English-language writing instruction in Poland: Adapting to the local EFL context

This paper is intended to foster reflection about the development of a locally-suitable approach to English-language writing instruction in Poland. In order to provide background information to contextualize a subsequent discussion of English-language writing, the paper starts with a brief overview of the history of L2 writing instruction, including an overview of the four most influential approaches to teaching ESL composition in the U.S. from 1945–1990: Controlled Composition, Current-Traditional Rhetoric, the Process Approach, and English for Academic Purposes. This is followed by a discussion of the concept of a „needs analysis,” where it is noted that needs analysis is complex in foreign language contexts such as Poland, where students may not have obvious, immediate needs for writing in English after graduation. The notion of needs analysis is illustrated with an example drawn from the English Institute at the University of Łódź. The needs analysis indicated that some students of English had negative attitudes and/or anxiety towards writing in English, but some had positive attitudes based on previous experiences with creative and expressive writing. Additionally, it was determined that students needed to learn many skills for writing academic papers that they had not learned in secondary school and that require extensive instruction and practice. Based on the needs analysis, it was determined that the purposes of a new writing course for first-year English majors should be to foster and develop positive attitudes toward writing and to support students’ academic work. The assignments and activities for the course are described. Additionally, a description is provided of the possible purposes that Polish students in general might have for writing in English, the goals that instructors might pursue in assigning writing, and the types of writing teachers might assign. Recommendations are provided for responding to student writing

ESL and EFL Writing Instruction: Challenges and opportunities

Udostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00

TWENTY-FIVE YEARS OF SCHOLARSHIP ON SECOND LANGUAGE COMPOSING PROCESSES: 1976-2000

This work is divided into two sections: (1) an annotated bibliography of full-length, published, (mostly) basic research on second language writing and overviews thereof, and (2) an unannotated bibliography of both basic and applied research (mostly unpublished) and commentary on second language composing. Both sections have been arranged in chronological order to allow readers to follow the development of scholarship in this area. Entries are listed alphabetically within a given year. While this bibliography is extensive, it is not meant to be exhaustive, and while the focus here is on research, many of the studies included address pedagogical matters in a substantive manner

An investigation of first language and second language (English) composition theory and pedagogy at the secondary level in Germany

The purpose of this study was to investigate German-language and English-language writing theory and pedagogy at the Gymnasium (secondary, college-preparatory) level in Germany. Over a nine-month period, the investigator observed 90 English and German class sessions; interviewed 33 students, teachers, administrators, and teacher trainers; participated in six teacher-training sessions regarding writing instruction; and examined nine German and English textbooks, approximately 55 student texts, three curriculum guides, and approximately 25 German-language articles and book chapters related to writing pedagogy. The researcher focused on the following questions: (1) What is the context of this particular Gymnasium? (2) How is writing taught at this Gymnasium? (3) What assumptions about writing and writing instruction are held by the teachers and students at this Gymnasium and by the teacher trainers in the area? (4) What are considered to be some of the differences between L1 (German) and L2 (English) writing and writing instruction? Implications of findings for the German context as well as for North American writing theory, pedagogy, and future research are discussed