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E-grāmata: Expertise in Second Language Writing Instruction: Conceptual and Empirical Understandings

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Expertise in Second Language Writing Instruction: Conceptual and Empirical UnderstandingsPalielināt
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Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of the development of L2 writing teacher expertise. Informed by relevant foundational theory and empirical research, this book addresses this crucial gap in the understanding of expertise in L2 writing instruction.

This book offers a holistic analysis of L2 writing instruction, serving as a valuable resource for those involved in the development of L2 writing teacher educators, as well as novice teachers striving to hone their skills in teaching L2 writing. It draws from a wide array of international perspectives on the conceptualization of L2 writing teacher expertise and research in this domain.

Significantly, it is the first comprehensive work that places expertise in L2 writing instruction at the forefront. It will interest scholars in the disciplines of foreign and second language education, as well as postgraduate students and aspiring teachers.

 



Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of development of L2 writing teacher expertise, informed by relevant foundational theory and empirical research, this book addresses this crucial gap in understanding of expertise in L2 writing instruction.

1. Introduction: The evolving quest to understand L2 writing teacher
expertise Part 1: Accounts of L2 Writing Teacher Expertise Learning
Experiences
2. Expertise as collaborative practice
3. Teacher inquiry in ESOL
teacher education: Examining how teachers develop L2 writing instruction
expertise
4. A collaborative examination of an L2 writing teachers expertise
learning across teaching contexts
5. Reframing L2 writing teacher expertise
to account for ongoing professionalization: Towards a sustainable model of L2
writing teacher education
6. The influence of language learning and writing
experiences on L2 writing teacher expertise
7. Reflections on doctoral
dissertation writing, mentoring, and advising as a form of expertise Part 2:
Classroom-based Studies of Teacher Expertise Learning
8. From routine
expertise to adaptive expertise in L2 writing instruction: A case study of an
EFL teacher at a Japanese university
9. Instructional expertise in assessing
digital multimodal composing in a second language: Conceptual frameworks and
teachers perspectives
10. A study of expertise in instructional delivery
while teaching argumentative writing in an American ESL composition program
11. Navigating expertise in synthesis writing instruction: The role of task
representation
12. Afterword
Alan Hirvela is a Professor Emeritus in the Department of Teaching and Learning at Ohio State University. He is a former co-editor of TESOL Quarterly and both assistant editor and review editor of English for Specific Purposes. He has served on the editorial boards of numerous journals.

Diane D. Belcher is Professor of Applied Linguistics at Georgia State University (Atlanta, GA, USA) and a former co-editor of the journals English for Specific Purposes and TESOL Quarterly.
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