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ERIC Number: EJ1450710
Record Type: Journal
Publication Date: 2024-Dec
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-7941
EISSN: EISSN-1949-3533
Using a Genre-Based Approach to Teach Writing to Elementary ESL Students: A Boon or a Barrier?
Aicha Zohbie; Subrata Bhowmik
TESOL Journal, v15 n4 e819 2024
A genre-based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre-based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal-oriented, and (d) it helps make students self-efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A