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EFL Writing Teacher Education and Professional Development

Voices from Under-Represented Contexts

«This book is a timely, accessible, and informative contribution to scholarship on writing teacher development that addresses important gaps in the field as related to the under-represented EFL context. It is impressive in its depth and scope of coverage and is notable for its emphasis on local voices across a global landscape.»

Alan Hirvela, Professor Emeritus, The Ohio State University, USA

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.

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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.

Detaljer

Forlag
Multilingual Matters
Innbinding
Innbundet
Språk
Engelsk
ISBN
9781800415133
Utgivelsesår
2024
Format
23 x 16 cm

Om forfatteren

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.

Anmeldelser

«This book is a timely, accessible, and informative contribution to scholarship on writing teacher development that addresses important gaps in the field as related to the under-represented EFL context. It is impressive in its depth and scope of coverage and is notable for its emphasis on local voices across a global landscape.»

Alan Hirvela, Professor Emeritus, The Ohio State University, USA

«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

«This book constitutes a most welcome and innovative contribution to previous scholarship on L2 writing teacher education with its collective critical and insightful exploration of ways in which specific contexts (covering a range of hitherto unexplored geographical areas across the globe) create unique affordances and constraints for teaching L2 writing and for writing teacher preparation and professional development.»

Rosa M. Manchón, Universidad de Murcia, Spain

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