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Negotiation of pedagogies in English as a foreign language writing instruction.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Negotiation of pedagogies in English as a foreign language writing instruction./
作者:	Schreiber, Brooke Ricker.
面頁冊數:	1 online resource (166 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781369626018

Negotiation of pedagogies in English as a foreign language writing instruction.
Schreiber, Brooke Ricker.

Negotiation of pedagogies in English as a foreign language writing instruction. - 1 online resource (166 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2016.

Includes bibliographical references

The growing field of second language writing has been primarily focused on the study of English as a second language (ESL) pedagogy, particularly in the United States, leaving writing pedagogy in other countries, where English is taught as a foreign language (EFL), largely ignored. This has happened both because writing pedagogy in EFL settings is often seen as no more than a imported ESL teaching methods which have been adapted to local practical limitations, such as a lack of textbooks and other resources, and ideological constraints, such as exam-driven cultures and a perception that writing is secondary to the teaching of other language skills (Leki, 2001). Yet research in international writing instruction can bring scholarly attention to important factors in writing pedagogy which might otherwise be overlooked, in particular the influence of institutional practices and regulations (Cimasko & Reichelt, 2011), and in so doing, can help scholars question their assumptions about writing instruction (Donahue & Anson, 2015).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369626018Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Negotiation of pedagogies in English as a foreign language writing instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: A. Suresh Canagarajah.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2016.
504 $a Includes bibliographical references
520 $a The growing field of second language writing has been primarily focused on the study of English as a second language (ESL) pedagogy, particularly in the United States, leaving writing pedagogy in other countries, where English is taught as a foreign language (EFL), largely ignored. This has happened both because writing pedagogy in EFL settings is often seen as no more than a imported ESL teaching methods which have been adapted to local practical limitations, such as a lack of textbooks and other resources, and ideological constraints, such as exam-driven cultures and a perception that writing is secondary to the teaching of other language skills (Leki, 2001). Yet research in international writing instruction can bring scholarly attention to important factors in writing pedagogy which might otherwise be overlooked, in particular the influence of institutional practices and regulations (Cimasko & Reichelt, 2011), and in so doing, can help scholars question their assumptions about writing instruction (Donahue & Anson, 2015).
520 $a This study examines in depth two contexts of EFL writing instruction, the English departments of two universities in Serbia, with a focus on how teachers negotiate between multiple rhetorical and education traditions based on their own conceptions of writing, the needs and expectations of the students, and the positioning of English language writing within the educational institution and the community. Employing ethnographic data collection methods and using cultural historical activity theory (Engestrom, 1987) as an analytical framework, this one-semester case study draws on classroom observations, interviews, and textual artifacts. This study first examines three factors which shape EFL writing instruction in these contexts: the overall curricular objectives, a contrastive rhetoric ideology, and the role of foreign lectors, tracing how each factor is a reflection of multiple scale-levels (Blommaert, 2010) from local to global. This study then examines several pedagogical innovations as resolutions of tensions between elements of the activity system, concluding that locally appropriate pedagogy (Kramsch & Sullivan, 1996) emerges from these negotiations, as teachers exercise agency in implementing their goals. Ultimately this project suggests that EFL writing instruction must be understood through examination of local and global levels of context.
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