EFL Writing Teacher Education and Professional Development

Estela Ene is Professor and Chair of the English Department at Indiana University Indianapolis, USA, where she directs and teaches in the English for Academic Purposes Program and the MA in TESOL Program.Betsy Gilliland is an Associate Professor in the Department of Second Language Studies at the University of Hawaiʻi Mānoa, USA, where she teaches undergraduate and graduate courses in L2 writing pedagogy and research, academic literacies and qualitative research methods.Sarah Henderson Lee is a Professor of English at Minnesota State University, Mankato, USA, where she directs the multilingual writing program and teaches in the graduate Rhetoric & Composition and TESOL programs.Tanita Saenkhum is an Associate Professor of Rhetoric, Writing, and Linguistics at the University of Tennessee, Knoxville, USA, where she teaches courses in L2 writing, TESOL methods and SLA.Lisya Seloni is a Professor of Applied Linguistics and TESOL in the Department of English at Illinois State University, USA, where she teaches courses in L2 writing, TESOL methods and materials, and raciolinguistics.

This is a groundbreaking edited volume that amplifies the voices of EFL writing educators from under-represented countries. The rich collection in the book offers innovative strategies, diverse perspectives and empowering narratives, giving EFL writing teachers invaluable insights into fostering effective writing pedagogies in diverse linguistic contexts. An indispensable resource for EFL writing instructors.

• Tables and FiguresContributorsAcknowledgementsEstela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum and Lisya Seloni: IntroductionPart 1: Voices from the FieldChapter 1. Robin Rhodes, John Fiacre Haliyamutu, Jean de Dieu Amini Ngabonziza and Théophile Muhayimana: Land of a Thousand Hills: English Writing Education and Teacher Professional DevelopmentChapter 2. Lan Wang-Hiles: Transformation in Progress: Challenges and Promises in China’s High School English Writing InstructionChapter 3. Youngjoo Yi and Eunjeong Park: EFL Writing Teacher Education to Prepare for Post-COVID-19 Education: Voices from Teacher EducatorsChapter 4. D. Philip Montgomery and Marina Kudritskaya: Navigating Anti-Plagiarism Software in Kazakhstan: A Duoethnographic ReflectionChapter 5. Mehmet Karaca and Hacer Hande Uysal: EFL Writing Teacher Education and Professional Development in TürkiyeChapter 6. Ricardo Martin Ramirez and María Alejandra Soto: Teaching Writing from an Argentine TEFL StanceChapter 7. Carolina A. Villalobos Quiroz: The Journey in Teaching WritingChapter 8. Jared Michael Kubokawa: On Becoming an EFL Writing Specialist in the Japanese ContextPart 2: Resources and Materials for Writing Teacher Preparation and DevelopmentChapter 9. Catalina Sandoval Muñoz and Patricio Canales Volpone: A Local and Collaborative Writing Activity: An Example from ChileChapter 10. Nur Yiğitoğlu Aptoula and Melinda Reichelt: Discovering New Landscapes: Investigating How Writing Instruction in Non-English L2 Languages Can Enrich EFL Writing Teacher EducationChapter 11. Wélica Cristina Duarte de Oliveira and Betsy Gilliland: Creating Your Own Island: Preservice Teacher Engagement through Collaborative WritingChapter 12. Nur Yiğitoğlu Aptoula and Derya Altınmakas: Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Preservice Language TeachersChapter 13. Sean Farrell and Matt Kessler: Leveraging Open Accessible Summaries in Language Studies (OASIS) for EFL Writing Teacher Professional Development WorkshopsChapter 14. Miranda Sin I Ma: Beyond Test-Based Writing Prompts: A Mediated Approach to Developing Student WritersChapter 15. Yachao Sun, Tyler J. Carter and Kristin E. Hiller: Transdisciplinary Writing Teacher Development in a Sino-US Joint-Venture University in China Chapter 16. Kadidja Koné and Binta Koïta: Negotiating a Syllabus between Student Needs and Program RequirementsPart 3: State of the Field of EFL Writing Teacher EducationChapter 17. Claudia Ioana Doroholschi and Ana Cristina Băniceru: What Is a Writing Teacher, and How Do We Make One? Writing Teacher Training in Romania Chapter 18. Niles Zhao and Kuang Li: 'How Can I Teach Them More Effectively?': Examining Four EFL Teachers’ Writing Instruction to Ethnic Minority StudentsChapter 19. Negin Hosseini Goodrich: Within the Waves of Instability: EFL Writing and Teacher Training in IranChapter 20. Tania Rahman: In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical PerspectiveChapter 21. Ping-Hsuan Wang: EFL Writing in the Shadow: Challenges and Opportunities for Teachers in Taiwan’s Private Tutoring InstitutionsChapter 22. Wafa Zekri and Kamal Belmihoub: Challenges and Opportunities of Developing an EFL Writing Course in Algeria: A Collaborative Auto-Ethnographic StudyChapter 23. Katarzyna Hryniuk and Estela Ene: Preparing EFL Teachers to Teach Writing in Poland: The Case of an English DepartmentIcy Lee: AfterwordIndex