Reflections on the Pedagogical Imports of Western Practices for Professionalizing ESL/ EFL Writing and Writing-Teacher Education

Autor/in	Zhang, Lawrence Jun
Titel	Reflections on the Pedagogical Imports of Western Practices for Professionalizing ESL/ EFL Writing and Writing-Teacher Education
Quelle	In: Australian Review of Applied Linguistics, 39 (2016) 3, S.203-232 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Lawrence Jun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
DOI	10.1075/aral.39.3.01zha
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Writing Teachers; Study Abroad; Higher Education; Language Teachers; Teaching Methods; Global Approach; Language of Instruction; Teacher Education Programs; Elementary Secondary Education; Foreign Countries; Academic Discourse; Contrastive Linguistics; Intercultural Communication; Graduate Students; Comparative Education; Asian Culture; Western Civilization; New Zealand; China; Singapore + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Studies abroad; Auslandsstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Teaching language; Unterrichtssprache; Ausland; Discourse; Diskurs; Linguistics; Kontrastive Linguistik; Interkulturelle Kommunikation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Vergleichende Erziehungswissenschaft; Neuseeland; Singapur
Abstract	The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/ EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01