EFL Writing Teacher Education and Professional Development
portes grátis
EFL Writing Teacher Education and Professional Development
Voices from Under-Represented Contexts
Seloni, Lisya; Henderson Lee, Sarah; Gilliland, Betsy; Ene, Estela; Saenkhum, Tanita
Multilingual Matters
04/2024
320
Dura
Inglês
9781800415133
15 a 20 dias
Descrição não disponível.
Tables and Figures
Contributors
Acknowledgements
Estela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum and Lisya Seloni: Introduction
Part 1: Voices from the Field
Chapter 1. Robin Rhodes, John Fiacre Haliyamutu, Jean de Dieu Amini Ngabonziza and Theophile Muhayimana: Land of a Thousand Hills: English Writing Education and Teacher Professional Development
Chapter 2. Lan Wang-Hiles: Transformation in Progress: Challenges and Promises in China's High School English Writing Instruction
Chapter 3. Youngjoo Yi and Eunjeong Park: EFL Writing Teacher Education to Prepare for Post-COVID-19 Education: Voices from Teacher Educators
Chapter 4. D. Philip Montgomery and Marina Kudritskaya: Navigating Anti-Plagiarism Software in Kazakhstan: A Duoethnographic Reflection
Chapter 5. Mehmet Karaca and Hacer Hande Uysal: EFL Writing Teacher Education and Professional Development in Tuerkiye
Chapter 6. Ricardo Martin Ramirez and Maria Alejandra Soto: Teaching Writing from an Argentine TEFL Stance
Chapter 7. Carolina A. Villalobos Quiroz: The Journey in Teaching Writing
Chapter 8. Jared Michael Kubokawa: On Becoming an EFL Writing Specialist in the Japanese Context
Part 2: Resources and Materials for Writing Teacher Preparation and Development
Chapter 9. Catalina Sandoval Munoz and Patricio Canales Volpone: A Local and Collaborative Writing Activity: An Example from Chile
Chapter 10. Nur Yigitoglu Aptoula and Melinda Reichelt: Discovering New Landscapes: Investigating How Writing Instruction in Non-English L2 Languages Can Enrich EFL Writing Teacher Education
Chapter 11. Welica Cristina Duarte de Oliveira and Betsy Gilliland: Creating Your Own Island: Preservice Teacher Engagement through Collaborative Writing
Chapter 12. Nur Yigitoglu Aptoula and Derya Altinmakas: Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
Chapter 13. Sean Farrell and Matt Kessler: Leveraging Open Accessible Summaries in Language Studies (OASIS) for EFL Writing Teacher Professional Development Workshops
Chapter 14. Miranda Sin I Ma: Beyond Test-Based Writing Prompts: A Mediated Approach to Developing Student Writers
Chapter 15. Yachao Sun, Tyler J. Carter and Kristin E. Hiller: Transdisciplinary Writing Teacher Development in a Sino-US Joint-Venture University in China
Chapter 16. Kadidja Kone and Binta Koita: Negotiating a Syllabus between Student Needs and Program Requirements
Part 3: State of the Field of EFL Writing Teacher Education
Chapter 17. Claudia Ioana Doroholschi and Ana Cristina Baniceru: What Is a Writing Teacher, and How Do We Make One? Writing Teacher Training in Romania
Chapter 18. Niles Zhao and Kuang Li: 'How Can I Teach Them More Effectively?': Examining Four EFL Teachers' Writing Instruction to Ethnic Minority Students
Chapter 19. Negin Hosseini Goodrich: Within the Waves of Instability: EFL Writing and Teacher Training in Iran
Chapter 20. Tania Rahman: In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical Perspective
Chapter 21. Ping-Hsuan Wang: EFL Writing in the Shadow: Challenges and Opportunities for Teachers in Taiwan's Private Tutoring Institutions
Chapter 22. Wafa Zekri and Kamal Belmihoub: Challenges and Opportunities of Developing an EFL Writing Course in Algeria: A Collaborative Auto-Ethnographic Study
Chapter 23. Katarzyna Hryniuk and Estela Ene: Preparing EFL Teachers to Teach Writing in Poland: The Case of an English Department
Icy Lee: Afterword
Index
