Teaching Writing to Adult English Language Learners： Lessons From the Field

作     者：Joy Kreeft Peyton Kirsten Schaetzel 

作者机构：Center for Applied Linguistics Washington DC USA Georgetown University Washington DC USA 

出 版 物：《Journal of Literature and Art Studies》 (文学与艺术研究（英文版）)

年 卷 期：2016年第6卷第11期

页      码：1407-1423页

摘      要：For the past several decades, it has been clear that the ability to write texts for academic and professional purposes （＂academic writing＂ in this article） is key to the success of adults in U.S. society--in school, in university courses, on tests that they need to take to progress through learning and into work, and in the workforce. Academic writing has specific features and involves approaches that are different from much of the writing that is done with adult learners, particularly those learning English as an additional language （e.g., described in reviews by Hinkel, 2015; Leki, Cumming, ＆ Silva, 2008; and a survey by Rosenfeld, Courtney, ＆ Fowles, 2004）. However, a recent survey of adult educators, conducted by the authors, found that academic writing has not been a focus in many adult education programs, and teachers receive limited professional development in this area and instructional support in implementing it. This article describes the importance of academic writing at all levels of adult education, the key features of academic writing, and the current state of writing instruction in adult education programs. It then describes the motivation for, design, and outcomes of a survey of and interviews with adult educators across the country on their preparation for and instructional practices with academic writing （conducted in 2014 and 2015）. Finally, it describes approaches that can be used in adult education programs to meet the writing proficiency needs of students at all levels and next steps that the adult education field might take.

主 题 词：academic writing adult education adult ESL English learners writing instruction 

学科分类：05[文学] 

D　O　I：10.17265/2159-5836/2016.11.012

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