Multilingual Critical Creative Writing Workshop - Action Plan

Introduction	The project is designed for creative writing task for the students of EFL context where the students has various languages as mother tongue. In this project the students will be encouraged to use multiple language (specially the focused languages) to develop a writing concept. As writing is a process rather than a project students will be facilitated rigorously to develop concepts in multiple dimension and languages. The main focus of this project is to analyze the students' critical power in mapping a concept   for the writing project.  We assume that the language they use in their day to day life are the important variables in developing concept in writing. In this project the students are not free to choose a language of comfort but they will be facilitated to us the language in which they can develop concept and bring the examples. It is also assumed that the project will connect the student's guardians and the society as in the process of drafting concept students will be asked to research in enquiry and discuss with the parents and the member of society for the different vocabulary in different languages. Students will not be compelled to use any particular languages but encouraged to use the term in which language they are familiar.
Objectives	At the end of this activity/the project the students will have developed the following skills in writing. -        collect references for the writing from different resources -        discuss about the issue they raise to draft the piece of writing -        list the issues and themes in multiple languages (English, Nepali, Newari and other students mother tongue or family language) -        Critically reflect on the ideas of their friends -        Discuss and critically reflect on particular issue -        Give suggestion and feedback on the presentation -        Interact with parents teacher and friend -        research, interact with parents and collect data for writing -        Write first, second and final draft on particular issue -        draw the picture based on a particular situation of writing -        share the project among the teachers and friends
Activities	Orientation -        Teacher/facilitator explains the project in detail. S/he talks about the time, language, learning outcomes of the project and the task they are doing during the project. The general concept and framework will be presented and discuss in detail for students understanding. S/he encourages the students for writing sharing the importance of writing with various examples. Group Division -        the teacher divides the class in different group purposefully to make it inclusive and diverse as far as possible -        the group will have 3-5 member max and the interested student can write a different writing but s/he need to be participated in all the process of group discussion and the issue in which the students is writing should be discussed and must added the genuine points raised in the discussion. Brain Storming -        The teacher asks students to think and list. S/he asks students to list the ideas in copy. -        Teacher frequently visit to the students individually and facilitate the students to conceptualize the ideas. Group Discussion for Issue Selection for Writing -        The facilitator separates the group for discussion to select the area of their writing -        while selecting ideas the students will be encouraged to relate the topic with the society, environment, home language, cultural aspects and so on by the facilitator -        during the discussion the facilitator is expected to participate in all discussion for thematic interaction and possible improvement Listing the Possible Issues -        the students will list the major discussion points suggestions of the friends in multiple languages -        get back to home for research with the topics issues and suggestion from the friends -        students will be encouraged to share all their discussion with their parents in the language their parents understand, (which helps students to develop multilingual concept on the particular issue) -        Students will note all the feedback and suggestion from the parents in any language the parents share. Group Discussion for friends Suggestion on the issue and feedback list -        students present their  collection in group, listen each other suggest and refine the issues and feedback -        students develop the complete concept for their writing and share with group for language correction and feedback -        the  facilitator collect all the concept papers and file it for future purpose Writing First Draft on the Issue -        Students will write the first draft of on the issue in which they are working for -        Share with the friends within the group for pair correction -        Address the feedback and correction by their friends an write the second draft -        the second draft will be exchanged with the next group for reading and oral feedback (students will share the understanding and critical reflection on the paper/second draft) -        A complete circle for sharing will help them to reflect, analyze and thing critically in particular issue. Writing Final Draft -        Students will write the final draft and submit to the teacher -        Students draw the normal picture in every plot of writing to reflect what the plot is about. -        Teacher and friend will help him to develop the concept of picture. Story Presentation -        Students present the final writing and the pictures in front of the class
Learning Criteria	Multilingual Classroom Discussion Creative writing For English Language learning Wider concept and general objectives of Compulsory English of Grade 10 (Curriculum Prescribed by Nepal Government)
Teachers Role	-        Facilitator, Instructor -        Partial participant to help and moderate the group
Reflection on the Activity Day -1 Students were excited with the name of project and somehow they are confused as the language instructor was talking about a different thing as they could use any languages to write. They asked me many questions about the project The language instructor answer them in a controlled way and did not talk about the out topic. He asked them to think about any issue for the day to write story, essay and article. In the day they could get out of the three topics. He again reminded them to remember an issue for writing. Day 2. The language instructor asked the student to think about the issue again with the help of their friend and. They were allowed to talk with their friends. They talked a lot and he asked them to list the issue in copy. Students wrote some interesting issues in their copies and share with their friends. He asked them to write the topic and related references in their copy as their homework. He also suggested them to talk about the issues with the parents. He divided the group purposively so that the group can be inclusive as far as possible. Day 3 Group Discussion