Research on second language writing instruction consistently shows low levels of student engagement (Lee, 2012) in writing classes. In order to address this challenge, researchers have argued for the need to introduce various forms of expressive writing (Bilton & Sivasubramaniam, 2009), including student interpretive practice with texts (Kramsch, 1997). Another common problem associated with second language writing instruction is lack of connection between writing and reading activities. Prominent language educators have long recognized the benefits of connecting reading and writing activities with English learners (Krashen, 1992). According to Krashen (1992), we learn to write through reading. To resolve these multiple discrepancies, I engage students in a second language writing course with narratives written by multilingual authors (e.g., Tan, 2006) as "springboards" for in-class discussions and reading-response journals addressing the issues related to identity, language, and a feeling of belonging. The majority of the students find this classroom practice inspiring, instructive, and engaging. As a result of their participation, students also increase their knowledge of U.S. culture and cross-cultural awareness. The paper includes materials that teachers can use in their own English as a Second Language (ESL) classes.

中文翻译：

---

使用多语言文学提高多语言学生在第二语言写作课上的体验

对第二语言写作教学的研究一致表明，学生在写作课程中的参与度较低（Lee，2012）。为了应对这一挑战，研究人员认为有必要引入各种形式的表达性写作（Bilton & Sivasubramaniam，2009），包括学生对文本的解释实践（Kramsch，1997）。与第二语言写作教学相关的另一个常见问题是写作和阅读活动之间缺乏联系。著名的语言教育者早就认识到将阅读和写作活动与英语学习者联系起来的好处（Krashen，1992）。根据 Krashen (1992) 的说法，我们通过阅读来学习写作。为了解决这些多重差异，我让学生参加第二语言写作课程，其中包含由多语言作者撰写的叙述（例如，Tan, 2006) 作为课堂讨论和阅读回应期刊的“跳板”，解决与身份、语言和归属感相关的问题。大多数学生发现这种课堂实践鼓舞人心、富有启发性和吸引力。由于他们的参与，学生们还增加了对美国文化和跨文化意识的了解。该论文包括教师可以在他们自己的英语作为第二语言 (ESL) 课程中使用的材料。文化和跨文化意识。该论文包括教师可以在他们自己的英语作为第二语言 (ESL) 课程中使用的材料。文化和跨文化意识。该论文包括教师可以在他们自己的英语作为第二语言 (ESL) 课程中使用的材料。