How to analyze a pupils written interlanguage

PDF] The Interlanguage Continuum of Spanish Speaking Second Language Learners acquiring English and Effective Educational Pedagogy | Semantic Scholar

An English language teacher can analyze a pupil’s written interlanguage using a functional model of language, drawing from Pauline Gibbons’ scaffolding language approach and theories proposed by Derewianka. 


Here are some ideas how this can be done:


Identifying Communication Functions: 

A good way to start is by  identifying the communication functions the pupil is attempting to achieve in their writing. This involves a bigger understanding of the purpose behind their written expression, such as narrating events. Is the student trying to persuade the reader, or provide the reader with information.


Analyzing Language Structures: 

With Gibbons’ scaffolding language approach in mind, it is possible to analyse the pupil’s use of grammar, vocabulary, and syntax to accomplish those communication functions.Iook for patterns of errors or deviations from the target language norms, considering both linguistic complexity and accuracy.


Assessing Pragmatic Competence:

Evaluate how effectively the pupil’s writing achieves its communicative goals in various contexts, aligning with Derewianka’s emphasis on functional language use. Consider factors such as appropriateness, politeness, and clarity of expression, reflecting on how well the pupil navigates social and cultural conventions within the language.

Providing Feedback: 

Drawing from both Gibbons and Derewianka, it is important to offer the students constructive feedback that balances accuracy and fluency. Point out errors in grammar or vocabulary that impede communication, while also recognizing instances where the pupil successfully conveys meaning despite linguistic limitations. Provide specific guidance on how to scaffold language development by offering models, examples, and opportunities for guided practice.



 Encouraging Reflective Practice: Foster metacognitive awareness by encouraging the pupil to reflect on their own writing process and language use. Help them identify effective strategies for overcoming language barriers and improving their interlanguage competence over time, empowering them to take ownership of their language learning journey.


By integrating principles from Gibbons’ scaffolding language approach and Derewianka’s theories on functional language use, English language teachers can gain deeper insights into their pupils’ linguistic development and tailor their instruction to meet individual learning needs effectively.

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