Edited by Tony Cimasko and Melinda Reichelt
Second Language Writing Series
Edited by Paul Kei Matsuda
Information and Pricing
978-1-60235-224-7 (paperback, $32); 978-1-60235-225-4 (hardcover; $60); 978-1-60235-226-1 (PDF, $19.99) © 2011 by Parlor Press. 359 pages, with illustrations, notes, bibliography, and index.
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About This Book
Much of what is known about teaching second language writing today has been based on research in English as a second language, writing in English in English-dominant countries and other contexts, without giving close consideration to the important work of teaching foreign language writing in many languages and contexts around the world. Foreign Language Writing Instruction: Principles and Practices takes a significant step in addressing this imbalance by examining many of the topics that influence foreign language teaching. Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning. This volume provides a cross-section of the current status of foreign language writing instruction, while developing a fuller appreciation for the broadened perspectives that it can bring to second language writing. Both teachers and researchers in foreign language writing will benefit greatly from this collection.
Contributors include Rachida Elqobai, Yukiko Abe Hatasa, Icy Lee, Natalie Lefkowitz, Rosa Manchón, Hui-Tzu Min, Marly Nas, Hadara Perpignan, Melinda Reichelt, Marcela Ruiz-Funes, Jean Marie Schultz, Oleg Tarnopolsky, Helga Thorson, Kees van Esch, and Wenyu Wang.
About the Editors
Tony Cimasko is Visiting Assistant Professor of English at Miami University in Oxford, Ohio. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and the online edition of What Is “College -Level” Writing? Volume 2.
Melinda Reichelt is Professor of English at the University of Toledo. She has published her work in the Journal of Second Language Writing, World Englishes, Composition Studies, Issues in Writing, the ELT Journal, Modern Language Journal, the International Journal of English Studies, College ESL, Foreign Language Annals, the WAC Journal, English Today, and International Education.
Contents
Introduction
The State of Foreign Language Writing Studies
Melinda Reichelt, “Foreign Language Writing: An Overview”
Marcela Ruiz-Funes, “Reading to Write in a Foreign Language: Cognition and Task Representation”
Rosa Manchón, “The Language Learning Potential of Writing in Foreign Language Contexts: Lessons from Research”
Jean Marie Schultz, “Second Language Writing in the Era of Globalization”
National and Regional Profiles of Foreign Language Writing Instruction
Rachida Elqobai, “EFL in the Moroccan Educational System: The Whys and Hows”
Yukiko Abe Hatasa, “L2 Writing Instruction in Japanese as a Foreign Language”
Icy Lee, “Issues and Challenges in Teaching and Learning EFL Writing: The Case of Hong Kong”
Foreign Language Programs
Hadara Perpignan, “Ideas into Words: Narrowing the Gap in Doctoral Candidates’ Academic Writing in EFL”
Hui-Tzu Min, “A Principled Eclectic Approach to Teaching EFL Writing in Taiwan”
Oleg Tarnopolsky, “Teaching English Writing in Ukraine: Principles and Practices”
Marly Nas & Kees van Esch, “Writing in Spanish as a FL in Nijmegen: In Search of a Balance”
Pedagogical Concerns
Natalie Lefkowitz, “The Quest for Grammatical Accuracy: Writing Instruction among Foreign and Heritage Language Educators”
Helga Thorson, “Student Perceptions of Writing as a Tool for Increasing Oral Proficiency in German”
Wenyu Wang, “Teaching Academic Writing to Advanced EFL Learners in China: Principles and Challenges”
Afterword
Contributors
Index
About the Editors
