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examined English to Speakers of Other Languages (ESOL) teachers sense of

preparedness to teach writing, their challenges for writing pedagogy, and their
negotiation of writing teacher identity. Her ndings reveal that though pre-service
ESOL teachers successfully designed and implemented some writing tasks into
lessons, they used writing extensively for assessment purposes. She concludes that,
despite their ESOL teacher identity construction, they were not able to afford to
pursue their writing teacher identity.
In Responsive Teacher Inquiry for Learning about Adolescent English
Learners as Developing Writers, Steven Z. Athanases, Lisa H. Bennett, and Juliet
Michelsen Wahleithner show how teacher inquiry provides a means to reect on
L2 writers needs, plan action, and collect and analyze data to uncover patterns and
rethink pedagogy. They report L2 writing issues that pre-service teachers in one
teacher education program explored through inquiry, including balancing voice
with the demands of testing, deconstructing linguistic complexity of writing
prompts, and learning how grammar and punctuation t within writing process
and pedagogy. They illustrate how inquiry promoted movement from initial
problem-framing to discoveries about teaching writing to adolescent L2 writers.
In Understanding how Pre-service Teachers Develop a Working Knowledge
of L2 Writing: Toward a Socioculturally Oriented Postmethod Pedagogy, Lisya
Seloni explores four pre-service teachers evolving disciplinary knowledge about
teaching L2 literacy in K12. Drawing on sociocultural and postmethod
approaches to teacher education, she conceptualizes the teaching of writing as an
experiential and transformative educational issue that emerges from linguistic
diversity and critical language awareness. She concludes with some curricular
recommendations for including more components of L2 writing theory in teaching
English to speakers of other languages (TESOL) courses across all levels of
postsecondary education.
These chapters provide an important contribution to the elds of L2 writing and
education. Over the past 35 years, the amount of scholarly work on L2 writing has
increased dramatically. However, very little work has focused on L2 writing
in secondary classrooms. We hope this book will lead to other projects designed to
draw attention to work in L2 writing in K12.
References
de Oliveira, L. C. (2011). Knowing and writing school history: The language of students
expository writing and teachers expectations. Charlotte, NC: Information Age.
Harklau, L., & Pinnow, R. (2009). Adolescent second-language writing. In
L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.), Handbook of adolescent literacy
research (pp. 126137). New York: Guilford Press.
Hirvela, A., & Belcher, D. (2007). Writing scholars as teacher educators: Exploring writing
teacher education. Journal of Second Language Writing, 16(3), 125128.
Kibler, A. (2010). Writing through two languages: First language expertise in a language
minority classroom. Journal of Second Language Writing, 19(3), 121142.
4 Luciana C. de Oliveira and Tony Silva