{"pk":36238,"title":"Task-Based Writing Instruction","subtitle":null,"abstract":"The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher interaction that incorporated prompts, recasts, and constructivist pedagogy, the students’ rough drafts (written interlanguage) were transformed into standard English at the conclusion of 1-to-1 writing conferences. One teacher and 10 3rd-grade students participated in this mixed-methods study. The study took place after school for 1 month (20 sessions of 20-45 minutes each). The data consisted of 35 transcribed writing conferences, writing samples, and interviews. Results indicate that it can be a useful vehicle for differentiated instruction, constructivist pedagogy, and second language acquisition to address the diverse needs of second language learners.","language":"eng","license":null,"keywords":[],"section":"Theme Section - 2009 Graduate Student Research Award","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5g8789s4","frozenauthors":[{"first_name":"Alexandros","middle_name":"","last_name":"Bantis","name_suffix":"","institution":"Bernstein High School, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2010-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36238/galley/27090/download/"}]}