WRD 543, Teaching ESL Writing
Course description
In the US and around the world, many writers use English as a second or additional language (ESL/EAL). This includes students in college writing classes in the US, where students often represent diverse linguistic backgrounds. This course provides an introduction to the specialized area of applied linguistics/TESOL known as “second language writing.” By exploring theoretical and practical issues related to teaching multilingual writers, students develop new perspectives, resources, and methods they can draw on to support a range of ESL/EAL students.
Course goals
Define and describe current theories and practices in the field of second language writing;
Differentiate the teaching of multilingual students as a unique approach to composition pedagogy;
Apply new knowledge to inform pedagogical decision-making around issues such as feedback, assessment, lesson planning, and syllabus design;
Analyze and assess research within the field of second language writing.
Selected themes
Theories of writing instruction; multilingual writers' identities; culture & the teaching of EAL writers; designing courses & lessons; responding to & assessing student writing; current debates in the field of second language writing.
Selected readings
Atkinson, D., & Tardy, C. M. (2018). SLW at the crossroads: Finding a way in the field. Journal of Second Language Writing, 42, 86–93.
Britton, E., & Austin, T. Y. (2020). “That’s just how we say it”: Understanding L2 student writers’ responses to written and negotiated corrective feedback through critical incidents. TESL Canada Journal, 37(2), 103–127.
Casanave, C. P. (2017). Controversies in second language writing: Dilemmas and decisions in research and instruction 2nd ed. Ann Arbor: University of Michigan Press. [one chapter]
Ferris, D., & Hedgcock, J. (2023). Teaching L2 composition: Purpose, process, and practice (4th ed.). Routledge. [main textbook]
Lee, I. (2016). Putting students at the centre of classroom L2 writing assessment. Canadian Modern Language Review, 72(2), 258–280.
Ortmeier, C. (2019). Rethinking the five-paragraph essay as a scaffold in secondary school. In N.Caplan, & A. Johns (Eds.), Changing practices for the L2 writing classroom: Moving beyond the five-paragraph essay (pp. 89-115). University of Michigan Press.
Ramanathan, V., & Atkinson, D. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8, 1, 45-75.
Robertson, W., Tolar, B. V., Ede, L. S., & Oregon State University. (2005). Writing across borders.
Ruecker, T., & Shapiro, S. (2020). Critical pragmatism as a middle ground in discussions of linguistic diversity. In T. Silva & Z. Wang (Eds.), Reconciling translingualism and second language writing. New York: Routledge.