Pedagogical Applications of a Second Language Writing Model at Elementary and Middle School Levels
Abstract
This article describes an action research project conducted at two public schools in an urban center in the province of New Brunswick in eastern Canada. The project involved the development of and experimentation with a model for the instruction of writing (ÉCRI – écriture cohérente et raisonnée en immersion) at both the elementary and middle-school levels. Research questions focused on gaining insight into best practices for teaching writing through practitioner dialogue in professional learning communities (PLCs), classroom observation and videotaping, teacher reflections, and stimulated recall. The data gathered were analyzed to determine similarities and differences between the implementation of the model in elementary and middle school settings as well as second-language and first-language learning contexts. Results of the study demonstrate the applicability of this multi-phase model at both levels and in both learning environments and the adaptations necessary to meet the needs of learners in these contexts.
- Journal
- Writing and Pedagogy
- Published
- 2010-01-16
- DOI
- 10.1558/wap.v1i1.37
- CompPile
- Search in CompPile ↗
- Open Access
- Closed
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Computers and Composition Jun 2026“Article laundry” or “tutor in pocket?”: Multilingual writers’ generative AI-assisted writing in professional settings ↗Qianqian Zhang-Wu
-
Assessing Writing Jan 2026Unveiling the antecedents of feedback-seeking behavior in L2 writing: The impact of future L2 writing selves and emotions ↗Jia Li; Lawrence Jun Zhang
-
Assessing Writing Jan 2026Albert W. Li; Steve Graham
-
Assessing Writing Jan 2026Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance ↗Xi Li; Mo Chen
-
Writing and Pedagogy Dec 2025Zhaozhe Wang