Cimasko, T., & Reichelt, M. (Eds.). (2011). Foreign language writing instruction: Principles and practices. Anderson, SC: Parlor Press. 347 pages, paperback.

Foreign Language Writing Instruction: Principles and Practices describes current and developing research and pedagogical practices in the field of foreign language (FL) writing, accounting for diverse institutional and sociocultural factors in a variety of contexts. It aims at highlighting themes that are not well represented in the second language (SL) writing literature, including the relationship between English and other languages, the impact of broader language education policies, and socioeconomic factors on foreign language writing instruction, as well as institutional considerations such as curriculum guidelines, teachers, resources, and other circumstances. In addition to ESL writing research, investigating L2 writing in a variety of languages and contexts contributes to a more complete and precise L2 writing theory.

Part I focuses on the state of FL writing scholarship. It includes an overview by Reichelt (Chapter 1) of the contextual factors that shape foreign language writing. Some factors include: the status of English in a given teaching environment; the role English plays in various domains; students’ needs; socioeconomic, historical, and political factors; and FL teaching and L1 literacy practices. Ruiz-Funes (Chapter 2) draws from literature in ESL and L1 composition to describe the cognition of reading to write, the process of reading to write, and task representation. Manchón (Chapter 3) examines how writing enhances language learning, a topic at the interface between SLA and L2 writing. Finally, Shultz (Chapter 4) explores the impact of globalization on FL and L2 writing.

Part II presents national and regional profiles of foreign language writing instruction. It starts with Elqobai’s (Chapter 5) description of Morocco’s sociolinguistic milieu, involving the teaching of Arabic, Berber, French, and Spanish, all of which complicate EFL teaching. “Imported” approaches to writing instruction, she maintains, need to be adapted to such a milieu in order to be effective. Hatasa (Chapter 6) addresses how the teaching of Japanese writing in the United States is shaped by the needs of American learners, the nature of the Japanese writing system, and teachers’ lack of writing experience and training in writing in Japanese. Lee (Chapter 7) depicts how the status of English has become a foreign language in Hong Kong due to the power transition from British to Chinese rule, and asserts that students may be less motivated to write as a result.

Part III delineates the effects of foreign language programs on pedagogy in a variety of contexts. Perpignan (Chapter 8) draws from studies in SLA, the process approach, and genre studies in order to meet student goals in an academic environment where English is perceived as secondary and motivation is only instrumental. Min (Chapter 9) maintains that writing instructors in Taiwan need to devise a “principled eclectic approach” (p. 159) using a postprocess approach and accounting for local peculiarities to meet students’ linguistic, rhetorical, cognitive, social, cultural, and political needs. Tarnopolsky (Chapter 10) discusses differences between teaching writing for academic purposes and teaching it for practical purposes. He presents an approach to teaching writing in the Ukraine, responding to a wide range of FL writing needs through various creative learning activities (e.g., writing complaint letters, writing for fun, and journal writing.). Finally, Nas and Esch (Chapter 11) defend the use of challenging writing tasks that foster learner autonomy to help students pass exams, write theses, and complete other academic requirements.

Part IV addresses pedagogical concerns. Following her study of foreign and heritage language teachers' attitudes and the impact of these attitudes on students’ attitudes in a U.S. university, Lefkowitz (Chapter 12) finds an overreliance on accuracy despite student dismay. She argues for more effective teacher education, realistic expectations, and sociolinguistic sensitivity. Despite a small sample size, Thorson (Chapter 13) finds that university second and third year German learners favor the use of free writing and journal writing to enhance oral proficiency. Finally, Wang (Chapter 14) systematically recounts her personal experience teaching EFL writing in a large Chinese university. She shares a detailed account of her practices, including promoting reading to write, authentic communicative tasks, and a process approach. Some of Wang’s challenges include: textual borrowing, rhetorical awareness, and error correction.

There are similarities and differences across many of the FL contexts. Following Lee’s account of challenges in EFL writing in Hong Kong, some of these challenges include a lack of teacher training, large class size, teachers’ lack of autonomy to change conventional practices, and a disconnect between national curriculum requirements and the local realities. There are also some differences across FL teaching environments. For example, while some programs demand a focus on academic tasks, such as English literature and linguistics programs, an increasing number of programs require that FL teachers prepare students for communication in a variety of settings in a globalized world.

Echoing the editors’ afterword, the field of FL writing needs a clear vision for future research if it is to become an established discipline. Future research should involve a broader range of approaches and methods of inquiry, including historical research on questions of disciplinarity, qualitative research, institutional research, and quantitative research. In fact, quantitative research is this volume’s Achilles’ heel. It is necessary to use a variety of quantitative methods, in addition to qualitative research, to contribute to building robust models of how writers compose and revise in foreign languages.

The 14 chapters in this volume provide essential insights into FL writing. The editors and chapter authors ensure it is a valuable contribution to L2 writing theory and praxis. It is a useful resource for researchers, students, teachers, teacher educators, program designers, and decision-makers who engage in L2 writing praxis and aim to build a comprehensive theory of L2 writing.

Kamal Belmihoub is a doctoral student and writing instructor in the Department of English at Purdue University. He has been a tutor, instructor, and materials developer in various settings, including intensive English programs, freshman writing programs, and a writing center. His research interests include L2 writing, second language acquisition, language policy and planning, and world Englishes.