Questions? Contact email@example.com
If you are unable to join the class without scholarship support from iTDi, please apply using the form here
In many EFL contexts, high school teachers don't enjoy teaching writing classes, and students hate doing endless sentence-level translations and grammar or vocabulary activities. This course will share the many lessons learned from pedagogical research of a two-year high school writing course that took a fluency-first approach before introducing accuracy and complexity expectations to students. Teachers will explore ways to motivate, inspire and lead students to develop writing skills in a classroom that quickly changes from teacher centered to student centered.
Week 1: The L2 Writing Research Study
• According to the literature
• Input / output in EFL
• 10-minute writing and the honeymoon
• Quantitative and Qualitative results
Follow-up assignment: 10-minute writing once a day, plus tracking data (1-7 times).
Week 2: Fluency Approach Considerations
• The Fluency Tree
• Obstacles and ongoing challenges
• Student expectations
• Teacher centered to student centered classes
Follow-up assignment: 10-minute writing once a day, plus tracking data (8-14 times).
Week 3: Six Issues in L2 Writing
• Fluency writing vs. process writing
• Corrections - Who/what/when/where/why
• Genre approach - How many genres?
• Use of the mother tongue (L1) in class
• Balance of individual, pair, and group work
• Assessment and testing
Follow-up assignment: A collaborative writing assignment.
Week 4: 50 Ideas for High School Writers
• Narratives develop trust and interest
• Expository writing leads to confidence and clarity
• Persuasive essays show competence
Follow-up assignment:A formative feedback assignment.
Steven Herder, Assistant Professor, Department of International Studies, Doshisha Women's College of Liberal Arts
Steven has been teaching English as a Foreign Language (EFL) for over 25 years at the elementary, junior and senior high school level, and now as assistant professor in the Department of International Studies at Doshisha Women's College of Liberal Arts in Kyoto Japan. There, he teaches TOEFL iBT preparation, and a 3rd / 4th year seminar on Exploring Leadership.
He is an author and editor of two Palgrave Macmillan teacher resources, Innovating EFL Teaching in Asia (2012) and Exploring EFL Fluency in Asia (2014). Since 2010, he has been working with Suken Publishing on the high school textbook series Big Dipper Series I, II, III as well as writing various workbooks and graded readers.
He co-founded MASH Collaboration in 2007, believing that "Collaboration creates just the right amount of tension to get lots done" and over the years he has come to realize that, "being a teacher means a never-ending commitment to learning".
In 2012, he and a network of like-minded educators co-founded the International Teacher Development Institute, an online community for teachers by teachers, with over 5000 members and a growing global reach into over 100 countries.