Contributors
Acknowledgements
Estela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum and Lisya Seloni: Introduction
Part 1: Voices from the Field
Chapter 1. Robin Rhodes, John Fiacre Haliyamutu, Jean de Dieu Amini Ngabonziza and Theophile Muhayimana: Land of a Thousand Hills: English Writing Education and Teacher Professional Development
Chapter 2. Lan Wang-Hiles: Transformation in Progress: Challenges and Promises in China's High School English Writing Instruction
Chapter 3. Youngjoo Yi and Eunjeong Park: EFL Writing Teacher Education to Prepare for Post-COVID-19 Education: Voices from Teacher Educators
Chapter 4. D. Philip Montgomery and Marina Kudritskaya: Navigating Anti-Plagiarism Software in Kazakhstan: A Duoethnographic Reflection
Chapter 5. Mehmet Karaca and Hacer Hande Uysal: EFL Writing Teacher Education and Professional Development in Tuerkiye
Chapter 6. Ricardo Martin Ramirez and Maria Alejandra Soto: Teaching Writing from an Argentine TEFL Stance
Chapter 7. Carolina A. Villalobos Quiroz: The Journey in Teaching Writing
Chapter 8. Jared Michael Kubokawa: On Becoming an EFL Writing Specialist in the Japanese Context
Part 2: Resources and Materials for Writing Teacher Preparation and Development
Chapter 9. Catalina Sandoval Munoz and Patricio Canales Volpone: A Local and Collaborative Writing Activity: An Example from Chile
Chapter 10. Nur Yigitoglu Aptoula and Melinda Reichelt: Discovering New Landscapes: Investigating How Writing Instruction in Non-English L2 Languages Can Enrich EFL Writing Teacher Education
Chapter 11. Welica Cristina Duarte de Oliveira and Betsy Gilliland: Creating Your Own Island: Preservice Teacher Engagement through Collaborative Writing
Chapter 12. Nur Yigitoglu Aptoula and Derya Altinmakas: Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
Chapter 13. Sean Farrell and Matt Kessler: Leveraging Open Accessible Summaries in Language Studies (OASIS) for EFL Writing Teacher Professional Development Workshops
Chapter 14. Miranda Sin I Ma: Beyond Test-Based Writing Prompts: A Mediated Approach to Developing Student Writers
Chapter 15. Yachao Sun, Tyler J. Carter and Kristin E. Hiller: Transdisciplinary Writing Teacher Development in a Sino-US Joint-Venture University in China
Chapter 16. Kadidja Kone and Binta Koita: Negotiating a Syllabus between Student Needs and Program Requirements
Part 3: State of the Field of EFL Writing Teacher Education
Chapter 17. Claudia Ioana Doroholschi and Ana Cristina Baniceru: What Is a Writing Teacher, and How Do We Make One? Writing Teacher Training in Romania
Chapter 18. Niles Zhao and Kuang Li: 'How Can I Teach Them More Effectively?': Examining Four EFL Teachers' Writing Instruction to Ethnic Minority Students
Chapter 19. Negin Hosseini Goodrich: Within the Waves of Instability: EFL Writing and Teacher Training in Iran
Chapter 20. Tania Rahman: In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical Perspective
Chapter 21. Ping-Hsuan Wang: EFL Writing in the Shadow: Challenges and Opportunities for Teachers in Taiwan's Private Tutoring Institutions
Chapter 22. Wafa Zekri and Kamal Belmihoub: Challenges and Opportunities of Developing an EFL Writing Course in Algeria: A Collaborative Auto-Ethnographic Study
Chapter 23. Katarzyna Hryniuk and Estela Ene: Preparing EFL Teachers to Teach Writing in Poland: The Case of an English Department
Icy Lee: Afterword
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
EFL writing; Under-represented contexts; Writing pedagogy; professional development; L2 writing; English language teacher education; language pedagogy; teacher identity; writing teacher training; writing teacher development; writing skills; collaborative writing; teacher engagement; writing instruction; writing teacher preparation; teaching writing; post-COVID-19 education; teacher professional development; English writing education; teacher education; teacher training in global contexts
