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By Summer Cowley
As classes in universities and colleges move forward, we ought to consider the process of editing the writing of post-secondary students. For me, this has largely meant checking the work of English language learners (ELLs). In my work as a writing centre tutor and as an English as a second language (ESL) instructor at four higher education institutions in Canada, I have noted two common pieces of advice given by instructors to ESL students and three higher-level concerns that editors might consider. ELLs are generally advised to use spelling and grammar software and to have their written work proofread by native English (L1) speakers/writers. For editors, a few higher-level questions may arise concerning the development of a writer’s voice, the question of how much editing is too much, and how editing for ELLs requires an approach different from editing for other groups. Below, I discuss how we might approach these issues when working with ELLs at post-secondary institutions.