Concept-Based Language Instruction and Genre-Based Second Language Writing Pedagogy

Provoking and Assessing Development
Erscheinungsjahr 2025
ISBN: 978-1-80041-243-9
Verlag: Channel View Publications

Buch, Englisch, 144 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 231 g

Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.

Autoren/Hrsg.

Casal, J Elliott

Kurtz, Lindsey M

Qiu, Xixin

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Acknowledgments

James P. Lantolf: Foreword

Chapter 1. Introduction

Chapter 2. Key Principles and Concepts

Chapter 3. Legal Writing: Context and Pedagogy

Chapter 4. Legal Writing: Findings and Implications

Chapter 5. Graduate Academic Writing: Context, Concepts and Pedagogy

Chapter 6. Graduate Academic Writing: Findings and Implications

Chapter 7. Engineering Writing: Context and Pedagogy

Chapter 8. Engineering Writing: Findings and Implications

Chapter 9. Implications and Considerations for Other Contexts

References

Index

Über Autor(innen)

Kurtz, Lindsey M
Lindsey M. Kurtz is Director of Legal English Certificate Programs and resident linguist in Global and International Programs at Penn State Dickinson Law, USA. Her teaching and scholarly interests include Vygotskian sociocultural theory, legal discourse, second language writing and English for Specific Purposes.

Casal, J Elliott
J. Elliott Casal is Assistant Professor of Applied Linguistics at The University of Memphis, USA. His research emphasizes genre- and discipline-specific writing practices and literacies, multilingual and second language writing, and computer assisted language and literacy development.

Qiu, Xixin
Xixin Qiu is a Lecturer in the Writing Program at Case Western Reserve University, USA, specializing in second language writing, corpus linguistics, genre analysis and English for Academic Purposes.

J. Elliott Casal is Assistant Professor of Applied Linguistics at The University of Memphis, USA. His research emphasizes genre- and discipline-specific writing practices and literacies, multilingual and second language writing, and computer assisted language and literacy development.

Lindsey M. Kurtz is Director of Legal English Certificate Programs and resident linguist in Global and International Programs at Penn State Dickinson Law, USA. Her teaching and scholarly interests include Vygotskian sociocultural theory, legal discourse, second language writing and English for Specific Purposes.

Xixin Qiu is a Lecturer in the Writing Program at Case Western Reserve University, USA, specializing in second language writing, corpus linguistics, genre analysis and English for Academic Purposes.