Writing With Power, Sharing Their Immigrant Stories: Adult ESOL Students Find Their Voices Through Writing

Abstract

After noting the disconnect between students' passionate oral stories and their lifeless writing, an adult education instructor made specific instructional and curriculum changes in an ESOL reading and writing course. All changes served the purpose of teaching the element of voice in second language writing. The instructor used the issue of immigration to teach the course because it was a relevant and shared experience of all the students. All of the reading material was about the immigrant experience, which became a catalyst for students' writing about their own experiences. Students wrote to share with others what it is like to be an immigrant and the unique challenges they encounter. The class compiled their essays, short stories, and poetry to make a book that speaks to the issue of immigration. The relevant theme proved to be effective in motivating students to infuse voice into their writing and exciting them about reading and writing in English. Through writing with voice, they took control to define themselves as immigrants in the United States and became empowered to share their stories to effect positive change.