Peer collaborative second language (L2) writing has recently gained a lot of traction (Hu & Lam, 2009; Swain & Lapkin, 2013) as both instructors and students recognize its advantages. Although research on peer feedback in L2 contexts has a long history, peer collaborative L2 writing research has been sparse. This article reports on a study that investigated student perceptions on collaboration in an extended, take‐home writing assignment in an English for academic purposes context at a Canadian university. Data were collected from questionnaire surveys, student writing, and semistructured interviews. Findings suggest that although there are some challenges in peer collaborative writing, it also has certain benefits. The main challenges identified were participants’ unfamiliarity with peer collaboration, lack of clear instructions regarding the steps to be followed, unequal proficiency levels within groups, and group members’ different backgrounds, causing difficulty in communication among partners. The benefits include students’ critical awareness about the use of language in academic writing, which led to an improved understanding of the meaning‐making processes in text production. Drawing on these findings, the authors discuss implications for teaching and learning.

Seidlhofer (2005) describes the current status of English as an "unstable equilibrium." In many ways this analogy regarding the current state of affairs with English language teaching (ELT) is appropriate. Taking a World Englishes (WE) perspective, this paper presents various mismatches between teaching goals and objectives vis-à-vis the teaching and learning outcomes in ELT. The paper then makes the argument that in order for more successful English language teaching and learning to take place, a pragmatic and humanistic approach needs to be adopted. An outline of such an approach is discussed.Keywords: ELT, a humanistic approach to ELT, a pragmatic approach to ELT, World Englishes ResumenSeidlhofer (2005) describe el estado actual de inglés como un "equilibrio inestable". En muchos sentidos, esta analogía con respecto a la situación actual con la enseñanza del idioma Inglés (ELT) es apropiado. Tomando una perspectiva de las lenguas inglesas del mundo (World Englishes), este trabajo presenta varios desajustes entre las metas y los objetivos en relación con los resultados de enseñanza y aprendizaje en la enseñanza ELT. En el documento se presenta, entonces, el argumento de que para que la enseñanza y el aprendizaje del idioma Inglés tengan lugar con más éxito, un enfoque pragmático y humanista debe ser adoptado. Se discute un esquema de este tipo de enfoque.Palabras clave: ELT, enfoque humanístico a ELT, enfoque pargmático a ETL, lenguas inglesas del mundo

This study reports on how agency, identity and ideology played out in an L2 writing classroom. It investigated 31 L2 writers’ agency, identity and ideology as they accomplished their writing assignments in a required first-year composition class at a large North American university. The data for the study were collected from four different sources: (a) interviews with each participant; (b) process logs kept by each participant for the entire duration of the assignment; (c) class materials; and (d) classroom observation notes. Findings suggest that L2 writers’ portrayal of selves is not static and that it evolves during the course of the writing assignment. L2 writers’ agency leads them to use various writing strategies; perceive different writing activities to be difficult or easy; and adopt various lived experiences in composing. Their identity and ideology, on the other hand, help writers align with the writing tasks; influence their task perceptions; and mediate writing choices that are both rewarding and self-incriminating. Various implications for pedagogy and research are discussed.

With a burgeoning international student population, most universities around the world offer English for Academic Purposes (EAP) courses. Because classes are so diverse, it is challenging to meet the specific needs of EAP students. Keeping this status quo as a departure point, the authors discuss a five-prong strategy for teaching EAP, which involves academic culture acclimatization, student voice, teachable moments, reflection, and autonomy. They discuss this teaching strategy with specific examples, arguing that it helps provide a common reference point that all EAP instructors can use as heuristics, regardless of the context of their teaching. In addition, it promotes studentcenteredness in the EAP classroom and encourages students to become more involved in the learning process.

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.