Writing Instruction for Diverse Learners: A Cross-Cultural Inquiry of Teacher Practices in South Korea and the United States

• In Event: Effective Teachers' Communicative Strategies When Working With Linguistically Diverse Learners

Abstract

Despite its vitality to promote student learning for academic achievement and career development, writing pedagogy receives little emphasis in research and professional development efforts. The purpose of this study was to examine teacher perceptions and practices of writing from a cross-cultural perspective. 16 middle grades teachers from South Korea and the United States were recruited for a semi-structured interview. Transcripts of the interview and survey responses were analyzed and compared, using a constant comparison method. The findings show that teachers’ instructional practices in writing are contextualized with their personal and professional knowledge and experiences. Country specific patterns are found in teacher perceptions on best practices of writing and instructional strategies while cross-cultural patterns are observed in ways that teachers differentiate instruction for struggling writers and motivate them to write.

Authors

• Carrie Eunyoung Hong, William Paterson University

• Geon-ah Choi, Cheongju University