K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of t...

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Autores principales:	Subrata Bhowmik, Marcia Kim
Formato:	article
Lenguaje:	EN FR
Publicado:	Language and Literacy Researchers of Canada 2021
Materias:	Theory and practice of education LB5-3640 Language and Literature P
Acceso en línea:	https://doaj.org/article/f4edc007331144c49c3b7965e275b5ee
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spelling	oai:doaj.org-article:f4edc007331144c49c3b7965e275b5ee2021-11-18T12:19:22ZK-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies10.20360/langandlit295301496-0974https://doaj.org/article/f4edc007331144c49c3b7965e275b5ee2021-10-01T00:00:00Zhttps://journals.library.ualberta.ca/langandlit/index.php/langandlit/article/view/29530https://doaj.org/toc/1496-0974 Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools. Subrata BhowmikMarcia KimLanguage and Literacy Researchers of CanadaarticleTheory and practice of educationLB5-3640Language and LiteraturePENFRLanguage and Literacy: A Canadian Educational e-journal, Vol 23, Iss 3 (2021)
institution	DOAJ
collection	DOAJ
language	EN FR
topic	Theory and practice of education LB5-3640 Language and Literature P
spellingShingle	Theory and practice of education LB5-3640 Language and Literature P Subrata Bhowmik Marcia Kim K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
description	Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at the K-12 level. However, there is little empirical research on ESL writing instruction in school settings. The goal of this systematic literature review is to examine the extant empirical evidence of the challenges teachers encounter in teaching ESL writing and the strategies that can be adopted to help teachers overcome the challenges. Our search yielded 49 peer-reviewed journal articles and book chapters published between 2010-2019. A content analysis (Stan, 2009) of these materials indicated that teachers encounter the following challenges in teaching K-12 ESL writing: (a) lack of pre-service training in ESL writing, (b) lack of writing pedagogy skills, (c) lack of time, (d) lack of professional development opportunities, (e) standardized tests, and (f) unique L1 influences on L2 students’ text production. The content analysis also revealed the following strategies that can be recommended for addressing these challenges: (a) incorporating an ESL writing course into teacher education programs, (b) creating opportunities for writing pedagogy support by mentor teachers and researchers, (c) incorporating integrated skills development in the writing classroom, (d) providing students with opportunities to write more, (e) adopting explicit writing instruction, and (f) creating professional development opportunities for teachers. Based on our findings, we discuss implications and recommendations for ESL writing instruction in K-12 schools.
format	article
author	Subrata Bhowmik Marcia Kim
author_facet	Subrata Bhowmik Marcia Kim
author_sort	Subrata Bhowmik
title	K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
title_short	K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
title_full	K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
title_fullStr	K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
title_full_unstemmed	K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies
title_sort	k-12 esl writing instruction: a review of research on pedagogical challenges and strategies
publisher	Language and Literacy Researchers of Canada
publishDate	2021
url	https://doaj.org/article/f4edc007331144c49c3b7965e275b5ee
work_keys_str_mv	AT subratabhowmik k12eslwritinginstructionareviewofresearchonpedagogicalchallengesandstrategies AT marciakim k12eslwritinginstructionareviewofresearchonpedagogicalchallengesandstrategies
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K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

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