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dc.contributorDepartment of Englishen_US
dc.creatorSengupta, Sen_US
dc.creatorXiao, Men_US
dc.rights© Copyright rests with authorsen_US
dc.rightsThe 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
dc.rightsThis is an open access article under the CC BY-NC-ND 4.0 (
dc.titleThe contextual reshaping of beliefs about L2 writing : three teachers' practical process of theory constructionen_US
dc.typeJournal/Magazine Articleen_US
dcterms.abstractIn 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.accessRightsopen accessen_US
dcterms.bibliographicCitationTESL-EJ : teaching English as a second or foreign language, June 2002, v. 6, no. 1en_US
dcterms.isPartOfTESL-EJ : teaching English as a second or foreign languageen_US
dc.description.ros2001-2002 > Academic research: refereed > Publication in refereed journalen_US
dc.description.oaVersion of Recorden_US
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