Tables and Figures
Contributors
Acknowledgements
Estela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum and Lisya Seloni: Introduction
Part 1: Voices from the Field
Chapter 1. Robin Rhodes, John Fiacre Haliyamutu, Jean de Dieu Amini Ngabonziza and Theophile Muhayimana: Land of a Thousand Hills: English Writing Education and Teacher Professional Development
Chapter 2. Lan Wang-Hiles: Transformation in Progress: Challenges and Promises in China's High School English Writing Instruction
Chapter 3. Youngjoo Yi and Eunjeong Park: EFL Writing Teacher Education to Prepare for Post-COVID-19 Education: Voices from Teacher Educators
Chapter 4. D. Philip Montgomery and Marina Kudritskaya: Navigating Anti-Plagiarism Software in Kazakhstan: A Duoethnographic Reflection
Chapter 5. Mehmet Karaca and Hacer Hande Uysal: EFL Writing Teacher Education and Professional Development in Tuerkiye
Chapter 6. Ricardo Martin Ramirez and Maria Alejandra Soto: Teaching Writing from an Argentine TEFL Stance
Chapter 7. Carolina A. Villalobos Quiroz: The Journey in Teaching Writing
Chapter 8. Jared Michael Kubokawa: On Becoming an EFL Writing Specialist in the Japanese Context
Part 2: Resources and Materials for Writing Teacher Preparation and Development
Chapter 9. Catalina Sandoval Munoz and Patricio Canales Volpone: A Local and Collaborative Writing Activity: An Example from Chile
Chapter 10. Nur Yigitoglu Aptoula and Melinda Reichelt: Discovering New Landscapes: Investigating How Writing Instruction in Non-English L2 Languages Can Enrich EFL Writing Teacher Education
Chapter 11. Welica Cristina Duarte de Oliveira and Betsy Gilliland: Creating Your Own Island: Preservice Teacher Engagement through Collaborative Writing
Chapter 12. Nur Yigitoglu Aptoula and Derya Altinmakas: Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
Chapter 13. Sean Farrell and Matt Kessler: Leveraging Open Accessible Summaries in Language Studies (OASIS) for EFL Writing Teacher Professional Development Workshops
Chapter 14. Miranda Sin I Ma: Beyond Test-Based Writing Prompts: A Mediated Approach to Developing Student Writers
Chapter 15. Yachao Sun, Tyler J. Carter and Kristin E. Hiller: Transdisciplinary Writing Teacher Development in a Sino-US Joint-Venture University in China
Chapter 16. Kadidja Kone and Binta Koita: Negotiating a Syllabus between Student Needs and Program Requirements
Part 3: State of the Field of EFL Writing Teacher Education
Chapter 17. Claudia Ioana Doroholschi and Ana Cristina Baniceru: What Is a Writing Teacher, and How Do We Make One? Writing Teacher Training in Romania
Chapter 18. Niles Zhao and Kuang Li: 'How Can I Teach Them More Effectively?': Examining Four EFL Teachers' Writing Instruction to Ethnic Minority Students
Chapter 19. Negin Hosseini Goodrich: Within the Waves of Instability: EFL Writing and Teacher Training in Iran
Chapter 20. Tania Rahman: In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical Perspective
Chapter 21. Ping-Hsuan Wang: EFL Writing in the Shadow: Challenges and Opportunities for Teachers in Taiwan's Private Tutoring Institutions
Chapter 22. Wafa Zekri and Kamal Belmihoub: Challenges and Opportunities of Developing an EFL Writing Course in Algeria: A Collaborative Auto-Ethnographic Study
Chapter 23. Katarzyna Hryniuk and Estela Ene: Preparing EFL Teachers to Teach Writing in Poland: The Case of an English Department
Icy Lee: Afterword
Index
Contributors
Acknowledgements
Estela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum and Lisya Seloni: Introduction
Part 1: Voices from the Field
