Fluency vs. Grammatically Correct Writing: An ESL Perspective
When it comes to language proficiency, one's ability to write an answer in English does not necessarily mean that the individual is fully fluent in the language. This article aims to explore the nuances of fluency in writing, particularly for English as a Second Language (ESL) learners, and challenge the idea that grammatical accuracy is a definitive measure of fluency.
Introduction to the Concept of Fluency
The term 'necessarily' in the context of whether writing in English means fluency is a matter of interpretation. One cannot entirely rule out the possibility that fluency is not always required for writing, even with grammatical errors.
Does Grammatical Correctness Equal Fluency?
Can one still be considered fluent if they write an answer with grammatical errors? Absolutely. An individual who is proficient in their native language can use a translator to craft an answer in English with minimal mistakes, ensuring grammatical correctness without true fluency.
Fluency and ESL Writing
English as a Second Language (ESL) learners often write more accurately than they speak. The Internet provides numerous translation tools that can convert native language text into grammatically correct English, making it increasingly difficult to gauge fluency through written English alone.
The Role of Thinking in a Language
Fluency, in my view, is much more about thinking in a language than speaking, writing, or even listening. If one constantly stops to translate between their native language and English to understand or formulate a response, they are not truly fluent.
Definition of Fluency:
Fluently thinking in English means that a person can process thoughts, understand context, and express themselves without the need for translation. If one has to stop and translate every sentence, they are exhibiting a lack of fluidity, which I believe is a key component of true fluency.
Comparison of Speaking and Writing Fluency
Spoken fluency is generally more apparent and requires immediate comprehension and response. In contrast, written fluency can be disguised by the use of translation tools. Here are a few examples to illustrate this:
Spoken Fluency Example:
Original (French): Je vieux partir… no wait… je veux partir… wait… je veux aller à la boulangerie
Corrected (French): Je veux aller à la boulangerie
Written Fluency Example:
Original (Tagalog): Gusto ako pumunta sa pandalerya… sorry… Corrected (Tagalog): Gusto ko pupunta sa panaderya
While written fluency can appear in translation, spoken fluency is more evident as the listener can react and correct the speaker immediately if needed.
The Impact of Translators on Writing Proficiency
The prevalence of translation tools has played a significant role in making it difficult to assess fluency solely through written English. Native speakers can often rely on translators to provide grammatically correct answers that are not the result of true fluency.
The Key to Fluency: Thinking in the Language
For me, the key to fluency is thinking in the language. This means being able to process thoughts, understand context, and express oneself in a natural, seamless manner. True fluency is not only about the ability to speak or write correctly but also about the fluidity of thought in the language.
Having spent six years learning my fifth language, Tagalog, I have learned that fluency comes with practice and the ability to think in a language, even if errors occur. The goal is to minimize these errors and think more fluidly in English.
Conclusion
While grammatical correctness is important in writing, it does not necessarily indicate true fluency. True fluency is about the ability to think in a language, process thoughts, and express oneself without the need for constant translation. Therefore, one can write an answer in English without being fully fluent, but fluency cannot be ruled out entirely as a requirement for written communication. The identification of fluency in written English, much like in spoken English, requires a deeper understanding of the cognitive processes involved in language production.