de Oliveira, L. C., & Silva, T. (Eds.). (2013). L2 writing in secondary classrooms: Student experiences, academic issues, and teacher education. New York, NY: Routledge. 193 pages, paperback.

Even though writing is often viewed as one of the most important language skills for academic competence, research on the writing of multilingual learners in secondary contexts remains somewhat sparse. This is partly due to the complex nature of the environment in which the writing of these students is often overshadowed by the more pressing language, identity, and agency issues of their cases (Leki, Cumming, & Silva, 2008, p. 26). In order to contribute to a much needed area of second language writing research, L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and Teacher Education explores these issues through authentic data, including the texts and experiences of secondary multilingual writers and their teachers. The book is divided into three major parts: Part I (Students Experiences: Case Studies), Part II (Academic Issues), and Part III (Teacher Education).

In Part I, three case studies illustrate the complexities of multilingual writers’ experiences in a secondary context. Ortmeier-Hooper (Chapter 2) reports on the tense identity negotiations of one adolescent refugee and his mainstream English language arts teacher. In doing so, the salient relationship between how teachers interact with the historical and sociopolitical identities of young refugees and the literacy development of these writers is highlighted. Enright (Chapter 3) draws attention to the issue of literacy access by closely examining the experiences of two multilingual females, one enrolled in honors track classes and the other in general track classes. Noting that multilingual learners deserve more than an observation experience in honors classes and more than a training session in general track classes, she calls for content area teachers to reflect on the role of writing for multilingual students in their classrooms. Through the case of one adolescent male, Kibler (Chapter 4) represents the often broken transition between high school and college for multilingual writers and stresses literacy development opportunities as locally and institutionally created.

In Part II, issues important to adolescent multilingual writers, including argumentative writing, literacy as a social practice, and the use of digital media, are highlighted. Hirvela (Chapter 5) links the increasingly important role of argumentative essays to the soon-to-be implemented U.S. Common Core State Standards. After reviewing relevant literature from the field of intercultural rhetoric, Hirvela showcases a range of pedagogical approaches for teaching argumentative writing, specifically from the perspective of multilingual writers’ characteristics and needs. Drawing on works of social literacies, Wilson (Chapter 6) explores the home, school, and neighborhood relationships interacting with and influencing the writing activities, practices, and skills of multilingual adolescents as pedagogical tools for effectively teaching writing. Niiya, Warschauer, and Zheng (Chapter 7) consider how digital media affects secondary multilingual writers’ language skills, academic writing, and identity. With full teacher support, the authors argue that technologies can increase multilingual students’ participation in academic discourse.

Part III addresses the preparation and needs of pre- and in-service teachers of multilingual writers with all contributors in the section calling for positive change by teacher education programs to address second language writing. Larsen (Chapter 8) explores the requirements of teacher education programs in terms of second language writing pedagogy through a teacher survey. His findings paint a grim picture of few programs requiring a second language writing theory and pedagogy class and few teachers feeling adequately prepared to work with multilingual writers. Yi (Chapter 9) examines two preservice teachers’ sense of preparedness and perceived challenges for second language writing instruction, noting their limited use of writing for assessment purposes. Additionally, she discusses a lack of “writing teacher” identity construction by the participants during their preservice internship. Athanases, Bennett, and Wahleithner (Chapter 10) identify responsive inquiry as a tool for teachers to identify and understand the varied needs of multilingual writers and ultimately avoid a one-size-fits-all model of instruction. Finally, Seloni (Chapter 11) highlights how four preservice teachers construct knowledge in second language reading and writing instruction, arguing for teacher education programs to adopt sociocultural and postmethod approaches in teaching second language literacy.

L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and Teacher Education is a significant contribution to the growing field of second language writing and an accessible resource for pre- and in-service teachers and teacher educators. The only limitation to this volume is space. More research related to each part of the book—writer experiences, academic needs, and teacher training—is needed. Hopefully, this new resource will fuel the continual call for more second language writing research in the secondary context.

References

Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. New York, NY: Routledge.

Sarah Henderson Lee, PhD, is an Assistant Professor of TESOL at Lindenwood University in the greater St. Louis area. She teaches courses in linguistics, second language acquisition, TESOL methods, and composition. Her research interests include: second language literacies, intercultural rhetoric, critical pedagogy, and teacher education.