Foreign Language Writing Instruction Principles and Practices
Foreign Language Writing Instruction Principles and Practices by Tony Cimasko, published by Parlor Press in 2011, is an illustrated volume comprising 347 pages. This book addresses the gap in research regarding the teaching of foreign language writing, focusing on diverse contexts and methodologies across various languages and regions. It presents insights from fourteen chapters authored by scholars from nine different countries, exploring the pedagogical frameworks and cognitive dimensions involved in foreign language writing instruction.
Readers will find a comprehensive examination of the current status of foreign language writing pedagogy, emphasizing the importance of understanding different national and regional approaches. The book delves into the roles of universities and programs in shaping writing instruction, as well as the cognitive aspects of teaching and learning in this field. This collection serves as a valuable resource for both educators and researchers interested in the complexities of writing in a foreign language, contributing to a broader appreciation of second language writing practices.
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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. SECOND LANGUAGE WRITING Series Editor, Paul Kei Matsuda 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. 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.
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