Remedying Remedial by Cognition of Competence

Kutz, Groden, and Zamel's dynamic approach to teaching language turns the standard, repetition-focused approach to remediation on its head. Viewing language and writing as the means for thinking, researching, discussing, and creating new knowledge differs greatly from the traditional approach of imitation and information, where producing correctly composed writing is the only goal. Instead, Kutz, Groden, and Zamel construct a curriculum framework that promotes cognitive skills and understanding through the practical, purposeful, problematic, and pervasive use of language in all its forms: speaking, listening, and writing. They propose creating classrooms that become environments conducive to learning, where active learning leads to literacy, fluency is the ability to communicate ideas and problem-solve solutions to questions students pose themselves, and teachers no longer view students as deficient. Kutz, Groden, and Zamel attempt to alter this view of remedial classes through the lens of language acquisition: students do not lack knowledge or capability in using language. Thus, teachers must help students construct more complex understandings of language upon their innate prior knowledge, using writing as a learning process.