Teaching Writing in the Caribbean

Reviews / Votes

'Teaching writing in the Caribbean: Culturally responsive practice and research for educators is a fresh, direct and enthusiastic guide for teachers of writing in the Caribbean. It has been prepared by more than a dozen, well-qualified Caribbean nationals with experience and expertise in teaching as well as in writing. It encourages personal planning, training, research, flexibility and focus on the learner in the preparation of teachers of writing. It should be a compulsory textbook in courses aimed at converting students into sensitive and sensible teachers of writing.'

Peter A. Roberts, Professor Emeritus The University of the West Indies, Cave Hill Campus, Barbados and former Chief Examiner for CSEC English 'A'.

'[T] he teacher is also foregrounded and treated in a professional, collegial and developmental way. As we move through the book, the teacher-reader is constantly being asked to reflect on the information, the applications and the research - to integrate the ideas into her own practice and monitor her own development through continuing research and professional learning communities. In fact, the number of articles and myriad voices in this collection models a kind of community in itself.

The core of the book is learner-centred with its concern for honouring the language background of the students by its use of culturally relevant examples that draw on authentic classroom interaction, and artefacts, while also referencing Caribbean curricula and literature. The title itself makes clear that focus on the 'particular'

As important as cultural responsiveness, is the essential principle of planning, which is foundational to language teaching, especially second language teaching. This is underscored in the chapters that focus on 'design': the work can be naturalistic and authentic but must also be intentional in its rigorous implementation. Several of the chapters foreground planning in its widest sense - taking account of external factors whether it is the contextual elements of classroom ecology; or the necessary systematic planning embedded in a specific writing task. Or, broader still, the meticulous work of lesson and unit planning.'

Beverley Bryan, Retired Professor of Language Education from The University of the West Indies, Mona Campus, Jamaica