EFL Writing Teacher Education and Professional Development , livre ebook

Fills a gap in our understanding of how EFL writing teacher education is shaped by teachers’ unique local contexts and circumstances

This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers’ unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.

Tables and Figures

Contributors

Acknowledgements

Estela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum and Lisya Seloni: Introduction

Part 1: Voices from the Field

Chapter 1. Robin Rhodes, John Fiacre Haliyamutu, Jean de Dieu Amini Ngabonziza and Théophile Muhayimana: Land of a Thousand Hills: English Writing Education and Teacher Professional Development

Chapter 2. Lan Wang-Hiles: Transformation in Progress: Challenges and Promises in China’s High School English Writing Instruction

Chapter 3. Youngjoo Yi and Eunjeong Park: EFL Writing Teacher Education to Prepare for Post-COVID-19 Education: Voices from Teacher Educators

Chapter 4. D. Philip Montgomery and Marina Kudritskaya: Navigating Anti-Plagiarism Software in Kazakhstan: A Duoethnographic Reflection

Chapter 5. Mehmet Karaca and Hacer Hande Uysal: EFL Writing Teacher Education and Professional Development in Türkiye

Chapter 6. Ricardo Martin Ramirez and María Alejandra Soto: Teaching Writing from an Argentine TEFL Stance

Chapter 7. Carolina A. Villalobos Quiroz: The Journey in Teaching Writing

Chapter 8. Jared Michael Kubokawa: On Becoming an EFL Writing Specialist in the Japanese Context

Part 2: Resources and Materials for Writing Teacher Preparation and Development

Chapter 9. Catalina Sandoval Muñoz and Patricio Canales Volpone: A Local and Collaborative Writing Activity: An Example from Chile

Chapter 10. Nur Yiğitoğlu Aptoula and Melinda Reichelt: Discovering New Landscapes: Investigating How Writing Instruction in Non-English L2 Languages Can Enrich EFL Writing Teacher Education

Chapter 11. Wélica Cristina Duarte de Oliveira and Betsy Gilliland: Creating Your Own Island: Preservice Teacher Engagement through Collaborative Writing

Chapter 12. Nur Yiğitoğlu Aptoula and Derya Altınmakas: Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers

Chapter 13. Sean Farrell and Matt Kessler: Leveraging Open Accessible Summaries in Language Studies (OASIS) for EFL Writing Teacher Professional Development Workshops

Chapter 14. Miranda Sin I Ma: Beyond Test-Based Writing Prompts: A Mediated Approach to Developing Student Writers

Chapter 15. Yachao Sun, Tyler J. Carter and Kristin E. Hiller: Transdisciplinary Writing Teacher Development in a Sino-US Joint-Venture University in China 

Chapter 16. Kadidja Koné and Binta Koïta: Negotiating a Syllabus between Student Needs and Program Requirements

Part 3: State of the Field of EFL Writing Teacher Education

Chapter 17. Claudia Ioana Doroholschi and Ana Cristina Băniceru: What Is a Writing Teacher, and How Do We Make One? Writing Teacher Training in Romania 

Chapter 18. Niles Zhao and Kuang Li: 'How Can I Teach Them More Effectively?': Examining Four EFL Teachers’ Writing Instruction to Ethnic Minority Students

Chapter 19. Negin Hosseini Goodrich: Within the Waves of Instability: EFL Writing and Teacher Training in Iran

Chapter 20. Tania Rahman: In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical Perspective

Chapter 21. Ping-Hsuan Wang: EFL Writing in the Shadow: Challenges and Opportunities for Teachers in Taiwan’s Private Tutoring Institutions

Chapter 22. Wafa Zekri and Kamal Belmihoub: Challenges and Opportunities of Developing an EFL Writing Course in Algeria: A Collaborative Auto-Ethnographic Study

Chapter 23. Katarzyna Hryniuk and Estela Ene: Preparing EFL Teachers to Teach Writing in Poland: The Case of an English Department

Icy Lee: Afterword

Index