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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.
Estela Ene is Professor and Chair of the English Department at Indiana University Indianapolis, USA, where she directs and teaches in the English for Academic Purposes Program and the MA in TESOL Program.
Betsy Gilliland is an Associate Professor in the Department of Second Language Studies at the University of Hawaiʻi Mānoa, USA, where she teaches undergraduate and graduate courses in L2 writing pedagogy and research, academic literacies and qualitative research methods.
Sarah Henderson Lee is a Professor of English at Minnesota State University, Mankato, USA, where she directs the multilingual writing program and teaches in the graduate Rhetoric & Composition and TESOL programs.
Tanita Saenkhum is an Associate Professor of Rhetoric, Writing, and Linguistics at the University of Tennessee, Knoxville, USA, where she teaches courses in L2 writing, TESOL methods and SLA.
Lisya Seloni is a Professor of Applied Linguistics and TESOL in the Department of English at Illinois State University, USA, where she teaches courses in L2 writing, TESOL methods and materials, and raciolinguistics.
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