Chapter 1. Robin Rhodes, John Fiacre Haliyamutu, Jean de Dieu Amini Ngabonziza and Theophile Muhayimana: Land of a Thousand Hills: English Writing Education and Teacher Professional Development
Chapter 2. Lan Wang-Hiles: Transformation in Progress: Challenges and Promises in China's High School English Writing Instruction
Chapter 3. Youngjoo Yi and Eunjeong Park: EFL Writing Teacher Education to Prepare for Post-COVID-19 Education: Voices from Teacher Educators
Chapter 4. D. Philip Montgomery and Marina Kudritskaya: Navigating Anti-Plagiarism Software in Kazakhstan: A Duoethnographic Reflection
Chapter 5. Mehmet Karaca and Hacer Hande Uysal: EFL Writing Teacher Education and Professional Development in Tuerkiye
Chapter 6. Ricardo Martin Ramirez and Maria Alejandra Soto: Teaching Writing from an Argentine TEFL Stance
Chapter 7. Carolina A. Villalobos Quiroz: The Journey in Teaching Writing
Chapter 8. Jared Michael Kubokawa: On Becoming an EFL Writing Specialist in the Japanese Context
Part 2: Resources and Materials for Writing Teacher Preparation and Development
Chapter 9. Catalina Sandoval Munoz and Patricio Canales Volpone: A Local and Collaborative Writing Activity: An Example from Chile
Chapter 10. Nur Yigitoglu Aptoula and Melinda Reichelt: Discovering New Landscapes: Investigating How Writing Instruction in Non-English L2 Languages Can Enrich EFL Writing Teacher Education
Chapter 11. Welica Cristina Duarte de Oliveira and Betsy Gilliland: Creating Your Own Island: Preservice Teacher Engagement through Collaborative Writing
Chapter 12. Nur Yigitoglu Aptoula and Derya Altinmakas: Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language Teachers
Chapter 13. Sean Farrell and Matt Kessler: Leveraging Open Accessible Summaries in Language Studies (OASIS) for EFL Writing Teacher Professional Development Workshops
Chapter 14. Miranda Sin I Ma: Beyond Test-Based Writing Prompts: A Mediated Approach to Developing Student Writers
Chapter 15. Yachao Sun, Tyler J. Carter and Kristin E. Hiller: Transdisciplinary Writing Teacher Development in a Sino-US Joint-Venture University in China
Chapter 16. Kadidja Kone and Binta Koita: Negotiating a Syllabus between Student Needs and Program Requirements
Part 3: State of the Field of EFL Writing Teacher Education
Chapter 17. Claudia Ioana Doroholschi and Ana Cristina Baniceru: What Is a Writing Teacher, and How Do We Make One? Writing Teacher Training in Romania
Chapter 18. Niles Zhao and Kuang Li: 'How Can I Teach Them More Effectively?': Examining Four EFL Teachers' Writing Instruction to Ethnic Minority Students
Chapter 19. Negin Hosseini Goodrich: Within the Waves of Instability: EFL Writing and Teacher Training in Iran
Chapter 20. Tania Rahman: In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical Perspective
Chapter 21. Ping-Hsuan Wang: EFL Writing in the Shadow: Challenges and Opportunities for Teachers in Taiwan's Private Tutoring Institutions
Chapter 22. Wafa Zekri and Kamal Belmihoub: Challenges and Opportunities of Developing an EFL Writing Course in Algeria: A Collaborative Auto-Ethnographic Study
Chapter 23. Katarzyna Hryniuk and Estela Ene: Preparing EFL Teachers to Teach Writing in Poland: The Case of an English Department
Icy Lee: Afterword
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
EFL writing; Under-represented contexts; Writing pedagogy; professional development; L2 writing; English language teacher education; language pedagogy; teacher identity; writing teacher training; writing teacher development; writing skills; collaborative writing; teacher engagement; writing instruction; writing teacher preparation; teaching writing; post-COVID-19 education; teacher professional development; English writing education; teacher education; teacher training in global contexts
