We recently published Second Language Writing Instruction in Global Contexts edited by Lisya Seloni and Sarah Henderson Lee. In this post the editors reveal what to expect from the book.
This book explores the complexity of L2 writing teacher education in English as a foreign language (EFL) contexts where teachers face a number of challenges to enhance learners’ opportunities to write in their L2 based on the disconnect between mainstream English as a second language (ESL) pedagogies around writing instruction and the local needs of students, language policies, and language practices in EFL contexts. By highlighting L2 writing teacher literacy across 12 countries, we aim to expand the current, but limited, discussion on what it means to teach L2 writing in contexts where writing is often perceived as a tool to develop language (specifically grammar and vocabulary) by both teachers and students. Doing so allows us to move beyond the monopoly of related research conducted in English-dominant contexts and re-envision L2 writing teacher education as contextually and culturally appropriate.
The chapters of this book, written by L2 writing specialists and practitioners across the globe, share local voices from contexts where the teaching of writing is not always prioritized and draw readers’ attention to various theoretical and pedagogical issues related to the realities faced by language teachers in non-English dominant contexts when it comes to L2 writing instruction, including teacher expertise, teacher preparation and development, L2 writing feedback, and contextual variations. Through the detailed account of language policies, curricular guidelines, teacher knowledge and classroom practices around L2 writing, we demonstrate the significant differences that exist between English-dominant and non-dominant countries in terms of teaching L2 writing. We do this by showcasing challenges and opportunities experienced around L2 writing teacher preparation and development and making L2 writing teacher education in such contexts more visible in the broader literature.
It is our hope that readers will journey through the complete collection and discover the particularities that inform English teachers’ beliefs, attitudes, and practices related to L2 writing instruction in global contexts and move away from “the uncritical embracement of Western-based L1 or L2 writing pedagogies” (p. 2). Moreover, we hope this book promotes the reflective practice required for positive change by encouraging readers to consider the unique realities and needs of their own language teaching and learning contexts and possible research agendas that would make L2 writing teacher education in their context more visible.
For more information about this book please see our website.
If you found this interesting, you might also like L2 Writing Beyond English edited by Nur Yiğitoğlu and Melinda Reichelt.