Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/62524
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Department of English | en_US |
| dc.creator | Sengupta, S | en_US |
| dc.creator | Xiao, M | en_US |
| dc.date.accessioned | 2017-01-09T01:19:00Z | - |
| dc.date.available | 2017-01-09T01:19:00Z | - |
| dc.identifier.issn | 1072-4303 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10397/62524 | - |
| dc.language.iso | en | en_US |
| dc.publisher | TESL-EJ | en_US |
| dc.rights | © Copyright rests with authors | en_US |
| dc.rights | The following publication Sengupta, S., & Xiao, M. K. (2002). The contextual reshaping of beliefs about L2 writing: Three teachers’ practical process of theory construction. TESL-EJ, 6(1), A1. is available at http://www.tesl-ej.org/wordpress/issues/volume6/ej21/ej21a1/ | en_US |
| dc.rights | This is an open access article under the CC BY-NC-ND 4.0 (https://creativecommons.org/licenses/by-nc-nd/4.0/). | en_US |
| dc.title | The contextual reshaping of beliefs about L2 writing : three teachers' practical process of theory construction | en_US |
| dc.type | Journal/Magazine Article | en_US |
| dc.identifier.volume | 6 | en_US |
| dc.identifier.issue | 1 | en_US |
| dcterms.abstract | In the last two decades there have been discussions of the theoretical knowledge base for ESL writing pedagogy. This paper focuses on how teaching experience at a newly implemented L2 writing center contributed towards personal theory development of ESL writing for three teachers. By combining the literature on teacher knowledge with ESL writing, we studied teachers' changing beliefs about ESL writers, readers, texts and contexts. With data from planned collegial experience-sharing activities and writing centre feedback we created a story of each teacher's orientation. We then conducted open-ended interviews to gather responses from the protagonists of the stories. Through inductive analyses of the data we found that all three have critically examined and somewhat revised their content and pedagogic content knowledge of ESL writing. Using these stories we question whether programme and curriculum developers should devise strategies to help teachers consciously see the theory-practice connection in ESL writing. | en_US |
| dcterms.accessRights | open access | en_US |
| dcterms.bibliographicCitation | TESL-EJ : teaching English as a second or foreign language, June 2002, v. 6, no. 1 | en_US |
| dcterms.isPartOf | TESL-EJ : teaching English as a second or foreign language | en_US |
| dcterms.issued | 2002 | - |
| dc.identifier.rosgroupid | r10778 | - |
| dc.description.ros | 2001-2002 > Academic research: refereed > Publication in refereed journal | en_US |
| dc.description.oa | Version of Record | en_US |
| dc.identifier.FolderNumber | OA_IR/PIRA | en_US |
| dc.description.pubStatus | Published | en_US |
| Appears in Collections: | Journal/Magazine Article | |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| r10778.pdf | 225.39 kB | Adobe PDF | View/Open |
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