Teaching and Learning Second Language Creative Writing in a Taiwanese University: The Issues with Language Ideology and Creativity

Autor/inn/en	Reynolds, Barry Lee; Yang, Shizhou; Yu, Melissa H.
Titel	Teaching and Learning Second Language Creative Writing in a Taiwanese University: The Issues with Language Ideology and Creativity
Quelle	In: MEXTESOL Journal, 46 (2022) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Reynolds, Barry Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Writing Instruction; Creative Writing; Content Analysis; English (Second Language); Foreign Countries; Course Descriptions; Elective Courses; Language Attitudes; Nonmajors; Language Variation; Portfolios (Background Materials); Native Speakers; Teaching Methods; State Universities; Case Studies; Writing Teachers; Learning Processes; Accuracy; Journal Writing; Course Evaluation; Teacher Attitudes; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Kreatives Schreiben; Inhaltsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Kursstrukturplan; Elective course; Wahlkurs; Sprachverhalten; Sprachenvielfalt; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Staatliche Universität; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Zeitschriftenaufsatz; Lehrerverhalten; Schülerverhalten
Abstract	University level second language (L2) creative writing courses are widespread around the world. However, little empirical research has been done to document teachers and students' experiences with courses whose main focus is to develop students' creativity. In response, this case study was conducted to explore how an English native-speaking (NS) creative writing teacher and non-English majors at a Taiwanese public university evaluated an elective L2 creative writing course through the investigation of the teachers' language ideology, assessment strategies, and learning activities. Data included the course syllabus, the teacher's and the students' reflection reports, and the students' L2 creative writing portfolios. Through qualitative content analysis, it was found that this creative writing course did focus on teaching creative writing skills. Despite the NS identity of the teacher, in resonance with the spirit of the world Englishes pedagogical paradigm, the notion of conforming to NS linguistic norms and accuracy was not introduced to students. Lecturing, sharing, and workshopping were found to be effective learning and assessment activities, while students experienced the most difficulty with keeping a creative writing journal. We argue that creativity should and can be pursued as the main objective in English creative writing courses even by NS teachers. Lastly, implications for research and pedagogy were considered. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01