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Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students' specific needs.
Luciana C. de Oliveira is Associate Professor and Director, ELL Licensure Program, Department of Curriculum & Instruction, Purdue University, USA Tony Silva is Professor and Director of the ESL Writing Program, Department of English, Purdue University, USA.
1. On the Radar Screen and the Need to Focus on L2 Writing in Secondary Classrooms Part I: Student Experiences: Case Studies 2. "She Doesn't Know Who I Am": The Case of a Refugee L2 Writer in a High School English Language Arts Classroom 3. Adolescent Writers and Academic Trajectories: Situating L2 Writing in the Content Areas 4. "Doing Like Almost Everything Wrong": An Adolescent Multilingual Writer's Transition from High School to College Part II: Academic Issues 5. Preparing English Language Learners for Argumentative Writing 6. The Role of Social Relationships in the Writing Development of Multilingual Adolescents 7. Emerging Literacies in Digital Media and L2 Secondary Writing Part III: Teacher Education 8. Focus on Pre-service Preparation for ESL Writing: K-12 Teacher Perspectives 9. ESOL Teachers as Writing Teachers: From the Voice of Pre-Service Teachers 10. Responsive Teacher Inquiry for Learning about Adolescent English Learners as Developing Writers 11. Understanding how Preservice Teachers Develop a Working Knowledge of L2 writing: Toward a Socioculturally-Oriented Postmethod Pedagog
