A Coherent Reflective Framework for Second-Language Writing Teacher Preparation

Abstract

The second-language writing literature has focused a lot more on how students write and learn to write than how teachers teach and learn to teach writing. Even less literature has been devoted to how teacher educators prepare pre-service and in-service teachers to teach writing. This Viewpoint article serves to fill the void by proposing a three-pronged reflective framework for second-language writing teacher preparation. It addresses the ‘why’, ‘how’ and ‘what’ questions of the teaching of writing, serving as a valuable heuristic and reflective tool to guide writing teachers’ practice. The paper ends with a discussion of the implications of the reflective framework for teacher education, teaching and research in second-language writing contexts.