This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development. The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics. This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.

Much of what is known about teaching second language writing today has been based on research in English as a second language, writing in English in English-dominant countries and other contexts, without giving close consideration to the important work of teaching foreign language writing in many languages and contexts around the world. FOREIGN LANGUAGE WRITING INSTRUCTION: PRINCIPLES AND PRACTICES takes a significant step in addressing this imbalance by examining many of the topics that influence foreign language teaching. Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning. This volume provides a cross-section of the current status of foreign language writing instruction, while developing a fuller appreciation for the broadened perspectives that it can bring to second language writing. Both teachers and researchers in foreign language writing will benefit greatly from this collection. - SECOND LANGUAGE WRITINGSeries Editor, Paul Kei Matsuda - CONTRIBUTORS include Rachida Elqobai, Yukiko Abe Hatasa, Icy Lee, Natalie Lefkowitz, Rosa Manch n, Hui-Tzu Min, Marly Nas, Hadara Perpignan, Melinda Reichelt, Marcela Ruiz-Funes, Jean Marie Schultz, Oleg Tarnopolsky, Helga Thorson, Kees van Esch, and Wenyu Wang. - TONY CIMASKO is Visiting Assistant Professor of English at Miami University in Oxford, Ohio. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and the online edition of What Is "College -Level" Writing? Volume 2. - MELINDA REICHELT is Professor of English at the University of Toledo. She has published her work in the Journal of Second Language Writing, World Englishes, Composition Studies, Issues in Writing, the ELT Journal, Modern Language Journal, the International Journal of English Studies, College ESL, Foreign Language Annals, the WAC Journal, English Today, and International Education.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective. Positioning itself uniquely amongst the growing literature at the nexus of technology and language learning, the book focuses on language teacher education programs designed for academic and professional credentials in online environments. Introductory sections provide a brief historical overview of the OLTEs as we know them today, with examples from a global range of programs toward demonstrating their theoretical and philosophical foundations. The second section of the book explores the paradigm shifts borne out of OLTE in the modes, media, and tasks employed and their subsequent impact on instructional efficacy. Subsequent chapters turn a critical lens on OLTE in raising questions around accessibility its implementation in less technologically developed environments, issues of quality measures and accreditation, and practicum concerns. Taken together, this collection is a state of the art of online language teacher education programs and lays the groundwork for future research on the nexus of online education, teacher education, and applied linguistics.

This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally. It illustrates the current state of multimodal composing and literacies, with an emphasis on English learners' language and literacy development. The book addresses issues concerning multilinguals' multimodal composing and reflects on what the nexus of multimodality, writing development, and multilingual education entails for future research. It provides research-driven and practice-oriented perspectives of multilinguals' multimodal composing, drawing on empirical data from classroom contexts to elucidate aspects of multimodal composing from a range of theoretical perspectives such as multiliteracies, systemic functional linguistics, and social semiotics. This book bridges the gap among theory, research, and practice in TESOL and applied linguistics. It serves as a useful resource for scholars and teacher educators in the areas of applied linguistics, second language studies, TESOL, and language education.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective. Positioning itself uniquely amongst the growing literature at the nexus of technology and language learning, the book focuses on language teacher education programs designed for academic and professional credentials in online environments. Introductory sections provide a brief historical overview of the OLTEs as we know them today, with examples from a global range of programs toward demonstrating their theoretical and philosophical foundations. The second section of the book explores the paradigm shifts borne out of OLTE in the modes, media, and tasks employed and their subsequent impact on instructional efficacy. Subsequent chapters turn a critical lens on OLTE in raising questions around accessibility its implementation in less technologically developed environments, issues of quality measures and accreditation, and practicum concerns. Taken together, this collection is a state of the art of online language teacher education programs and lays the groundwork for future research on the nexus of online education, teacher education, and applied linguistics.

Much of what is known about teaching second language writing today has been based on research in English as a second language, writing in English in English-dominant countries and other contexts, without giving close consideration to the important work of teaching foreign language writing in many languages and contexts around the world. FOREIGN LANGUAGE WRITING INSTRUCTION: PRINCIPLES AND PRACTICES takes a significant step in addressing this imbalance by examining many of the topics that influence foreign language teaching. Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning. This volume provides a cross-section of the current status of foreign language writing instruction, while developing a fuller appreciation for the broadened perspectives that it can bring to second language writing. Both teachers and researchers in foreign language writing will benefit greatly from this collection. - SECOND LANGUAGE WRITINGSeries Editor, Paul Kei Matsuda - CONTRIBUTORS include Rachida Elqobai, Yukiko Abe Hatasa, Icy Lee, Natalie Lefkowitz, Rosa Manch n, Hui-Tzu Min, Marly Nas, Hadara Perpignan, Melinda Reichelt, Marcela Ruiz-Funes, Jean Marie Schultz, Oleg Tarnopolsky, Helga Thorson, Kees van Esch, and Wenyu Wang. - TONY CIMASKO is Visiting Assistant Professor of English at Miami University in Oxford, Ohio. His work has been published in the Journal of Second Language Writing, Computers and Composition, English for Specific Purposes, and the online edition of What Is "College -Level" Writing? Volume 2. - MELINDA REICHELT is Professor of English at the University of Toledo. She has published her work in the Journal of Second Language Writing, World Englishes, Composition Studies, Issues in Writing, the ELT Journal, Modern Language Journal, the International Journal of English Studies, College ESL, Foreign Language Annals, the WAC Journal, English Today, and International Education.