Contextual Influences on Teachers' Writing Instruction

Abstract

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.

Students? Motivation and Teachers? Motivational Strategies in English Language Classrooms in Unstable Socio-political Contexts

“…The importance of context in teaching and learning had been discussed by many research studies. Teachers' instructional practices can be shaped not only by teaching methodology but also contextual factors such as students' needs, school cultures, syllabi, school policies and the wider socio-political contexts in which teaching and learning take place (Ng & Boucher-Yip, 2014). The effects of socio-political contexts on second language (L2) learning has received attention since Gardner and Lambert's seminal on this topic (Noels, Clément, & Pelletier, 2001).…”

“…The effects of socio-political contexts on second language (L2) learning has received attention since Gardner and Lambert's seminal on this topic (Noels, Clément, & Pelletier, 2001). Previous studies have revealed how the socio-political contexts may influence students' motivation in L2 learning, such as their selection of an L2 and subsequent attitudes and motivation to learn (Kim, 2010;Ng & Boucher-Yip, 2014;Noels et al, 2001). In addition, in such contexts, it was also found out that the teachers who had also experience violence, abuse, poverty, other traumas and oppressions in war were teaching students in the classrooms, which led students may have been stumble and weary to move on to and knock down on their journey of learning because of the brutality of the effects of the civil wars (Feuerverger, 2011).…”