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
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.
Reviews for EFL Writing Teacher Education and Professional Development: Voices from Under-Represented Contexts
This is a groundbreaking edited volume that amplifies the voices of EFL writing educators from under-represented countries. The rich collection in the book offers innovative strategies, diverse perspectives and empowering narratives, giving EFL writing teachers invaluable insights into fostering effective writing pedagogies in diverse linguistic contexts. An indispensable resource for EFL writing instructors. * Willy Ardian Renandya, Nanyang Technological University, Singapore *
