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Research in ESL/EFL writing has shown there is a need for a framework that explores teaching contexts and decision making within various settings, and the way writing instructors work within a variety of teaching contexts (Pardo, 2006). This chapter intends to fill this gap by examining how ESL/EFL writing teachers negotiate differing teaching practices and professional cultures in their classroom writing instruction. The authors adopted an autoethnography approach (Ellis, 2009) to illuminate the hidden feelings, motivations, and tensions posed by cultural factors in their classroom writing instruction (Canagarajah, 2012). The results of the study show that three contextual factors—school policy, teachers' identities as writers, and the type of students—affect writing instruction in significant ways. There is a need to construct locally appropriate responses to support the preparation and professionalism of ESL/EFL writing instructors due to the changing sociopolitical and socioeconomic contexts in which teachers are positioned.

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