Full Description
Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of the development of L2 writing teacher expertise. Informed by relevant foundational theory and empirical research, this book addresses this crucial gap in the understanding of expertise in L2 writing instruction.
This book offers a holistic analysis of L2 writing instruction, serving as a valuable resource for those involved in the development of L2 writing teacher educators, as well as novice teachers striving to hone their skills in teaching L2 writing. It draws from a wide array of international perspectives on the conceptualization of L2 writing teacher expertise and research in this domain.
Significantly, it is the first comprehensive work that places expertise in L2 writing instruction at the forefront. It will interest scholars in the disciplines of foreign and second language education, as well as postgraduate students and aspiring teachers.
Contents
1. Introduction: The evolving quest to understand L2 writing teacher expertise Part 1: Accounts of L2 Writing Teacher Expertise Learning Experiences 2. Expertise as collaborative practice 3. Teacher inquiry in ESOL teacher education: Examining how teachers develop L2 writing instruction expertise 4. A collaborative examination of an L2 writing teacher's expertise learning across teaching contexts 5. Reframing L2 writing teacher expertise to account for ongoing professionalization: Towards a sustainable model of L2 writing teacher education 6. The influence of language learning and writing experiences on L2 writing teacher expertise 7. Reflections on doctoral dissertation writing, mentoring, and advising as a form of expertise Part 2: Classroom-based Studies of Teacher Expertise Learning 8. From routine expertise to adaptive expertise in L2 writing instruction: A case study of an EFL teacher at a Japanese university 9. Instructional expertise in assessing digital multimodal composing in a second language: Conceptual frameworks and teachers' perspectives 10. A study of expertise in instructional delivery while teaching argumentative writing in an American ESL composition program 11. Navigating expertise in synthesis writing instruction: The role of task representation 12. Afterword
