Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study

Written Communication Jan 2024 Open Access

Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study

Magdalena Flores-Ferrés Alberto Hurtado University ; Daphne van Weijen University of Amsterdam ; Gabriela Osorio-Olave ; Magdalena Palacios-Bianchi Universidad Andrés Bello ; Gert Rijlaarsdam University of Amsterdam

Abstract

The Chilean curriculum for writing education includes five paradigms: cultural, macro-linguistic, micro-linguistic, procedural, and communicative. The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two aims: (a) to describe how the paradigms are evident across practices, and (b) to analyze the paradigms’ internal alignment within each practice. We conducted classroom observations with five Spanish language teachers with varied orientations toward writing instruction. A content analysis of teachers’ discourse formed the basis for a narrative case-by-case analysis and a cross-case analysis. This process was guided by data collected during a previous survey study and supported by teachers’ interviews. Findings revealed that the cultural, macro- and micro- linguistic paradigms were implemented most often, while the implementation of procedural and communicative paradigms was rare. Additionally, paradigm alignment was visible in two practices but not in other practices. Possible reasons for this lack of integration and potential solutions to resolve this issue are discussed.

Journal: Written Communication
Published: 2024-01-01
DOI: 10.1177/07410883231207628
Open Access: OA PDF Green
Topics: writing pedagogy qualitative research multilingual writers

Citation Context

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