Concept-Based Language Instruction and Genre-Based Second Language Writing Pedagogy
Provoking and Assessing Development
Published on 16. December 2025
Book
Hardback
144 pages
978-1-80041-248-4 (ISBN)
Description
Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.
Reviews / Votes
Connecting theory, research, and practice, the authors provide an accessible introduction to an innovative pedagogical approach - Concept-Based Genre Writing Pedagogy. This book provides insights for scholarship as well as practical applications. It will be a valuable resource for graduate students, practitioners, and researchers interested in EAP, genre-based writing instruction, and concept-based language instruction. * Angela Hakim, Iowa State University, USA * Sociocultural Theory is a critical theory of human learning and development, yet for many, it can be challenging to comprehend. This book provides one of the most accessible, well-crafted introductions to the theory to date. Casal, Kurtz, and Qiu's book is a must for those who are interested in exploring the intersections of Sociocultural Theory, genre, and writing pedagogy. * Matt Kessler, University of South Florida, USA * Bringing together three innovative research projects that integrate Vygotskian concept-based language instruction and genre-based writing pedagogy, this book illustrates Sociocultural Theory's relevance to distinct contexts as well as how the same principles can generate practices that are responsive to local needs. An outstanding contribution to the field! * Matthew Poehner, The Pennsylvania State University, USA *More details
Series
Language
English
Place of publication
Bristol
United Kingdom
Target group
College/higher education
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 13 mm
Weight
408 gr
ISBN-13
978-1-80041-248-4 (9781800412484)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
J. Elliott Casal | Lindsey M. Kurtz | Xixin Qiu
Concept-Based Language Instruction and Genre-Based Second Language Writing Pedagogy
Provoking and Assessing Development
Book
12/2025
Multilingual Matters
€41.20
Shipment within 10-20 days
Persons
J. Elliott Casal is Assistant Professor of Applied Linguistics at The University of Memphis, USA. His research emphasizes genre- and discipline-specific writing practices and literacies, multilingual and second language writing, and computer assisted language and literacy development.
Lindsey M. Kurtz is Director of Legal English Certificate Programs and resident linguist in Global and International Programs at Penn State Dickinson Law, USA. Her teaching and scholarly interests include Vygotskian sociocultural theory, legal discourse, second language writing and English for Specific Purposes.
Xixin Qiu is a Lecturer in the Writing Program at Case Western Reserve University, USA, specializing in second language writing, corpus linguistics, genre analysis and English for Academic Purposes.
Lindsey M. Kurtz is Director of Legal English Certificate Programs and resident linguist in Global and International Programs at Penn State Dickinson Law, USA. Her teaching and scholarly interests include Vygotskian sociocultural theory, legal discourse, second language writing and English for Specific Purposes.
Xixin Qiu is a Lecturer in the Writing Program at Case Western Reserve University, USA, specializing in second language writing, corpus linguistics, genre analysis and English for Academic Purposes.
Content
Acknowledgments
James P. Lantolf: Foreword
Chapter 1. Introduction
Chapter 2. Key Principles and Concepts
Chapter 3. Legal Writing: Context and Pedagogy
Chapter 4. Legal Writing: Findings and Implications
Chapter 5. Graduate Academic Writing: Context, Concepts and Pedagogy
Chapter 6. Graduate Academic Writing: Findings and Implications
Chapter 7. Engineering Writing: Context and Pedagogy
Chapter 8. Engineering Writing: Findings and Implications
Chapter 9. Implications and Considerations for Other Contexts
References
Index
James P. Lantolf: Foreword
Chapter 1. Introduction
Chapter 2. Key Principles and Concepts
Chapter 3. Legal Writing: Context and Pedagogy
Chapter 4. Legal Writing: Findings and Implications
Chapter 5. Graduate Academic Writing: Context, Concepts and Pedagogy
Chapter 6. Graduate Academic Writing: Findings and Implications
Chapter 7. Engineering Writing: Context and Pedagogy
Chapter 8. Engineering Writing: Findings and Implications
Chapter 9. Implications and Considerations for Other Contexts
References
Index