My litmus test for the work we do in the classroom pivots on an understanding that collecting one’s own ideas and practicing ways to communicate them will serve students outside classroom walls. And it is with that framing in mind – with children reflecting on their journeys, in carefully selecting the language I use, and in sharing feedback on growth as opposed to the final alone- that I hope to continually communicate the importance of process over product.
When writers feel empowered to write for their own personal catharsis, it matters. When writers know they will have the opportunity to strengthen their writing alongside peers, it matters. When writers have greater degrees of choice around topic and genre, it matters. And when, at times, there’s a wider audience for writing, beyond classroom walls or the teacher’s eyes alone, there is often deeper motivation.
One way to keep writing interesting and fun right now is with the writing of life equations, supporting students in finding phrases to add together to capture small moments, experiences or feelings in their lives.
Recording for revision, encouraging translanguaging, and repetition are useful strategies to exalt and empower multilingual writers. As teachers of multilingual students, encouraging translanguaging and recording as revision is akin to telling students: every aspect of you is valued. Every aspect of you is important.