What beliefs about writing guide EFL curricula? An analysis of relevant policy documents for teaching English at German secondary schools

Abstract

Although curricular analyses are of crucial importance for curricular development, documents for teaching writing in English as a foreign language [EFL] in Germany have not yet received much attention. Our study explores what beliefs about writing guide educational policy documents for teaching EFL in Germany. Using Ivanič’s (2004) discourses of writing [DoW] as a theoretical lens, we conduct a curricular analysis of 11 curricula for lower secondary school (Year 9/10) and their guiding superordinate documents. Our data suggest that none of the documents offers a comprehensive conceptualization of writing. The skills and the genre discourses are predominant; the process, the creativity, and the social practices discourses receive little attention, while the sociopolitical discourse of writing is missing. Differences in discourse frequency in curricula among school types and federal states may hinder transitions between educational tracks. The relative neglect of the procedural character of writing and the lack of acknowledgment of the social dimension of learning to write further suggest a misalignment between curricula and current research into (foreign language) writing pedagogy. This may be particularly detrimental for less proficient or socially disadvantaged learners. Implications for curricular development are outlined, suggesting that a more comprehensive approach to writing that covers all six DoW is important. In particular, we highlight the potential of process-oriented writing and also refer to the need to address digital literacy in writing.

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