by Maria Luisa SADORRA (CELC) & Kenneth Gerard PINTO (CIT)
The advent of the knowledge-based economy has been transforming writing instruction. In the second language classroom, the integration of computer-mediated writing on Web 2.0 platforms into language learning has generated new pedagogies on processing texts, authoring texts of differing styles (Canagarajah, 2002; Warschauer, 2000), and practising academic integrity. The realities of such departure from conventional procedures often require ongoing professional development accompanied by expectations of institutional technical support. It is often the case that such technology-based practices, which are adopted for their recency or perceived novelty, are disembodied from institutional rationale or devoid of a reasoned basis. This paper presents stages of course design, in-service teacher training, and classroom practices in an L2 English for academic purposes writing course. It focuses on the impact of a digitized orientation of processing and authoring texts on teacher choices and decisions at the stages of designing in-class writing tasks and classroom teaching, as well as training teachers to implement computer-mediated writing tasks.
Paper presentation at RELC Seminar 2012 - Multiliteracies in Language Education in Singapore. 16-18 April 2012.