11. 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

Cerezo, Lourdes; Mercader, José Ángel

doi:10.21832/9781788925877-015

“…In fact, many NNESTs I have encountered in my years of teaching have received most or all of their English-language instruction outside the US, where English-language writing instruction is often the least-emphasized language skill. According to previous work (Cerezo et al, 2020;Reichelt, 2020), when writing is assigned in foreign language contexts, its purpose is typically to support the overall acquisition of English, especially grammar and vocabulary, rather than to teach academic written genres. Additionally, I have found in my research (Reichelt, 1996;2005a; that NNESTs may or may not have received writing instruction in their first language(s), as writing instruction is not necessarily a part of the L1 curriculum in various countries around the world (See also Hatasa, 2011).…”

Section: The Importance Of Coursework Related To L2 Writingmentioning

confidence: 99%

Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

Hebbard

2024

Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference

0

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The International Exchanges on the Study of Writing Series publishes books that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The Latin America Section of the International Exchanges on the Study of Writing book series publishes peer-reviewed books about writing, writers, teaching with writing, and scholarly writing practices from Latin American perspectives. It also offers re-editions of recognized peer-reviewed books originally published in the region.The WAC Clearinghouse and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the series editors are committed to the principle that knowledge should freely circulate and have embraced the use of technology to support open access to scholarly work.

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“…A controversial form-focused pedagogical task, translation seems indispensable in most bilingual educational contexts (Cerezo et al, 2019). A translation task is known as a type of content-controlled writing task (Ishikawa, 2018) that intensely demands the L2 learners to focus on the linguistic aspects of their writing output more than the content of the message they convey (Nord, 2005;Pym, 2003).…”

Section: Translation As a Form-focused Writing Taskmentioning

confidence: 99%

An Output-oriented Approach to the Impact of Online Written Languaging on Form-Focused Writing Tasks

Pourdana

¹

2023

JLE

1

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Background. Despite the growing interest of second language acquisition (SLA) researchers in the languaging process, a few studies have been done on its dynamic attributes in various writing tasks. Purpose. This study investigated how online written languaging (WL) might impact English-as-a-Foreign-Language (EFL) learners’ performance on form-focused writing tasks with production-based and comprehension-based output orientation in Google Docs, and how the output orientation of form-focused writing tasks could determine the WL attributes of quantity and focus. Methods. To do so, 112 Iranian EFL university students were selected and assigned to four parallel groups. In an eight-week experiment, two groups worked on gap-filling tasks (production-based) and two groups on error-identification tasks (comprehension-based) in parallel ±WL conditions. Results. Statistical analysis indicated a significant interaction between task output orientation and WL production. So, on both production-based and comprehension-based tasks, the +WL groups outperformed the ˗WL groups. Moreover, in the +WL condition, the task output orientation determined the quantity of WL episodes, but not their focus on grammar (G-WL) and lexis (L-WL) in production-based and comprehension-based tasks. As such, the +WL group who completed the production-based tasks produced much more WL episodes than the +WL group who completed the comprehension-based tasks. Yet, both groups equally produced more L-WL episodes than G-WL episodes. Сonclusion. The study had several implications for language teachers to maximize learning opportunities by teaching how to language in various writing tasks on online platforms. The L2 teachers are also recommended to adopt an alternative approach to translation as a form-focused writing task.

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Dismantling Racial Microaggression: Translingual, Nonnative Identities as Pedagogical Resources

Hijazi

2024

Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference

0

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The International Exchanges on the Study of Writing Series publishes books that address worldwide perspectives on writing, writers, teaching with writing, and scholarly writing practices, specifically those that draw on scholarship across national and disciplinary borders to challenge parochial understandings of all of the above. The Latin America Section of the International Exchanges on the Study of Writing book series publishes peer-reviewed books about writing, writers, teaching with writing, and scholarly writing practices from Latin American perspectives. It also offers re-editions of recognized peer-reviewed books originally published in the region.The WAC Clearinghouse and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the series editors are committed to the principle that knowledge should freely circulate and have embraced the use of technology to support open access to scholarly work.

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11. 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

Cited by 5 publications

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Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

Constructing a Professional Identity: Nonnative English-Speaking Teachers in First-Year Writing Courses

An Output-oriented Approach to the Impact of Online Written Languaging on Form-Focused Writing Tasks

Dismantling Racial Microaggression: Translingual, Nonnative Identities as Pedagogical Resources

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