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Using a Genre-Based Approach to Teach Writing to Elementary ESL Students: A Boon or a Barrier?

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Title: Using a Genre-Based Approach to Teach Writing to Elementary ESL Students: A Boon or a Barrier?
Language: English
Authors: Aicha Zohbie, Subrata Bhowmik (ORCID 0000-0001-8880-8263)
Source: TESOL Journal. 2024 15(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Early Childhood Education
Descriptors: Elementary School Students, English (Second Language), Second Language Instruction, Literary Genres, Writing Instruction, Writing Skills, Writing Improvement, Skill Development, Early Childhood Education, Literacy, Metalinguistics, Process Approach (Writing), Experiential Learning, Goal Orientation, Personal Autonomy, Self Efficacy
DOI: 10.1002/tesj.819
ISSN: 1056-7941
1949-3533
Abstract: A genre-based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre-based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal-oriented, and (d) it helps make students self-efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450710
Database: ERIC
FullText Text:
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  Data: Using a Genre-Based Approach to Teach Writing to Elementary ESL Students: A Boon or a Barrier?
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  Data: <searchLink fieldCode="AR" term="%22Aicha+Zohbie%22">Aicha Zohbie</searchLink><br /><searchLink fieldCode="AR" term="%22Subrata+Bhowmik%22">Subrata Bhowmik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8880-8263">0000-0001-8880-8263</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2024 15(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 16
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Genres%22">Literary Genres</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Process+Approach+%28Writing%29%22">Process Approach (Writing)</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: 10.1002/tesj.819
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  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
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  Data: A genre-based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre-based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal-oriented, and (d) it helps make students self-efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.
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        Value: 10.1002/tesj.819
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      – Text: English
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        PageCount: 16
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Skill Development
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Literacy
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      – SubjectFull: Personal Autonomy
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      – TitleFull: Using a Genre-Based Approach to Teach Writing to Elementary ESL Students: A Boon or a Barrier?
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