speak in the target language. You can help them get over their
fear by always responding with respect to what they say, and encouraging
other class members to do the same. Respond to the content of what they
say, before deciding whether to correct any inaccuracies.18 Teaching writing
Extended writing is a skill in itself, one which many learners will need in target
situations. It also provides opportunities for creativity and self-expression, which
many learners appreciate. And it is, of course, an important part of overall
language learning—it provides opportunities for conscious reflection that can
play an important role in consolidating recent learning.
1 Ask learners to produce a variety of text types. Basic styles of writing
such as narrative, static description, process description, argument, etc,
demand different language skills: the styles are brought to life in different
tasks and text types. Involve learners in as many of these as are appropriate
to their level and reasons for learning.
2 Analyse particularly important text types yourself. If you know that your
learners need to produce, for example, reports of laboratory experiments,
then get hold of some examples of such reports and see if you can discover
any typical patterns of language use and structure. Share these insights with
your learners.
3 Combine writing with other tasks. Asking learners to respond in writing to
something they have read or heard gives a reason for writing and clearly
specifies an audience. These are two important characteristics of writing in
the world outside the classroom.
4 Don’t always leave writing for homework. Writing in groups, or checking
and editing each other’s drafts, are valuable learning activities and a good
use of class time. This type of activity may also be an opportunity for
learners to write to a real audience: to peers, to school authorities, to a local
newspaper, etc.
5 Encourage multiple drafts and revisions. It’s simply not realistic to ask
learners to go from a blank page to a final product in one go! Drafts are an
opportunity to write without inhibitions, and learners themselves, their peers
and teachers, all have a potential role in providing feedback to be
incorporated into revisions.
6 Give examples of multiple drafts. Learners can sometimes think that
rewriting is just a matter of incorporating corrections and producing a clean
copy. Help them to see that drafts are a useful way of developing content,
too.LANGUAGE WORK IN THE CLASSROOM 35