The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario

Amir Kalan

Abstract


This paper attempts to illustrate the impact of Canadian social, political, and academic discourses on second language writing pedagogy in Ontario schools. Building upon the views that regard teacher knowledge as teachers’ sociocultural interactions and lived experiences, and not merely intellectual capabilities gained within teacher preparation, this article proposes that the impact of dominant social discourses on classroom practice might be more profound than teachers’ creativity and initiative. This idea is demonstrated by examining the findings of a grounded theory study of frequently employed strategies that can deal with intercultural rhetoric in EAL (English as an additional language) academic writing. Guided by Foucauldian critical discourse analysis, this article approaches the experiences of five Ontario EAL teachers with intercultural rhetoric in order to show the significance of the influence of dominant Canadian social discourses on their practice. This report, in particular, explores possible connections between the popularity of strategies that employ students’ first languages in EAL academic writing and dominant social, political, and academic discourses in Canada over the past 50 years. This paper, finally, poses questions about the future of EAL writing pedagogy as anti-multiculturalism discourses gain more dominance in Canada.


Full Text: PDF DOI: 10.5539/elt.v6n10p32

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.