Australian literacy classrooms are shaped by an unprecedented time of national curriculum reform. Australian teachers follow a national English curriculum with the pressures of national standardised assessment, state interpretation (state-based syllabus and support documents) and localised system requirements influencing their pedagogical…

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing…

Many theoretical and practical impediments prevent the full implementation of reflective teaching in English as a Foreign Language academic setting. This study aimed to explore potential impediments on the application of reflective teaching in English as a Foreign Language paragraph writing class. The qualitative design was used to describe the…

One of the many types of texts that can be used in writing education is the diary. In this study, the opinions of the Turkish language teacher candidates about diary keeping and their diaries kept for two months in which they could freely express their thoughts were analyzed. It is a qualitative study in which thirty-four participants' diaries…

With the sudden transition to online instruction in most educational institutions caused by the COVID-19 pandemic, it can be assumed that there is paucity in research as regards the teaching of writing online during this crisis moment. To address this niche, 13 Filipino university English language teachers were asked to participate in both online…

This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher's reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting…

This article examines the use and benefits of communities of practice (CoPs) in academic settings. In the 2010-2011 academic year Teaching Support Services at Wilfrid Laurier University introduced four theme-based CoPs for faculty and academic support staff after a successful pilot initiative. This article explores our motivation for focusing our…

This collaborative research was carried out among 197 elementary school students, in the context of a rural Canadian school of the Quebec province. Several students of the school presented learning difficulties, mostly in writing. The teachers and the learning specialist decided to differentiate the groups in special subgroups of needs that met…

Despite the increasing recognition of the need for critical perspectives in teaching English to speakers of other languages, critical literacy remains very much a marginalised practice. The implementation of critical literacy is still limited in English-as-a-second-language classrooms and is almost non-existent in English-as-a-foreign-language…

In 1999 a critical thinking syllabus was issued by the education authority to all junior secondary school English language teachers in Hong Kong. Different from the earlier curriculum guidelines, the syllabus highlights the importance of thinking in English language teaching and learning, and developing students' critical thinking through the…

Reflecting on the partnership that exists between teachers and students, this resource guide provides a glimpse into the experiences of educators who reflect on their own teaching and learning about writing. The resource guide is part of the "Student Expressions" series, whose aim is to provide a forum for celebrating the writing of…

Describes how the living conditions affected the author's teaching experience in Malaysia. Considers many of the challenges she faced when teaching in Malaysia. Gains many new understandings about the differences as well as the similarities of teaching writing in Malaysia and in the United States. (SG)

Lucie, a Grade Two classroom teacher, and Kate, a university professor, engaged in an action research study that linked a trait-based writing instruction approach with a genre-focused instruction approach. To capture the experience, fieldnote observations, interviews and samples of students' work were collected. Lucie recognized the need to…

This paper considers the value of reflexive pedagogical approaches in the teaching of academic communication and writing. We focus on a course developed for pre-degree foundation students at a London higher education institution. Drawing on the students' learning journals, we examine their reflections of the approaches practised on the course.…

The teacher's role and his or her understanding of it in the learning situation is one variable that needs to be included in any discussion of educational intervention. Bereiter and Scardamalia's (1991) teaching models provide a matrix for organizing teachers' classroom practice. Briefly, each model can be understood as a different view on the…