Cultivating Genre-Based Writing Instructional Expertise in the TESOL Practicum: A Focus on Genre-Related Episodes.
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| Title: | Cultivating Genre-Based Writing Instructional Expertise in the TESOL Practicum: A Focus on Genre-Related Episodes. |
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| Authors: | Seloni, Lisya1 (AUTHOR) lseloni@ilstu.edu, Yalçın, Şebnem2 (AUTHOR) sebnem.yalcin@boun.edu.tr |
| Source: | Writing & Pedagogy. Jun2026, Vol. 16 Issue 3, p462-495. 34p. |
| Subject Terms: | *Teacher education, *Writing education, *Teaching methods, *English as a foreign language, *Student teachers, *Teacher-student communication |
| Geographic Terms: | Türkiye |
| Abstract: | Focusing on genre-related episodes (GREs) identified in teacher talk, this article investigates how two preservice teachers enacted genre-based writing instruction during their practice teaching in a 9th-grade public school English class in Türkiye. We adopted a teacher-oriented lens to investigate GREs, specifically paying attention to presentation choices and teacher talk during the genre knowledge elicitation phase—a move that facilitates eliciting students' prior genre knowledge and making connections to the target genre. By examining the types of intentional guidance embedded in these GREs, the findings suggest that, through overt instruction and supervision in TESOL practicum courses, preservice teachers attempted to incorporate genre-specific instruction and showed increased investment in using prompts and tasks that would elicit their students' genre-specific knowledge and organize their teaching around genres. Two important insights could be gained from this study: (1) TESOL practicum courses can serve as productive sites for cultivating genre-based writing expertise, enabling preservice teachers to design genre-rich lessons that support English as a foreign language student engagement with genre; and (2) GREs identified in classroom observations are valuable tools for examining new teacher genre-oriented deliberations during collaborative writing tasks. The article ends with a call to expand scholarly conversations on second language writing expertise and metacognitive awareness of genres to include a closer look at GREs during new teacher practice teaching. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194419208 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cultivating Genre-Based Writing Instructional Expertise in the TESOL Practicum: A Focus on Genre-Related Episodes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Seloni%2C+Lisya%22">Seloni, Lisya</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lseloni@ilstu.edu</i><br /><searchLink fieldCode="AR" term="%22Yalçın%2C+Şebnem%22">Yalçın, Şebnem</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> sebnem.yalcin@boun.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. Jun2026, Vol. 16 Issue 3, p462-495. 34p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Focusing on genre-related episodes (GREs) identified in teacher talk, this article investigates how two preservice teachers enacted genre-based writing instruction during their practice teaching in a 9th-grade public school English class in Türkiye. We adopted a teacher-oriented lens to investigate GREs, specifically paying attention to presentation choices and teacher talk during the genre knowledge elicitation phase—a move that facilitates eliciting students' prior genre knowledge and making connections to the target genre. By examining the types of intentional guidance embedded in these GREs, the findings suggest that, through overt instruction and supervision in TESOL practicum courses, preservice teachers attempted to incorporate genre-specific instruction and showed increased investment in using prompts and tasks that would elicit their students' genre-specific knowledge and organize their teaching around genres. Two important insights could be gained from this study: (1) TESOL practicum courses can serve as productive sites for cultivating genre-based writing expertise, enabling preservice teachers to design genre-rich lessons that support English as a foreign language student engagement with genre; and (2) GREs identified in classroom observations are valuable tools for examining new teacher genre-oriented deliberations during collaborative writing tasks. The article ends with a call to expand scholarly conversations on second language writing expertise and metacognitive awareness of genres to include a closer look at GREs during new teacher practice teaching. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194419208 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/wap-2025-0018 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 34 StartPage: 462 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Writing education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Türkiye Type: general Titles: – TitleFull: Cultivating Genre-Based Writing Instructional Expertise in the TESOL Practicum: A Focus on Genre-Related Episodes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Seloni, Lisya – PersonEntity: Name: NameFull: Yalçın, Şebnem IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Writing & Pedagogy Type: main |
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