Second Language Writing Instruction in Global Contexts

237 pages. Temps de lecture estimé 2h58min.
Extends the conversation on teacher education and second language writing to global contextsThis book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts). It pushes the boundaries of teacher education by specifically examining the development of teacher literacy in writing in under-represented L2 writing contexts, and re-envisions L2 writing teacher education that is contextually and culturally situated, moving away from the uncritical embracement of Western-based writing pedagogies. It explores and expands on writing teacher education – how language teachers come to understand their own writing practices and instruction, and what their related experiences are in non-English dominant contexts across the globe. Chapter 4 is free to download as an open access publication under a CC BY NC ND licence. You can access it here: https://zenodo.org/record/7096127#.YymCsHbMLcsIntroduction. Lisya Seloni and Sarah Henderson Lee: Issues and Perspectives in Second Language Writing Teacher Education in Non-English Dominant Contexts Chapter 1. Alan Hirvela: Exploring Second Language Writing Teacher Education: The Role of Adaptive Expertise Chapter 2. Icy Lee: Second Language Writing Teacher Education and Feedback Literacy Development: Perspectives from Hong Kong Chapter 3. Zhiwei Wu and Xiaoye You: English Writing Teachers’ Concept Development in China Chapter 4. Keiko Hirose and Chris Harwood: Factors Influencing English as a Foreign Language Writing Instruction in Japan from a Teacher Education Perspective This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/7096127#.YymCsHbMLcs Chapter 5. Sarah J. McCarthey: Teacher Preparation for Writing Instruction in Singapore Chapter 6. Tanita Saenkhum: English Writing Instruction and Teacher Preparation in Thailand: Perspectives from the Primary and Secondary Schools Chapter 7. Sarah Henderson Lee and Shyam B. Pandey: Writing Pedagogy and Practice in South Asia: A Case of English Language Teachers and Teacher Trainers in Nepal Chapter 8. Thomas D. Mitchell and Silvia Pessoa: Scaffolding Second Language Disciplinary Writing in Qatar: A Case Study of a Design Teacher’s Development Chapter 9. Aylin Ünaldi, Lisya Seloni, Şebnem Yalçin, and Nur Yiğitoğlu Aptoula: The Role of Writing in an English as a Foreign Language Teacher Preparation Program in Turkey: Institutional Demands, Pedagogical Practices and Student Needs Chapter 10. Alev Özbilgin and Betil Eröz: Opportunities and Resources for Pre-service English Teachers to Teach Writing: The Case of Northern Cyprus Chapter 11. Lourdes Cerezo, Belén González-Cruz and José Ángel Mercader: English as a Foreign Language Writing Teacher Education and Development in Spain: The Relevance of a Focus on Second Language Writing as a Tool for Second Language Development Chapter 12. Darío Luis Banegas, Marianela Herrera, Cristina Nieva, Luisina Doroñuk and Yanina Salgueiro: ‘Writing Makes us Professional’: Second Language Writing in Argentinian Teacher Education Chapter 13. Solange Aranha and Luciana C. de Oliveira: Second Language Writing Teacher Education in Brazil Chapter 14. Melinda Reichelt: Preparing Teachers to Teach Writing in Various English as a Foreign Language Contexts