Reflecting on Chap 1: Writing development and bilingual literacy by Danling Fu and Marylou Matoush in Matsuda et al.
While reading the chapter, I was amazed by the successful outcomes from the application of the four transitional stages in teaching bilingual learners writing skills.
The research findings proved that when L1 is used as resource and not considered hindrance (negative transfer), L2 learning challenges can be lessened. Not only does such a process-oriented approach value learners' funds of knowledge (L1), but it also draws on them as a base to ground on new knowledge.
Therefore, L2 learners are no longer considered tabula rasa or just empty vessels to inundate or fill with L2 theories at the very first minute of L2 class. Wouldn't time flown away I wish I'd have fixed the writing lesson I've taught four years ago!
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