Writing Instruction for Adult L2-Learners
A Case Study From Three Swedish Classrooms
Bibliographic Data
| ID | 21560640 |
|---|---|
| Authors | Clara Palm (0000-0002-7337-9950, University of Gothenburg, corresponding author), Ann-Christin Randahl (0000-0002-0329-111X, University of Gothenburg), Liss Kerstin Sylvén (0000-0002-1655-5639, University of Gothenburg) |
| Year | 2026 |
| Volume | 43 |
| Issue | 1 |
| Pages | 111-140 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Written Communication (JOURNAL) |
| Journal identifiers | ISSN: 0741-0883 • E-ISSN: 1552-8472 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/07410883251372219 |
| OpenAlex | W4415949306 |
| Language | EN |
| References cited | 21 |
This article reports a case study of teachers’ enactment of writing instruction for adult learners in Swedish as a second language at lower secondary level in municipal education. It highlights instructional practices and discourses surrounding writing in three classrooms. The analysis centers on literacy events initiated by teachers to support adult learners’ final individual assignments. Data consist of classroom observations (24 hours) and informal interviews with teachers. The findings reveal that teachers adopt different positions in their teaching. There are varying levels of support for students, with varying numbers of literacy events occurring both inside and outside the classroom. Teachers universally adjust their methods based on contextual factors, including diverse student groups, local agreements on content, and time constraints, raising questions about equality. Furthermore, a text-focused approach prioritizes templates and models over content. As a result, writing assignments emphasize genre awareness rather than personal views, thoughts, or experiences. In sum, teachers' pedagogical choices in writing instruction are shaped by their beliefs about writing, learning to write, and contextual factors. These differences in teaching practices seem to provide students with partly unequal opportunities for writing development. This is further elaborated in the discussion
Academic writing · Collaborative writing · Discourse analysis · Literacy · Professional writing · Semi-structured interview · Teaching method · Discourse Analysis in Language Studies · Multilingual Education and Policy · Writing and Handwriting Education
Discourses of Writing and Learning to Write
What beliefs about writing guide EFL curricula? An analysis of relevant policy documents for teaching English at German secondary schools
Writing practices of recently immigrated adolescent emergent writers
Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools
The Teaching of Writing Across the Curriculum in School Years 4-6 in Sweden
Ethnography
| Citation velocity | historical |
|---|---|
| Highly cited | No |