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ERIC Number: EJ819768
Record Type: Journal
Publication Date: 2006-Jun
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1354-0602
Learning to Teach Writing through Tutoring and Journal Writing
Shin, Sarah J.
Teachers and Teaching: Theory and Practice, v12 n3 p325-345 Jun 2006
Structured reflection on practical teaching experiences may help pre-service teachers to integrate their learning and analyze their actions to become more effective learners and teachers. This study reports on 12 pre-service English as a second language (ESL) teachers' individual tutoring of learners of English language writing. The data of the study are the writing journal entries that the pre-service ESL teachers maintained during their tutoring experience. These journals had common elements: all were used by the pre-service teachers to consider what funds of knowledge they bring to their teaching of ESL learners, to evaluate their roles as writers, learners and teachers and to reflect on the educational, social and cultural implications of teaching writing in English to speakers of other languages. This article describes ways in which both native and non-native English speaking pre-service teachers adapted their instruction to meet the particular needs of individual ESL writers and what they learned in the process. It provides insight regarding the value of using tutoring and reflection generally in teacher education and specifically in the preparation of teachers of ESL. (Contains 3 notes and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A