Teaching ESL Writing in Canadian Schools: Teacher Preparedness and Pedagogical Challenges

• In Event: International Perspectives

Abstract

The purpose of this research was to identify factors that influence teacher preparedness for teaching ESL writing in the elementary classroom and challenges teachers encounter in teaching ESL writing. Eight elementary teachers participated in the study. Both qualitative and quantitative data were collected from interviews and online surveys. The data revealed that teacher preparedness was affected by: (a) background knowledge of teaching ESL writing, (b) professional development, (c) self-learning, and (d) teacher support. The challenges teachers encountered were: (a) unclear writing benchmarks, (b) lack of relevant resources, (c) lack of time, (d) difficulty providing feedback, and (e) lack of parental involvement at home. The paper discusses recommendations for teachers and teacher education programs that can help enhance ESL writing instruction.

Authors

• Marcia Kim, University of Calgary
  Presenting Author

• Subrata Bhowmik, University of Calgary
  Presenting Author