Written by Lesley Lockhart-Doell, French Immersion Facilitator & Instructional Coach.
Knowing that is takes students sometimes four times as
long to write in their second language, how can we as practitioners, better
support them? Applying best practices in writing in a second language, The ÉCRI model is a reasoned and coherent writing protocol specifically designed for
the French Immersion classroom, developed by the Second Language Research Institute of Canada. The
model, based on classroom research, is highly regarded by immersion educators
across the country. Elements of the model, allows perfect moments to discover
the competencies.
Knowing that critical-thinking is using criteria and reasoning to conceptualize, evaluate and make
judgements, the writing model allows the
opportunity for this specific competency to develop, especially in Phase 2.
Designed and adapted
for all grade levels, FSD high
school immersion teachers are using the model as they introduce expressive writing.
1. Starting in Phase 1 of the writing protocol, students were given time to reflect upon the progression
within the rubrics with a partner as they highlighted key words.
2. Using the ECRI
model of analysing model texts (Phase 2), the teacher first read an exemplary text to the students.
They were given time to underline the
theme of the text. As a group, they discussed
what made it exemplary.
(Interestingly, the text was short as the
teacher encouraged students that they don’t have to write five pages. They
discussed about how to move out of an imposed structure and rigidity, to take be
creative and take risks in their expressive writing. The competency of
creativity is a purposeful creation of something that is novel, but also has
significance.)
3. They then moved into
phase 2, whereby students used the criteria provided to make a judgement. Using
the criteria from the rubric, she specifically explained : “You are now the teachers.” Five copies
were handed out to each students. With partners, they highlighted the theme of
each text and then completed the rubric.
By taking the time to move purposefully through stages 1 and 2, students are much
better prepared to embark on an expressive writing piece, especially after
given the opportunity to critically think through analysis of writings. Most
importantly, students were given time for
thinking, time to build that capacity and were provided the background
knowledge to go deeper in their own thinking. I look forward going back to see
the texts they wrote as they move into the next stage!
