Learning to teach writing through tutoring and journal writing

Author/Creator

Author/Creator ORCID

Date

2006-08-22

Department

Program

Citation of Original Publication

Shin, Sarah J.; Learning to teach writing through tutoring and journal writing; Teachers and Teaching: Theory and Practice, 12(3), pages 325-345(2006); https://www.tandfonline.com/doi/abs/10.1080/13450600500467621

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This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
This is an Accepted Manuscript of an article published by Taylor & Francis in Teachers and Teaching: Theory and Practice on 2006-08-22, available online: https://doi.org/10.1080/13450600500467621

Subjects

Abstract

Structured reflection on practical teaching experiences may help pre‐service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre‐service English as a second language (ESL) teachers’ individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre‐service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre‐service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non‐native English speaking pre‐service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL.