The ÉCRI model in High School EAL (Phase 5): Reasoned and coherent writing in a second language classroom

Dicks, Joseph; Kristmanson, Paula

The ÉCRI model in High School EAL (Phase 5): Reasoned and coherent writing in a second language classroom

Authors

Abstract

The ÉCRI model (reasoned and coherent writing in immersion) was developed as part of a research project on best practices in the teaching of writing in second language learning classrooms. This model integrates current research from first and second language contexts together with practitioner knowledge. The model includes five phases as well as supporting activities that are integrated throughout the process. It is based on principles of balanced literacy, project-based pedagogy, and gradual release of responsibility. The model, although focused on writing, makes explicit links with oral and reading activities. Based on a gradual release of responsibility framework, ÉCRI offers the necessary scaffolding to help learners become more autonomous writers.