What does it mean for a When, if ever, does a

student to be an ESL ? student stop being an

ESL student?
 Student 1 Left country Values Respects Had a sense More Shared his Took
because of writing instructor’s of ownership comfortable in cultural several
religion authority and and control the new background ESL
discrimination sees feedback over his environment courses in
as constructive writing- the past to
confidence better his
writing.
But doesn’t
view
himself as
an ESL
student
anymore.
Student 2 Forced out of Sees writing Questions Guarded and Hated being
the country due as “pointless” instructor’s cautious about labeled as
to a war authority his cultural “ESL”
and
background
Student 3 Lived in Hong Covered her Guarded and Hated being
Kong during cultural and cautious about labeled as
elementary linguistic her cultural “ESL”. Felt
years background in and linguistic like an
her writing to background “outsider”
blend with her
peers
• As noted by Ortmeier-Hooper (2008) These shifts in representation were fueled by students’ rejection of
being identified as ESL students and their discomfort with being deemed “outsiders” to North American
culture and the English language.(xxi)
If you still don’t
understand,
watch the video.
 Abdul
From the Middle East; very liked
by everyone
Observation:
After reading the story “I want a
Wife” by Judy Syfers, Vandrick
asked him: What would you do
to repair the concerns in the
story? Adbul responded by
saying he would hire a maid to
do all the housework.
For Abdul this was a common
solution because he was raised
this way. But, his way of thinking
was not liked by his peers.
Sawat
From Asia; disabled (uses a
wheelchair to transport herself to
places)
Observations:
Despite her disability she was
confident. She would achieve her
goal because she had the
resources and support to do so.
Leland
From Asia; struggled in
academic work; unmotivated;
missed classes and assignments;
difficulty connecting with fellow
students; took medications for
learning disabilities and
depression.
Observations:
Had difficulty coping with the
demands of English as a second
language but his privileged status
helped him get through his
education in a situation in which
he would almost certainly not
succeed otherwise. His father had
 Joan
Characetristics: Avid reader; prolific writer; spoke both Korean
and English during online writing; enjoyed writing poems in her
free time; doesn’t consider herself to be a writer in the future
Observations:
She participated in and negotiated membership with a Korean
online community called Welcome to Buckeye City (WTCB) as
she constructed her writerly identity. Here, she called herself
“Thinking Raccoon” and not Joan. Through this online space she
began posting her poems for the first time after receiving
encouraging comments. She was recognized as a “good writer” or
“poet”. At the end, Joan affirmed her identity as a writer in
general, and her identity as a poet in particular” (p. 308)
Sunny
Characteristics: lived in the US for three years, then moved to
Korea. In high-school her parents had decided to move back to
the US; spoke both Korean and English during online writing;
biliterate writer; identifies with both cultures; she strove to
improve her English literacy and tried to understand and embrace
American culture
Observations:
She used online social spaces to communicate with friends in
family from the US and Korea. “Xanga” was used for her
American friends and “Cyworld” was used for her Korean friends.
Although she spoke both languages in both social spaces. She saw
her heritage language, literacy and culture as a great resource and
an important foundation for herself.