Examining conceptions of writing in TESOL and English Education journals

Toward a more integrated framework for research addressing multilingual classrooms

Jill V. Jeffery, Michael J. Kieffer, Paul Kei Matsuda

Research output: Contribution to journalArticle

Abstract

We present a review of literature drawn from two prominent journals in the fields of Teaching English to Speakers of Other Languages (. TESOL Quarterly) and English Education (. Research in the Teaching of English) that publish writing research regarding secondary and lower-division postsecondary learners. The purpose of the review is to compare how the two journals represent conceptions of writing - conceptions that shape research designs, data analyses, and the interpretations of findings. Results suggest that, while the two journals share common theoretical concerns with the uses of language, they differ with respect to how they represent the goals and functions of extended written composition in educational settings. We conclude by discussing the implications of our findings for future research that more deliberately integrates knowledge across the respective fields of English Education and TESOL. Such an integrated approach, we argue, can ultimately help teachers make more informed decisions about how best to differentiate writing instruction in linguistically heterogeneous classrooms.

Original languageEnglish (US)
Pages (from-to)181-192
Number of pages12
JournalLearning and Individual Differences
Volume28
DOIs
StatePublished - Dec 2013

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Education
writing instruction
classroom
Teaching
educational setting
Language
language
Research
research planning
education
interpretation
Research Design
teacher
literature

Keywords

  • Adolescent literacy
  • College composition
  • Composition research
  • Second language composition
  • Writing pedagogy

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Education

Cite this

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