“When Would You Feel Like a Writer? Exploring Writing with Newcomer Students”

by Sinélia Peixoto and Thea Williamson

in English Journal, September 2024

Summary of “When Would You Feel Like a Writer? Exploring Writing with Newcomer Students”

In their article, “When Would You Feel Like a Writer? Exploring Writing with Newcomer Students,” published in English Journal (September 2024, Vol. 114, #1, pp. 65-73), Sinélia Peixoto and Thea Williamson delve into the complexities of teaching writing to newcomer students—students who are new to a country and navigating its language and cultural systems. They explore the essential question of how these students come to view themselves as writers and offer practical strategies for educators to foster this identity development in inclusive and supportive ways.

The authors begin by highlighting the challenges newcomer students face when approaching writing in an unfamiliar language. These students often contend with cultural dislocation, varying levels of prior educational experience, and the pressure to assimilate into a new linguistic environment. However, Peixoto and Williamson argue that these challenges can also be opportunities for rich storytelling and unique perspectives that enrich the classroom.

A central theme in the article is the need to create classrooms where newcomer students feel their voices matter. The authors advocate for building relationships that honor each student’s linguistic and cultural background. By recognizing the value of multilingualism and cultural diversity, educators can create a sense of belonging that is critical to students’ confidence and success as writers. Peixoto and Williamson emphasize that a student’s identity as a writer is intricately tied to their ability to see themselves as part of a larger conversation, one that values their lived experiences.

The article outlines several practical strategies for educators. First, the authors stress the importance of creating low-stakes writing opportunities, such as personal narratives or journaling, that allow students to express themselves without fear of judgment. They also recommend incorporating translanguaging practices, which encourage students to use their home languages alongside English in their writing. This approach not only supports linguistic development but also validates the students’ cultural identities.

Peer collaboration and mentor texts are also key strategies discussed. By working with peers, newcomer students can share ideas and learn from others in a non-threatening environment. Mentor texts—particularly those written by authors who share similar cultural or linguistic backgrounds—serve as powerful models, helping students see themselves reflected in the act of writing.

Peixoto and Williamson also explore the importance of teacher feedback that focuses on content and creativity rather than grammatical accuracy alone. They caution that overly corrective feedback can discourage students from taking risks in their writing. Instead, teachers should celebrate progress and effort, fostering a growth mindset.

The article concludes with a call for educators to reflect on their own practices and biases. Teachers are encouraged to ask themselves, “How do I show my students that their stories matter?” By addressing this question, educators can create writing communities where all students, particularly newcomers, feel empowered to see themselves as writers.

This article is a valuable resource for educators seeking to support newcomer students in their writing journeys. It underscores the importance of affirming student identities and fostering creativity, making it a must-read for anyone invested in equitable and inclusive teaching practices.

Source: Peixoto, S., & Williamson, T. (2024). When Would You Feel Like a Writer? Exploring Writing with Newcomer Students. English Journal, 114(1), 65–73. Available here.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com