This document discusses options for organizing second language (L2) writing curricula. It presents three main options: (1) teaching L2 writing separately or integrated with other aspects of language; (2) focusing instructional activities or developing general L2 literacy; and (3) teaching L2 writing for specific purposes or separately. The document also notes that curricula should be informed by diverse theoretical perspectives and empirical evidence. Overall, the organization of L2 writing curricula appears pragmatic rather than based on a single comprehensive theory, and more research is still needed on effective pedagogical practices and teacher knowledge development in this area.

1. Section II
Instruction and Assessment
Observed by Prof. David I. Hanauer
ENG 825-Second Language Literacy
Presented by: Maha Alawdat
October 12th, 2011

2. Agenda Layout
Opening • Definition of C&I
Section I • Curriculum Purposes and Contexts
Section II • Options for Curriculum Organization
Section III • Conceptual Foundation of L2 Writing Curricula
Closing • Summing up and Questions

3. increase student
how students
A field within achievement
learn and the best
education within & outside
ways to educate
school

4. Assessment
Curriculum How will we know when each
student has learned it?
What will students learn?
Learning
Motivation
Intervention Acceleration
Engagement
Teaching
Instruction
What research based instructional
practices will we use to teach?

5. I
Curriculum Purposes and
Contexts
Academic
Purposes
Work
Purposes
Cultural
Adaptation

6. II
Organization of L2 Writing
Curricula
Teaching L2 writing for specific purposes
Teaching L2 writing separately or
Focus on instructional activities
or general L2 literacy
Integrating it with other aspects of language
Widdowson (1983) and Leki and Carson (1997)

7. Options for Curriculum Alternatives for Curriculum
Organization Organization
Teaching L2 separately or separate L2 learners from their
integrated with other aspects mother-tongue equivalents or not
of language, content, or subject-
matter study
Teaching L2 for specific introduce literacy program for
purposes related to one minority populations
situation or to develop general
capacities and full L2 literacy
possible resistance to
Focus on instructional developing L2 writing on the part
activities of both teachers and learners

8. III
Conceptual Foundation of
L2 Writing Curricula
Curricula have a practical process to help L2 students
develop their textual, cognitive, and discoursal abilities.
Producing Engaging
meaningful, Composing in discourses
accurate effectively for specific
texts purposes

9. “Curriculum policies should draw on and synthesize
Linguistic &
Psychological of theoretical ideas
diverse sources Rhetorical
Theory Theories
and empirical evidence.” (Luke,2005)
Political,
“There is no single grand theory of L2 writing, nor could
Sociocultural ,
there probably ever be one, because of the competing
Pragmatic, Critical
and conflicting demands, contexts, and interests the
Theories
theory would have to satisfy” (Grabe,2005)
Hyland Silva Lado Cumming Krashen
2003 1990 1964 2011 1984

10. Vygotskian sociocultural theory
Hornberger’s continua of biliteracy
Freirian emancipatory principles

11. Closure …..Summing up…..Recommendation
 Certain theories have influenced the conceptualizations of
L2 writing Curricula.
 The organization and instruction of L2 writing curriculum
have appeared to be pragmatic and eclectic rather than
comprehensively principled.
 Few substantive guidelines for designing and implementing
L2 literacy instruction have been produced.
 More researchesare needed to investigate the pedagogical
More researches are needed to investigate the pedagogical
practices of teaching L2 writing and the development of of
practices of teaching L2 writing and the development
teachers’ knowledge in this domain.
teachers’ knowledge in this domain.

12. “A different language is a different vision of life.”
Federico Fellini